Abstract
Reviewed by: Melissa Birkett, Northern Arizona University, USA
Overview of setting of context
In this guide, Sandra Goss Lucas and Douglas Bernstein amass their collective teaching experience and enthusiastically proclaim “we love teaching and we want you to love it, too, because despite its many challenges, it offers countless rewards” (p. 2). Their encouraging and realistic approach to training and preparing teachers of psychology permeates the second edition of their step-by-step guide. This book contains evidence-based, practical suggestions for effective teaching from preparing a first course through reflecting on a semester and integrating teaching into an ongoing academic life. The book is primarily intended as a guide for beginning teachers or to be used in a teacher-training program but experienced teachers will find a wealth of ideas to improve or reinvigorate their courses. The title may be misleading however; the suggestions offered extend well beyond psychology, and teachers in any social science (and other disciplines as well) will find useful tips and best practices in this book.
Description of the content and intended purpose
Fans of McKeachie’s Teaching Tips will find a similar, practical approach to preparing to teach in this book. Teaching Psychology is organized chronologically, from designing a syllabus, to the first days of class, to pedagogy, to evaluating student learning, to strategies for staying “fresh” as a teacher. The introductory chapter describes the current landscape of teaching in psychology and discusses basic principles of effective teaching. Chapter two delves into course preparation including setting learning goals, structuring a syllabus and designing course policies. Chapter three addresses the first few days of class, including setting expectations and developing rapport. Chapter four picks up with evidence-based suggestions for best practices throughout the term with topics such as effective lecturing, promoting active learning, and just-in-time teaching. Chapter five discusses evaluating student learning, various types of assignments, and the need to align assessment with learning goals. Chapter six includes a thoughtful discussion of faculty–student relationships, including an extensive review of teaching ethics. Chapter seven examines teaching with technology for both classroom and online teaching, providing a brief summary of the types of technology common in today’s classrooms. Chapters eight (assessing and improving your teaching) and nine (integrating teaching into your academic life) address professional development and the role of faculty in psychology today.
This book has preserved the original chapter titles from the first edition. Each chapter has been revised with reorganization of the content and a “final thoughts” section summarizing the main themes of the chapter. The chapters include updated scholarship with full references included in a bibliography at the end of the book. Many chapters contain checklists or examples of forms that can be adapted by teachers (such as student evaluation forms or examples of student letters of recommendation). Most notably, the second edition includes additional sections for “online considerations” woven throughout each chapter. This information is highlighted for faculty who teach courses that may be partially or fully online.
Evaluative comments
Strengths of this book include high and realistic expectations, a moderate approach to advances in teaching with technology, and an emphasis on evidence-based practices. In presenting a realistic approach to effective teaching that accounts for variety in best practices, the authors describe where they differ in their approaches to teaching (taking attendance, for example). They urge readers not to reinvent the wheel when planning for a course and encourage seeking advice from experienced and sympathetic colleagues to supplement the tips offered in the book. The authors suggest that readers “don’t have to conform to someone else’s ideal of a ‘good teacher’ to be an effective teacher” (p. 7) and reassuringly remind their audience that “today’s master teachers were yesterday’s novices” (p. 17). The proactive approach offered to mitigate student problems before they arise is particularly helpful advice for novice teachers. The authors’ moderate approach to technology in teaching may be refreshing to anyone who has been bewildered by choices or conflicting advice in this area. Goss Lucas and Bernstein offer practical suggestions and request not to employ educational technology only for technology’s sake. Instead, the authors offer suggestions for ways to use technology to implement best practices and considerations for novel challenges that teaching with technology can bring. Finally, the authors’ dedication to presenting evidence-based practices throughout the book is supported by a lengthy bibliography of research from current experts in the field (including Dan Ariely, Ken Bain, Stephen Brookfield, William Buskist, Arthur Chickering, Zelda Gamson, Carol Dweck, Sue Franz, Regan Gurung, William McKeachie, Marilla Svinicki, Jean Twenge, and Maryellen Weimer). Additional strengths of the book include detailed information about topics such as growth mindset, teaching ethics, and promoting academic integrity.
Readers interested in supplementary material or websites may have to read carefully to locate links embedded within the main text, and those looking for flipped classroom research will find only a brief overview here. As this book assumes readers will already have a teaching position and information about applying for positions or about job prospects is limited. However, resources such as McKeachie’s teaching tips, the Society for Teaching Psychology website (teachpsych.org), and the American Psychological Association (APA) guidelines for the undergraduate major (apa.org/ed/precollege/about/psymajor-guidelines.pdf) could easily be used to supplement the basic information contained in this book. Overall, this book is an excellent reference for novice and experienced teachers of psychology. It can easily be read cover-to-cover before beginning your next teaching assignment, or readers can consult individual chapters for ideas about specific challenges or teaching concerns.