Abstract
Volume 42, No. 2, April 2015
Characteristics of Programs That Maximize Psychology Major Success
MICHAEL L. STOLOFF, MEGAN RODGERS GOOD, KRISTEN L. SMITH, AND JoANNE BREWSTER
Teaching of Psychology, 42(2), 99–108
We conducted a national survey of psychology department chairs, and, based on their responses, we concluded that psychology programs differ in the number of students enrolled in various types of classes; the degree of focus on each of the goals recommended by the American Psychological Association (APA) Guidelines for an Undergraduate Psychology Education; the frequency of student participation in research, study abroad, and field placement; and the frequency of student–faculty interactions. We describe the percentage of psychology majors who have these program-relevant experiences. We also demonstrate that there are relationships between key high-impact activities and graduate school attendance, assessment test scores, and program completion rate. Based on the findings, we suggest how psychology programs may be able to help students to maximize their success.
Uses and Misuses of Student Evaluations of Teaching: The Interpretation of Differences in Teaching Evaluation Means Irrespective of Statistical Information
GUY A. BOYSEN
Teaching of Psychology, 42(2), 109–118
Student evaluations of teaching are among the most accepted and important indicators of college teachers’ performance. However, faculty and administrators can overinterpret small variations in mean teaching evaluations. The current research examined the effect of including statistical information on the interpretation of teaching evaluations. Study 1 (N = 121) showed that faculty members interpreted small differences between mean course evaluations even when confidence intervals and statistical tests indicated the absence of meaningful differences. Study 2 (N = 183) showed that differences labeled as nonsignificant still influenced perceptions of teaching qualifications and teaching ability. The results suggest the need for increased emphasis on the use of statistics when presenting and interpreting teaching evaluation data.
a + (b1) Professor–Student Rapport + (b2) Humor + (b3) Student Engagement = (Ŷ) Student Ratings of Instructors
AARON S. RICHMOND, MAJKEN B. BERGLUND, VADIM B. EPELBAUM, AND ERIC M. KLEIN
Teaching of Psychology, 42(2), 119–125
Teaching effectiveness is often evaluated through student ratings of instruction (SRI). Research suggests that there are many potential factors that can predict student’s perceptions of teaching effectiveness such as professor–student rapport, student engagement, and perceived humor of the instructor. Therefore, we sought to assess whether undergraduate student’s perceptions of professor–student rapport, student engagement, and humor predict scores on retrospective SRIs. The findings suggest that professor–student rapport is the largest predictor (54% of variance) of scores on SRIs, while humor and student engagement were significant, but minor predictors of SRIs. Since SRIs are often used by administration to determine hiring, promotions, and tenure decisions for faculty, understanding what predicts SRIs is important to both faculty and administrators of higher education.
Initial Validation of an Instrument Measuring Psychology-Specific Epistemological Beliefs
MAGGIE D. RENKEN, ETHAN A. McMAHAN, AND MARTINA NITKOVA
Teaching of Psychology, 42(2), 126–136
Psychology-specific epistemological beliefs (EBs) are believed to influence students’ approach to and performance in psychology courses. However, empirical research on this topic is limited due in part to a lack of well-validated instruments measuring this construct. The primary objective of this research was to develop and validate the Psychology-Specific Epistemological Belief Scale (Psych-SEBS), a short self-report instrument measuring psychology-specific EBs. Study 1 addresses the structural validity, internal consistency, test–retest reliability, and convergent validity of the Psych-SEBS. Study 2 addresses the criterion-related and incremental validity of the Psych-SEBS. Findings indicated acceptable psychometric properties of this 13-item instrument and its three subscales, namely, significance of psychology research, subjective nature of psychology knowledge, and predictability of human behavior. Scores on Psych-SEBS scales were significantly associated with construct-relevant outcomes, including student interest and performance in psychology courses, and explained unique variance in these outcomes beyond that explained by existing instruments.
The Disappearance of Independence in Textbook Coverage of Asch’s Social Pressure Experiments
RICHARD A. GRIGGS
Teaching of Psychology, 42(2), 137–142
Asch’s classic social pressure experiments are discussed in almost all introductory and social psychology textbooks. However, the results of these experiments have been shown to be misrepresented in textbooks. An analysis of textbooks from 1953 to 1984 revealed that although most of the responses on critical trials were independent correct ones, textbooks have increasingly over time emphasized the minority conformity responding and deemphasized the majority independent responding. An analysis of 20 introductory psychology textbooks and 10 introductory social psychology textbooks revealed that this distorted coverage has not only persisted but increased over the past 30 years. Given the entrenchment of such coverage in current texts, a suggestion for how to address this distorted coverage without major text revision is provided.
Improving Research Participant Ethics: The Utility of an Online Educational Module
LARISSA K. BARBER, SARAH F. BAILEY, AND PATRICIA G. BAGSBY
Teaching of Psychology, 42(2), 143–148
The undergraduate psychology curriculum often does not address guidelines for acceptable participant behavior. This two-part study tested the efficacy of a recently developed online learning module on ethical perceptions, knowledge, and behavior. In the preliminary quasi-experiment, students who viewed the module did not have higher end-of-semester ethical perceptions than a control group, although the experimental group demonstrated increased ethical knowledge and behavior than the control group. Study 2 replicated these findings with a pretest–posttest experimental design at another university. These findings lend support for the module increasing ethical knowledge and behavior, although not necessarily perceptions. However, exploratory analyses suggested that ethical perceptions appear to increase across all research participants through experience.
The Kitty Genovese Story in Introductory Psychology Textbooks: Fifty Years Later
RICHARD A. GRIGGS
Teaching of Psychology, 42(2), 149–152
Given the many inaccuracies in the original New York Times 38-witnesses version of the Kitty Genovese story, this study examined the accuracy of this story in current introductory psychology textbooks, 50 years later. Recent studies have shown that there is no evidence for the following three key features of the original story: (1) that 38 witnesses were present, (2) that these witnesses watched the attack for its duration from their apartment windows, and (3) that the witnesses remained inactive, not intervening until it was too late. Twenty-one introductory textbooks were analyzed for the accuracy of their coverage of the Kitty Genovese story. Although a few texts still tell the inaccurate 38-witnesses story, most of the texts provide more accurate, updated coverage.
Demonstrating the Effectiveness of an Integrated and Intensive Research Methods and Statistics Course Sequence
REBECCA M. PLISKE, TRACY L. CALDWELL, ROBERT J. CALIN-JAGEMAN, AND TINA TAYLOR-RITZLER
Teaching of Psychology, 42(2), 153–156
We developed a two-semester series of intensive (six-contact hours per week) behavioral research methods courses with an integrated statistics curriculum. Our approach includes the use of team-based learning, authentic projects, and Excel and SPSS. We assessed the effectiveness of our approach by examining our students’ content area scores on the area concentration achievement test (ACAT) for psychology students. On average, our students scored significantly higher on the ACAT experimental methods and statistics content areas than the national norm. This intensive approach to teaching behavioral research methods and statistics is effective.
Using Facebook to Supplement Participant Pools for Class Research Projects: Should We Like It?
MARK J. SCIUTTO
Teaching of Psychology, 42(2), 157–162
In-class research projects are a valuable way of providing research experience for undergraduate students in psychology. This article evaluates the use of online social networks to supplement sample recruitment for in-class research projects. Specifically, this article presents a systematic analysis of seven student research projects that recruited through social networks and a traditional participant pool. Data from these studies suggest that the social network and participant pool samples were very similar in participant characteristics and overall levels of the dependent measures. Similarly, the magnitude and direction of the effect sizes were very similar across the studies. Results suggest that online recruiting may be a viable way of supplementing sample sizes while also providing additional opportunities to address learning goals related to statistical analyses. However, the pedagogical benefits of increasing sample size through online recruiting must be considered in conjunction with the potential ethical and methodological limitations of recruiting through online social networks.
The Relevance of Sport and Exercise Psychology in Undergraduate Course Curriculum
CHRISTOPHER T. STANLEY AND JAMIE E. ROBBINS
Teaching of Psychology, 42(2), 163–168
Given the growth of Sport and Exercise Psychology (SEP) in recent decades, and the interdisciplinary nature of research and practice in the field, it may be particularly relevant in undergraduate courses and textbooks. However, no studies to date have examined the relative presence of the field. Accordingly, a primary aim of the study described in this article was to examine the salience of SEP in academia. Results revealed that instructors generally do not include the field in their courses. Several factors were cited for the lack of inclusion. A secondary aim of this article is to advocate for the relevant inclusion of SEP in such courses. Thus, findings are discussed in relation to their importance for students and professionals, and recommendations are made in order for the field to be included more broadly in courses.
Location, Location, Location! Demonstrating the Mnemonic Benefit of the Method of Loci
JENNIFER A. McCABE
Teaching of Psychology, 42(2), 169–173
Classroom demonstrations of empirically supported learning and memory strategies have the potential to boost students’ knowledge about their own memory and convince them to change the way they approach memory tasks in and beyond the classroom. Students in a Human Learning and Memory course learned about the Method of Loci (MoL) mnemonic technique, then created and used their own Memory Palaces based on campus locations to remember a grocery list. Pretest to posttest improvements in memory for the serially recalled list, along with significant increases in self-reported use of MoL in daily life, suggest that this activity may improve knowledge and application of this powerful memory strategy. More broadly, these types of activities can strengthen undergraduates’ metacognitive sophistication.
Ungraded Pop Quizzes: Test-Enhanced Learning Without All the Anxiety
MAYA M. KHANNA
Teaching of Psychology, 42(2), 174–178
In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the inclusion of quizzes in the course. Students taking ungraded pop quizzes outperformed students taking graded pop quizzes and students taking no quizzes on the final exam. Students taking ungraded pop quizzes felt positive about having quizzes in their classes. The current findings have implications for research on the mitigating impact of anxiety on test-enhanced learning and on pedagogical strategy selection for educators.
Promoting Perceived Benefits of Group Projects: The Role of Instructor Contributions and Intragroup Processes
SARAH BAILEY, LARISSA K. BARBER, AND AMANDA J. FERGUSON
Teaching of Psychology, 42(2), 179–183
Group projects are often used in psychology courses to prepare students for future collaborative work. However, psychology alumni report that their education did not adequately prepare them for collaborative work. To better understand these perceptions, this study examined how instructor contributions (involvement and evaluation techniques) promote the benefits of group projects by positively influencing intragroup processes. In this study of current psychology majors, mediation analyses revealed an indirect effect of instructor involvement through goal orientation, as well as the direct effect of instructor evaluation techniques on perceptions of group projects. Moreover, instructor contributions positively predicted group cohesion, communication, goal orientation, and planning. Results suggest ways in which instructors can improve psychology majors’ collaborative experiences for experiential learning.
Teaching Social Class
COURTNEY B. TABLANTE AND SUSAN T. FISKE
Teaching of Psychology, 42(2), 184–190
Discussing socioeconomic status in college classes can be challenging. Both teachers and students feel uncomfortable, yet social class matters more than ever. This is especially true, given increased income inequality in the United States and indications that higher education does not reduce this inequality as much as many people hope. Resources from current psychological science can inform teaching by providing insights about social class stereotypes, attributions about blame and deserving, trust, cross-class interactions, and class cultures. Implications for teaching include paying attention to the potential for class-based stereotype threat, cultural mismatch, and stigma, as well as considering relative status in addition to absolute rank. Ongoing research can provide useful and hopeful directions for coping with social inequality in college classrooms.