Abstract
Volume 43, No. 2
Topical Articles
Integrating Professional Development Across the Curriculum: An Effectiveness Study
Natalie J. Ciarocco, Lisa M. Dinella, Christine J. Hatchard and Jayde Valosin
Teaching of Psychology, 43(2), 91–98
Abstract
The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis revealed those participating in the modular approach had a higher understanding of and investment in the psychology major, a higher awareness of professional development opportunities, higher knowledge of career options with a background in psychology, and better knowledge of professional development activities. Quiz scores indicate that students learned about professional development from the modules. Overall, the results imply that a modular approach to professional development can be effective and beneficial to students. Psychology programs should consider utilizing similar approaches in their curricula.
Team-Based Learning Improves Course Outcomes in Introductory Psychology
Lisa L. Travis, Nathan W. Hudson, Genevieve M. Henricks-Lepp, Whitney S. Street and Jennifer Weidenbenner
Teaching of Psychology, 43(2), 99–107
Abstract
This study investigated the influence of team-based learning (TBL) methods on exam performance and student satisfaction in an introductory psychology class. Fifteen instructors teaching 29 sections (with a combined enrollment of approximately 1,130 students) were randomly assigned to use TBL for 7 of 12 major topics or to use lecture. All students took the same midterm and final exams and completed midsemester and end-of-semester satisfaction surveys. Multilevel logistic models revealed that across both exams, students in the TBL sections performed significantly better on items that tested content covered in the TBL modules. In terms of the overall course satisfaction, there was no difference between the students taught via TBL versus lecture. These findings suggest that TBL is more effective than lecture in contributing to learning among introductory psychology students— without negatively impacting course satisfaction.
Who’s Who in Introductory Psychology Textbooks: A Citation Analysis Redux
Richard A. Griggs and Andrew N. Christopher
Teaching of Psychology, 43(2), 108–119
Abstract
It is important to assess periodically how introductory textbooks portray our discipline because introductory psychology is the most popular psychology course, almost all teachers use textbooks for it, and textbooks play a major role in defining the course for students. To do so, past studies have used textbook citation analyses. We analyzed current textbooks to update the citation findings of these studies for the most cited articles, books, and psychologists. Many highly cited articles and books have decreased in citation frequency, likely due to a currency bias and authors’ citation preferences. Freud had the highest citation page count, reinforcing students’ misconception of his importance in contemporary scientific psychology. Our findings should help teachers in making choices about course content and emphases.
Inmate Education as a Service Learning Opportunity for Students: Preparation, Benefits, and Lessons Learned
Cheryl L. Meyer, Megan Harned, Amanda Schaad, Katherine Sunder and Judson Palmer, Christy Tinch
Teaching of Psychology, 43(2), 120–125
Abstract
There is mounting evidence that prison inmates benefit from educational opportunities but may not be offered to them. In addition, when they are offered, priority is given to prisoners who will be released in the near future, and those serving long-term or life sentences are less likely to have access to classes. A service learning opportunity was created where students taught a life span development class to women serving long-term sentences. This article provides a guide to setting up the class while avoiding obstacles along the way. It also outlines benefits to students, inmates, supervising faculty, and society. In order to teach, students must apply what they have learned, and the prison experience challenges them to consider their power and privilege.
Methods and Techniques
Does Training in Table Creation Enhance Table Interpretation? A Quasi-Experimental Study With Follow-Up
Bryan T. Karazsia and Kendal Wong
Teaching of Psychology, 43(2), 126–130
Abstract
Quantitative and statistical literacy are core domains in the undergraduate psychology curriculum. An important component of such literacy includes interpretation of visual aids, such as tables containing results from statistical analyses. This article presents results of a quasi-experimental study with longitudinal follow-up that tested the effectiveness of a new technique for enhancing student interpretation of American Psychological Association-formatted tables. Undergraduate students exposed to the technique performed better than students not exposed on measures of table interpretation. Effect sizes between groups were large, even after a 3-month follow-up assessment. An active learning experience in which students learn how to create tables can enhance student’s ability to interpret tables presented in empirical psychological literature.
Faculty Forum
Peer Mentors Can Improve Academic Performance: A Quasi-Experimental Study of Peer Mentorship in Introductory Courses
Shaki Asgari, and Frederick Carter Jr
Teaching of Psychology, 43(2), 131–135
Abstract
The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern of improvement was observed in the performance of students who scored below the class average on the first scheduled exam in the mentored group. Furthermore, the average score on Exam 4 as well as the final course grade was significantly higher for the mentored compared with the nonmentored group, indicating the potential benefits of prolonged exposure to a peer mentor. We also report students’ personal impressions of the peer mentoring experience.
Coverage of the Stanford Prison Experiment in Introductory Psychology Courses: A Survey of Introductory Psychology Instructors
Jared M. Bartels, Marilyn M. Milovich and Sabrina Moussier
Teaching of Psychology, 43(2), 136–141
Abstract
The present study examined the coverage of Stanford prison experiment (SPE), including criticisms of the study, in introductory psychology courses through an online survey of introductory psychology instructors (N = 117). Results largely paralleled those of the recently published textbook analyses with ethical issues garnering the most coverage, but other theoretical and methodological criticisms more sparsely covered by instructors. This resemblance was also true in terms of the use of references critical of the SPE including Carnahan and McFarland’s study and the British Broadcasting Corporation prison study, both of which were cited infrequently in textbook content analyses. Results suggest criticisms of the landmark SPE in the classroom are noted with similar frequency as in introductory psychology textbooks.
Using Data Mining to Teach Applied Statistics and Correlation
Jessica L. Hartnett
Teaching of Psychology, 43(2), 142–146
Abstract
This article describes two class activities that introduce the concept of data mining and very basic data mining analyses. Assessment data suggest that students learned some of the conceptual basics of data mining, understood some of the ethical concerns related to the practice, and were able to perform correlations via the Statistical Package for the Social Sciences (SPSS, Version 20).
How to Create Automatically Graded Spreadsheets for Statistics Courses
Frank M. LoSchiavo
Teaching of Psychology, 43(2), 147–152
Abstract
Instructors often use spreadsheet software (e.g., Microsoft Excel) in their statistics courses so that students can gain experience conducting computerized analyses. Unfortunately, students tend to make several predictable errors when programming spreadsheets. Without immediate feedback, programming errors are likely to go undetected, and as a result, students will likely encounter difficulty mastering this new skill. In this article, I share techniques for creating spreadsheets that grade themselves either by providing immediate feedback or by delaying feedback until instructors have completed necessary evaluations of student performance. Students prefer automatically graded spreadsheets to more traditional methods for checking answers, and in the long run, automatically graded spreadsheets can save instructors’ valuable time. Furthermore, the techniques that I discuss can be adapted to create automatically graded assignments for other courses.
Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load
Michael J. Kennedy, Shanna Eisner Hirsch, Sarah E. Dillon, Lindsey Rabideaux, Kathryn D. Alves and Melissa K. Driver
Teaching of Psychology, 43(2), 153–158
Abstract
The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students’ knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition Podcasts (CAPs), this study utilized a pretest–posttest design across two groups of students. One group received instruction on FBAs in the form of a CAP, whereas the other group received a typical lecture (control comparison). Results revealed that members of the CAP group performed better on the posttest compared to the students who received the lecture when the pretest scores were controlled for previous knowledge. In addition, students in the CAP group had lower self-reported levels of cognitive load. Implications for the use of CAPs and future research are discussed.
Personality’s Top 40: An Assignment to Motivate Students to Apply Personality Concepts to Their Favorite Songs
Eric D. Wesselmann, Matthew P. Kassner and William G. Graziano
Teaching of Psychology, 43(2), 159–163
Abstract
We created an activity in an upper-level personality psychology course in which interested students created an ‘‘entry’’ for a contest in which they chose a popular song that illustrated a course concept. The class evaluated these entries and voted on their favorites in a tournament-style bracket system; winners received extra credit. Students enjoyed the activity regardless of whether they created an entry or simply voted for their favorite entry. For example, they indicated the activity helped clarify course concepts, encouraged them to think about the concepts in novel ways, and increased their appreciation for psychology. We created final exam items that assessed knowledge relevant to each entry. Students were more likely to answer these items correctly than a randomly selected subset of items unrelated to the entries. This activity could be adapted for other courses both within and outside of psychology.
The Generalist's Corner
Historical and Contemporary Attitudes Toward Homosexuality
Mary E. Kite and Kinsey Blue Bryant-Lees
Teaching of Psychology, 43(2), 164–170
Abstract
Over the past several decades, the shifting social climate has led to a steady increase in legal rights, social acceptance, and visibility for lesbian, gay, bisexual, and transgender (LGBT) people. However, there are still marked individual differences in levels of sexual prejudice as well as varying levels of comfort and exposure to the LGBT community. Moreover, the rapid shift in attitudes may lead students to conclude incorrectly that sexual prejudice is a thing of the past. The focus of this article is threefold. First, we emphasize the benefits of teaching about the history of the gay rights movement; when students learn about the past, they gain important insights into the lived experiences of LGBT individuals. Second, we illustrate the ways in which discrimination against LGBTs is still quite evident, including bullying, transgender rights, and employment disparities based on sexual prejudice. Third, we underscore the need to acknowledge heterosexual privilege and to explain why students should consider this privilege as part of their daily experience. Throughout the article, we discuss strategies and activities that instructors can use to effectively incorporate LGBT issues into psychology courses.