Abstract
Volume 44, No. 4
Society for the Teaching of Psychology
2017 Teaching Excellence Award Winners
Eric Amsel and Krisztina V. Jakobsen
Topical Articles
Teaching Metacognition Experientially: A Focus on Higher Versus Lower Level Learning
Aaron S. Richmond, Anastasia M. Bacca, Jared S. Becknell and Ryan P. Coyle
Teaching of Psychology, 44(4), 298–305.
We investigated the effects of using experiential learning and direct instruction to teach metacognitive theory and to determine whether instructional type differentially affected higher versus lower level learning. We randomly assigned 87 introductory psychology students to either experiential learning or direct instruction conditions. We pretested participants’ knowledge about metacognitive theory, and then participants received either experiential or direct instruction, after which they completed a posttest of knowledge about metacognitive theory. After covarying prior knowledge, data suggested that experiential learning may be more effective than direct instruction for teaching metacognitive theory, particularly for higher level recall and recognition assessments. Our results suggest that when taught using experiential learning, students may process information at a deeper level and recall more information because they may have related new information to their past experiences, engaged in the course material, and may have increased self-efficacy for the learned material.
Keywords
metacognition, direct instruction, experiential learning instruction, higher level learning
Studying Open Versus Traditional Textbook Effects on Students’ Course Performance: Confounds Abound
Richard A. Griggs and Sherri L. Jackson
Teaching of Psychology, 44(4), 306–312.
To combat the high cost of textbooks, open (digitally free) textbooks have recently entered the textbook market. Griggs and Jackson (2017) reviewed the open introductory psychology textbooks presently available to provide interested teachers with essential information about these texts and how they compare with traditional (commercial) introductory textbooks. They did not, however, include any discussion of the research that has examined the effects of open introductory psychology textbooks and other open educational resources versus traditional introductory textbooks on students’ course performance (e.g., course grades). The present study provides a review of this research. The review indicated that no firm conclusions can be drawn, not just because there are a limited number of studies with seemingly conflicting findings but more importantly because of numerous uncontrolled relevant variables in all of the studies. To aid researchers who want to conduct future studies on this topic and reviewers who will evaluate these studies, we discuss these variables and the control issues they create.
Keywords
introductory psychology textbooks, introductory psychology, open educational resources, efficacy of open educational resources
Introductory Psychology: What’s Lab Got to Do with It?
Jamie J. Peterson and Arturo Sesma, Jr.
Teaching of Psychology, 44(4), 313–323.
The American Psychological Association (APA) Board of Educational Affairs Working Group recommends providing some research experience to undergraduate students in the introductory psychology course. This nationwide survey of introductory psychology instructors explored the frequency of integrated research opportunities in introductory courses, types of research activities included in courses, instructors’ perceptions of the importance of providing research experience, and perceived barriers to integrating research. We found that although few of the introductory courses have a separate laboratory (5%), over 75% of the respondents indicated some manner of research activity in their courses. Most introductory courses included opportunities to read and critique original research, but few psychology programs at institutions of higher learning provided students with hands-on research, APA writing, or data presentation opportunities. Respondents also rated activities such as designing, conducting, and interpreting research as not especially important for introductory courses. Primary barriers to integrating research are logistical in nature.
Keywords
introductory psychology, research experience, laboratory
Methods and Techniques
Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions
Jeffrey S. Nevid, Michael A. Ambrose and Yea Seul Pyun
Teaching of Psychology, 44(4), 324–329.
Our study examined whether brief writing-to-learn assignments linked to lower and higher levels in Bloom’s taxonomy affected performance differentially on examination performance in assessing these skill levels. Using a quasi-random design, 91 undergraduate students in an introductory psychology class completed eight lower level and eight higher level writing assignments. We based both higher and lower level writing assignments on the same concepts drawn from chapters of the accompanying textbook but which differed in level of cognitive complexity. The results favored a top-down approach by showing that higher level writing assignments produced significantly better performance on both lower and higher-level exam questions derived from concepts students had written about.
Keywords
top-down, bottom-up, writing-to-learn, Bloom’s taxonomy
Faculty Forum
What Constitutes Poor Teaching? A Preliminary Inquiry into the Misbehaviors of Not-So-Good Instructors
Jessica Busler, Claire Kirk, Jared Keeley and William Buskist
Teaching of Psychology, 44(4), 330–334.
Across three phases, we investigated college students’ perceptions of poor college teaching to develop a typology of poor teaching behaviors. In Phase 1, students generated a list of qualities representative of poor teaching. In Phase 2, another group of students assigned behavioral correspondents to these qualities, resulting in a list of 15 poor teaching qualities and their attendant misbehaviors. Finally, in Phase 3, yet another group of students generated a “top 5” list of qualities and behaviors that their most ineffective teachers have exhibited. Across participants in Phase 3, the “top 5” list included, in order, being disrespectful, offering unrepresentative and unfair student learning assessments, having unrealistic expectations for student learning, being less than knowledgeable on course content, and having poor communication skills. These findings provide practical guidance on which particular behaviors teachers should avoid adopting in their instructional repertoires.
Keywords
teaching performance, teaching evaluation, poor teaching, college and university teaching
Thinking Like a Psychologist Introductory Psychology Writing Assignments: Encouraging Critical Thinking and Resisting Plagiarism
Diane Keyser Wentworth and Lona Whitmarsh
Teaching of Psychology, 44(4), 335–341.
Teaching the general psychology course provides instructors with the opportunity to invite students to explore the dynamics of behavior and mental processes through the lens of theory and research. Three innovative writing assignments were developed to teach students to think like a psychologist, operationalized as enhancing critical thinking, applying research concepts, and resisting plagiarism. The assignments were evaluated with two samples of general psychology students. In Sample 1, student reactions to the assignments were uniformly positive. In Sample 2, students were assessed directly on their critical thinking skills using a set of three scenarios. An increase in students’ ability to think critically was found. Therefore, these assignments were successful in helping develop our students’ ability to think like a psychologist.
Keywords
introductory psychology, critical thinking, plagiarism
Student Success in Introductory Psychology: The Value of Teachers Knowing More About Their Students
Jennifer Wu and Philipp Kraemer
Teaching of Psychology, 44(4), 342–348.
This project describes the results from a large enrollment introductory psychology course specially designed to improve performance of first-year students. The main objective of the project was to identify early indicators of student success to inform future teaching and promote classroom engagement. Variables representing academic preparation, academic self-concept (e.g., growth mind-set), and behavioral indicators of academic engagement were analyzed with respect to course performance measures, including scores on the first test, midterm grades, and final grades. Academic preparation variables, growth mind-set scores, and some classroom behavior variables correlated with performance measures. Additionally, ACT scores and behavioral indicators of academic engagement were significant predictors of final grades. Findings are discussed in terms of strategies that teachers can use to promote student success in large enrollment, lecture-based courses such as introductory psychology.
Keywords
student success, academic engagement, performance in large lecture courses, standardized test scores, mind-set
Relationship Between Course Length and Graduate Student Outcome Measures
Carol A. Carman and Robert A. Bartsch
Teaching of Psychology, 44(4), 349–352.
One method to increase flexibility in class offerings is through the use of compressed courses, classes that have the same number of contact hours but over a shorter time period (e.g., 8 weeks vs. 15 weeks). Before offering these courses, it is important to determine whether they lead to equivalent or better student outcomes. This study examined 11 traditional-length and 8 compressed sections of the same graduate-level statistics course. Results indicated students in the compressed class scored significantly higher on both the third exam and final course grade. Student course evaluations were also significantly higher in the compressed courses. Graduate students rated traditional-length and compressed courses similar in difficulty. Implications for course offerings are discussed.
Keywords
course length, graduate instruction, student learning
The Generalist’s Corner
Mindfulness: What Should Teachers of Psychology Know?
Laura M. Nagy and Ruth A. Baer
Teaching of Psychology, 44(4), 353–359.
Mindfulness, which is best understood as nonjudgmental, present-centered awareness, originated in ancient Eastern traditions but has been adapted for use in Western, secular settings. The present article reviews the quickly burgeoning field of mindfulness research for teachers of psychology, including the most common mindfulness-based treatments and exercises. It also includes an overview of settings outside of traditional mental health treatment in which mindfulness has been used. Because mindfulness is appropriate within the context of a variety of courses, we have also included recommendations for teaching psychology students about mindfulness.
Keywords
mindfulness, teaching, review