Abstract
Volume 46, No. 4
Obituary
In Memoriam: Janet R. Matthews (1944–2019)
Lee H. Matthews
No Abstract
2019 Excellence in Teaching Award Recipients
Krisztina V. Jakobsen and Seungyeon Lee
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Topical Articles
Evidence-Inspired Choices for Teachers: Team-Based Learning and Interactive Lecture
Krisztina V. Jakobsen and David B. Daniel
Teaching of Psychology, 46(4), 284–289
Research on team-based learning (TBL) generally supports its effectiveness over “traditional” lecture. In practice, however, lecturing rarely consists of teachers exclusively talking at their students, as many incorporate a variety of strategies to encourage active processing. This study compared an interactive lecture style with TBL on student performance. Generally, the results indicate that there are differences in particular aspects of course performance across conditions depending upon grade point average (GPA). Overall, these results support the findings that either teaching strategy is a viable option for teachers. We argue that there is no one right way to teach, and the scholarship of teaching and learning can best serve high-quality teaching by actively contrasting and evaluating a variety of techniques for the wide variety of teaching needs.
team-based learning, interactive lecture, lecture, active learning, GPA
The Importance of Taking Psychology: A Comparison of Three Levels of Exposure
R. Eric Landrum, Regan A. R. Gurung and Eric Amsel
Teaching of Psychology, 46(4), 290–298
We compared the performance of senior psychology majors, introductory psychology students, and similarly aged individuals with no college psychology on seven different outcome measures including multiple-choice knowledge tests, attitudes, and open-ended scenarios requiring qualitative responses. On all measures, both senior psychology majors and introductory psychology students significantly outperformed individuals with no college psychology. However, the absolute magnitude of introductory psychology student performance would be depicted as a failing grade at most institutions (i.e., below 60% correct). We discuss this pattern of results in the context of judging the effectiveness of the major, the role of the introductory psychology course, and judging the effectiveness of the assessment/outcome measures utilized.
introductory psychology, psychology majors, peer comparisons, quantitative and qualitative outcomes
Benefits of a Voluntary Cell Phone Abstinence Intervention in General Psychology Courses
Brandon L. Whittington
Teaching of Psychology, 46(4), 299–305
Although cell phones are often discussed as a problem in higher education research, the literature focuses largely on disciplinary tactics or integration of phones into the curriculum. The present study provides further support for the use of positive reinforcement to minimize the negative effects of cell phones in the classroom. A quasi-experimental design randomly assigned course sections of general psychology to participate in an electronic device-free project for the entire semester or only the second half of the semester. Results provide support for previous research of the deleterious effects of cell phone use on exam scores and further expands the literature by also demonstrating negative effects of cell phone use on classmate connection and course satisfaction.
cell phones, grades, college students, course satisfaction, classmate connection; Faculty Forum
A Novel Model for Advancing Sexual Assault Education and Prevention on Campus
Courtenay E. Cavanaugh
Teaching of Psychology, 46(4), 306–311
Teachers of psychology have been called to both educate college students about interpersonal violence (e.g., sexual assault) and use service learning. However, few models exist for how teachers may simultaneously address both of these calls. This article describes a service-learning course in psychology that integrated an evidence-based, bystander intervention program (BIP) into it in order to provide students with both sexual assault education and roles for advancing sexual assault prevention on campus. Sixteen students in an undergraduate psychology course watched TakeCare, a video shown to improve students’ positive bystander behavior to prevent sexual assault and then facilitated delivery of TakeCare to 156 other students on campus. This course illustrates a novel model for advancing sexual assault education and prevention on campus, and the model may be used in other psychology courses. Future directions for implementing and evaluating this model are described.
sexual assault, bystander effect, college students, violence, service learning
Studying for Introductory Psychology: Differences Across Technical College, 2-, and 4-Year Institutions
Lee I. McCann, Alexandria R. Ebert, Markus Oechsner, Kathy R. Immel and Tammy L. Kadah-Ammeter
Teaching of Psychology, 46(4), 312–318
Three hundred thirty-three Introductory Psychology (IP) students from a 4-year university, 2-year community college, and a technical college provided survey data. Student self-reports significantly differed across schools on hours studied during exam weeks, textbook helpfulness, importance of lecture and class activities, quality and importance of course notes, and credit load. University students reported higher means on all of these, followed by 2-year and then technical college students. Students significantly differed on hours worked per week and current course grade, with technical college students having the highest means, followed by 2-year and then university students. There were a number of significant intercorrelations among the variables, some differing by institutional type. These institutional differences suggest that IP instructors may wish to consider these differences as they prepare to teach this course.
introductory psychology, studying, university, 2-year college, technical college
Statistical Software Output in the Classroom: A Comparison of R and SPSS
Jacob B. Rode and Megan M.Ringel
Teaching of Psychology, 46(4), 319–327
The current study examines whether R or SPSS output induces greater initial anxiety in students and whether anxiety toward one or both changes after being taught one type of software output throughout the course. The authors each taught an introductory statistics course, with the first course (n = 43) teaching R output exclusively and the second course (n = 39) teaching SPSS output exclusively. Students in both courses were given surveys assessing their anxiety and confidence toward R and SPSS output on the first and last days of class. Students initially reported greater anxiety and lower confidence when viewing R compared to SPSS output. However, the initial difference between R- and SPSS-related anxiety and confidence level disappeared when students were taught R and decreased substantially when students were taught SPSS. The results suggest that although R output may seem more intimidating initially, students adapt to it as well as they do to SPSS.
SPSS, R software, statistics anxiety, software output
An Evaluation of Production Versus Error-Recognition Techniques for Teaching APA-Style Citations and References
Guy A. Boysen
Teaching of Psychology, 46(4), 328–333
American Psychological Association (APA)-style writing is an essential part of the undergraduate psychology curriculum. However, little is known about the effectiveness of specific techniques for instructing students on how to format APA-style citations and references. The current research compared the effectiveness of having students (N = 76) produce versus recognize errors in APA-style citations and references. Production of materials led to significantly better performance on both an immediate quiz and a later test. Student evaluations (N = 43) of the activities showed that they elicited similar enjoyment and effort, but most students preferred the error-recognition activity despite indicating that the production activity would lead to more learning. These results indicate that initial instruction of APA style should emphasize the production of correctly formatted APA-style materials.
college teaching, writing skills, psychology education, APA style
Increasing Undergraduate Psychology Major’s Workforce Readiness Through Courses in Applied Behavior Analysis
Barbara Metzger and Catherine M. Gayman
Teaching of Psychology, 46(4), 334–339
The American Psychological Association’s 2013 guidelines recommend that psychology undergraduate programs make workforce preparation a central feature in undergraduate psychology programs. The addition of courses in applied behavior analysis (ABA) is one method to provide students with the skills and credentials necessary to enter a psychology-related career immediately after graduation. The number of university programs offering coursework in ABA is increasing in tandem with the explosive growth in job opportunities for behavior analysts at both the master’s and bachelor’s level. We describe Troy University’s course sequence in ABA and present some possible challenges for adding coursework in ABA. It is our hope that this article will engender lively intradepartmental discussion about adding courses in ABA to a psychology undergraduate curriculum.
psychology undergraduate curriculum, applied behavior analysis, careers for undergraduate psychology majors
The Generalist's Corner
Teaching About Nonmedical Use of Prescription Drugs Among College Students
Dennis Hoyer and Christopher J. Correia
Teaching of Psychology, 46(4), 340–349
The misuse of prescription medications has emerged as a national public health concern. Epidemiological studies suggest that college students are at an elevated risk to engage in nonmedical use of several medications, including stimulants and central nervous system depressants. Teachers can easily integrate material related to the nonmedical use of prescription drugs (NMUPD) into undergraduate psychology and statistics courses. Presenting this information provides an opportunity for teachers to address fundamental topics in ways that students tend to find interesting and personally relevant. We use this article to introduce a definition of NMUPD, present statistics on prevalence and a wide range of physical and psychological correlates among college students, and discuss risk and protective factors and motives for use. We also present a number of concrete examples of how teachers can use the material to illustrate basic concepts often included in statistics, research methods, and other psychology courses.
prescription medication, substance misuse, college students