Abstract
Volume 48, No. 1
Acknowledgment
Reviewer Acknowledgment
Teaching of Psychology, 48(1), 3–3
No Abstract
Editorial
A Welcome Message from the Editor
Aaron S. Richmond
Teaching of Psychology, 48(1), 4–5
No Abstract
Greetings from the President
Unmute Yourself: STP and A Lifetime of Learning
Susan A. Nolan
Teaching of Psychology, 48(1), 6–8
No Abstract
The Replication Corner
Students’ Expectations and Students’ Satisfaction: The Mediating Role of Excellent Teacher Behaviors
Michael T. Geier
Teaching of Psychology, 48(1), 9–17
This study sought to investigate whether teacher behaviors, within the Teacher Behavior Checklist dimensions of caring and supportive and professional competency and communication skills, relate to students’ satisfaction. Additionally, it assessed the influence of the importance students set on teacher behaviors on students’ satisfaction. Cross-sectional survey data were analyzed using hierarchical linear regression and mediation analysis. Results suggested teacher behaviors within the caring and supportive dimension is the dominant predictor of students’ satisfaction. Behaviors according to professional competency and communication skills were also related to students’ satisfaction but to a lesser degree. Results showed that students’ importance for behaviors did mediate the relationship between teacher behaviors and students’ satisfaction with both caring and supportive and professional competency and communication skills. Theoretical and practical implications for excellent teacher behaviors are discussed including recommendations for future research.
teacher behavior checklist, excellent teaching, student satisfaction
The Proof of Concept Corner
Engaging Students in a Research Methods Writing Lab Online
Lindsay Rice, Jessica L. Alquist, Michael Penuliar, Francesco V. Donato and Mindi M. Price
Teaching of Psychology, 48(1), 18–25
Courses including lab- or experiential-based learning may shy away from an online lab format. Using an empirically driven approach, an online research methods in psychology lab section was developed and compared to a face-to-face lab section. Results indicated that there were no differences in student knowledge regarding the American Psychological Association style and in the quality of the term papers (as evaluated by independent coders). Although students did not know whether they would be in a face-to-face or online lab when they enrolled, at the end of the semester, students expressed a preference for the style of lab in which they were enrolled. Recommendations for presenting labs or experiential learning content in an online format are discussed.
online education, research methods, laboratory course
I’ll Read That!: What Title Elements Attract Readers to an Article?
Robert M. Hallock and Tara N. Bennett
Teaching of Psychology, 48(1), 26–31
The title of an article is the first chance at catching a reader’s attention. We set to develop a list of title attributes that lead to attractive titles in psychology papers, which could then be used to help instruct undergraduate students on how to write good titles for their papers and projects. Currently, research into successful elements that comprise an effective title is generally limited to publication metrics (the number of hits and citations an article has). Here, we created and administered a survey to 99 undergraduate students to rate the effectiveness of titles of psychology papers that varied in length, use of colons, acronyms, clichés, being results-oriented, and phrased the title as a question. We then reworded these titles as the opposite choice (e.g., we made a longer title shorter or took the colon out of a title without changing the meaning or length). We found that participants significantly preferred long over short titles, titles containing colons over the absence of a colon, and titles phrased as questions. We hope our results aid in the instruction of writing in the discipline, and that undergraduate psychology students and authors alike can develop more effective and attractive titles to attract attention from scholars and invite broader audiences to read their work.
article titles, effective titles, colon, title length, publication metrics, writing style
Short-Term Study Abroad in Psychology: Effects of a Cultural Scavenger Hunt on the Development of Intercultural Competence
Ryan M. Zayac, Sydney Miller, Wolfgang Lenhard, Amber Paulk and Kirby Chrysler
Teaching of Psychology, 48(1), 32–40
Steadily increasing ethnic and cultural diversity in the United States has led employers to see intercultural competence as a valuable and necessary trait for those entering the workforce, including students studying psychology. One high-impact practice that may increase students’ multicultural awareness is study abroad. The current research examined the effectiveness of a cultural scavenger hunt offered during two short-term study abroad programs to increase participants’ intercultural competencies. Cultural competence was assessed in Study 1 (N = 10) using the Miville-Guzman Universality-Diversity Scale–Short Form. Results indicated a statistically significant increase across all subscales. In Study 2 (N = 16), the Cross-Cultural Adaptability Inventory was utilized. Results from Study 2 demonstrated statistically significant improvements in the Emotional Resilience subscale. These findings suggest that a cultural scavenger hunt may assist participants in actively engaging in the local culture and facilitate the initial development of intercultural competencies.
intercultural competence, study abroad, scavenger hunt, experiential learning
The Science of Teaching and Learning Corner
Research and Teaching Qualifications for Faculty Positions in Psychology at 4-Year Colleges and Universities
Guy A. Boysen
Teaching of Psychology, 48(1), 41–47
Standards for the evaluation of candidates for faculty positions in psychology differ by institution and applicants’ career level, but no research has attempted to quantify these variations. This study asked faculty (N = 267) to describe the minimal research and teaching qualifications needed by job candidates at baccalaureate, master’s, and doctoral institutions. Results showed that the minimum qualifications for serious consideration at all three types of institutions included a record of about one publication a year, 2 years of teaching experience, and responsibility for one full course. Minimal qualifications increase based on candidates’ career level and institutions’ emphasis on research and teaching. These results provide some empirical guidance for aspiring professors’ professional development and career decision-making.
college teachers, teacher recruitment, applicant selection, occupational success
Improving Students’ Study Habits and Course Performance With a “Learning How to Learn” Assignment
Carolyn R. Brown-Kramer
Teaching of Psychology, 48(1), 48–54
How can instructors help students adopt effective learning strategies? In this study, students in a large introductory psychology class completed a “learning how to learn” assignment in which they read one of four randomly assigned empirical articles about the utility of a learning strategy (i.e., distributed practice, rereading, practice testing, or forming mental images) and wrote a paper summarizing, analyzing, and applying the article’s findings. Students relied significantly less on low-utility strategies and significantly more on moderate and high-utility strategies at the end of the semester than at the beginning. Furthermore, students who completed this assignment outperformed their peers in a control semester of the same course, improving by about one-third of a letter grade. Suggestions for effective implementation of a similar assignment are presented.
introductory psychology, learning strategies, college students, study habits
No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers
Ryan M. Zayac, Bryan D. Poole, Chance Gray, Mary Sargent, Amber Paulk and Elise Haynes
Teaching of Psychology, 48(1), 55–62
Research examining excellence in teaching is extensive. Nevertheless, research examining the inverse—what constitutes poor or ineffective teaching—has not been as systematic. The current research addresses this gap in the literature by examining student and faculty perceptions of the qualities and behaviors of ineffective teachers. Students and faculty identified being disrespectful as the number one perceived quality of ineffective teachers. Both groups of respondents also agreed that having weak rapport was indicative of ineffective teachers. Overall, students had a tendency to focus more on the social aspects of the student–teacher relationship, whereas faculty focused more on professional competencies. These findings provide additional support on teaching misbehaviors to avoid both in and outside of the classroom.
ineffective teaching, teacher misbehavior, teaching performance, disrespect
Careers in Psychology Course: Prevalence, Structure, and Timing
Rory A. Pfund, Robin Hailstorks, Karen E. Stamm, Peggy Christidis, Jessica C. Conroy and John C. Norcross
Teaching of Psychology, 48(1), 63–68
Despite the multiple benefits of the careers in psychology course, it is not universally offered in undergraduate programs. Teachers who wish to design such a course may wonder about its typical number of credits, when students should take the course, and how much it uses a common curriculum across sections. The 2018 Undergraduate Study in Psychology gathered data on these questions in a nationally representative sample of undergraduate programs at associate (n = 60) and baccalaureate (n = 180) institutions. In 2017–2018, 39% of baccalaureate programs and 12% of associate programs offered the course. Discussion centers on department-specific adaptations of the career course, its curricular alternatives, and future research. The authors also issue a call for action to more widely implement the career course nationally.
careers in psychology, undergraduate education, teaching psychology, psychology courses, undergraduate psychology
Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion
Milton A. Fuentes, David G. Zelaya and Joshua W. Madsen
Teaching of Psychology, 48(1), 69–79
Introduction
Equity, diversity, and inclusion (EDI) are receiving considerable attention in higher education. Within psychology, the American Psychological Association has highlighted the importance of cultural diversity in both undergraduate and graduate curricula and charged educators with facilitating the development of cultural competence among learners.
Statement of the Problem
Many resources have been developed to help promote EDI within higher education. The resources developed have mainly focused on the curricula and pedagogical approaches, yet the syllabus remains overlooked with few guidelines available to educators.
Literature Review
We offer several considerations informed by theoretical frameworks and best practices in the discipline and suggestions for the successful implementation of EDI in the syllabus.
Teaching Implications
This article provides a comprehensive and useful guide for developing a syllabus that assists with the integration of EDI, as the syllabus is the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information.
Conclusion
Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence.
equity, diversity, inclusion, multiculturalism, syllabus
What Do Students Think When Asked About Psychology as a Science?
Lindsay Richardson and Guy Lacroix
Teaching of Psychology, 48(1), 80–89
Research has shown that undergraduate courses in psychology often fail to make students accept the discipline as a science. It may be that explicit instruction is not sufficient to modify students’ conceptualization of psychology as something other than science. The goal of this study was to examine introductory psychology students’ conceptualizations of psychology and science. Five hundred and seventy participants completed a free association task for disciplines that included psychology and other sciences. They also provided ratings for these disciplines on relevant dimensions (e.g., important and scientific) and were asked “Is psychology a science?” Students tended to agree that psychology was a science but rated it to be less scientific than the natural sciences. Moreover, the free association results suggested that psychology was semantically distant from the other sciences. Thus, successful pedagogy will need to focus on conceptual change if students are to accept psychology as a science.
psychology, education, science, perception
The Scholarly Teacher Corner
One Fish, Two Fish; Red Fish (or Green Fish?): Assisting Students With Color Vision Deficiency
Loreto R. Prieto, Zachary D. Siegel and Dakota J. Kaiser
Teaching of Psychology, 48(1), 90–94
In this article, we discuss the ways in which psychology educators can assist students who have color vision deficiency (CVD). We outline basic information concerning CVD, offer tips for instructors to help students with CVD access content materials in the classroom, and suggest class activities to help all psychology students learn about CVD.
college students, color blindness
Taking an Independent Research Course in Psychology: Different Teaching Models Lead to Very Different Experiences
Sarah E. Malik, Ilyssa Salomon, Taylor Elsey, Jonathan M. Golding and Elizabeth A. Sheehan
Teaching of Psychology, 48(1), 95–100
Students majoring in psychology are often required or encouraged to have hands-on experience in the field. One way to gain experience is through an independent research experience (IRE); however, little is known about what IREs actually entail. In an effort to learn about students’ IREs, we recruited 117 undergraduates from a Research I university and asked them questions about their IREs. Importantly, a faculty mentor may choose to structure their IRE in one of four ways: (a) only a full lab meeting with all research assistants, (b) only one-on-one meetings with the individual student, (c) both full lab meetings and one-on-one meetings, or (d) neither a full lab meeting nor a one-on-one meeting. Descriptive data indicated that most students were involved in both full lab meetings and one-on-one meetings, or just full lab meetings. Exploratory regression analyses indicated that participating in both full lab meetings and one-on-one meetings may be the most effective model for positive perceptions of the IRE.
independent research, independent study, undergraduate education