A Decade of Changes since the St. Mary's Conference: An Interview with Thomas V. McGovern

Abstract

Tom Pusateri received his doctorate degree in 1984 from Ohio State University. He is a professor of psychology at Loras College in Dubuque, Iowa specializing in Social and Industrial/Organizational psychology. He served a 2-year appointment as Assessment Coordinator for his campus, continues to serve on its assessment committee, and has delivered several conference presentations on assessment. Tom serves as Executive Director for the Society for the Teaching of Psychology.

Tom McGovern is professor and cofounder of the interdisciplinary Department of Integrative Studies at Arizona State University West. He was the first campus-wide Director of Assessment at Virginia Commonwealth University. Tom chaired the American Psychological Association (APA)/Association of American Colleges' project on liberal learning and study in depth as well as the steering committee for the St. Mary's Conference on Enhancing Undergraduate Education in Psychology (McGovern, 1993). He coauthored the Quality Principles with the steering committee from that APA-sponsored conference (see McGovern & Reich, 1996).

Get full access to this article

View all access options for this article.

References

Mathie

Andreoli V. A.

Ernst

(1999). The national forum on psychology partnerships: From vision to reality. Psychology Teachers Network, 9(4), 1, 5, 8, 16.

Borden

V. M. H.

Rajecki

D. W.

(2000). First-year employment outcomes of psychology baccalaureates: Relatedness, preparedness, and prospects. Teaching of Psychology, 27, 164–168.

Boyer

E. L.

(1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Brewer

C. L.

Hopkins

J. R.

Kimble

G. A.

Matlin

M. W.

McCann

L. I.

McNeil

O. V.

Nodine

B. F.

Quinn

V. N.

Saundra (1993). Curriculum. In McGovern

T. V.

(Ed.), Handbook for enhancing undergraduate education in psychology (pp. 161–182). Washington, DC: American Psychological Association.

Bristol

A. S.

Gillis

J. M.

(2001). Recent developments in high school psychology education: An extension of Hakala (1999). Teaching of Psychology, 28, 62–64.

Buxton

C. E.

Cofer

C. N.

Gustad

J. W.

MacLeod

R. B.

McKeachie

W. J.

Wolfle

(1952). Improving undergraduate instruction in psychology. New York: Macmillan.

Girgus

J. S.

(1999). Refereeing on different playing fields: Diversity in higher education. American Psychologist, 54, 356–357.

Graham

S.E.

(1998). Developing student outcomes for the psychology major: An assessment-as-learning framework. Current Directions in Psychological Science, 7, 165–170.

Halpern

D. F.

Appleby

D. C.

Beers

S. E.

Cowan

C. L.

Furedy

J. J.

Halonen

J. S.

Horton

C. S.

Peden

B. F.

Pittenger

D. J.

(1993). Targeting outcomes: Covering your assessment concerns and needs. In McGovern

T. V.

(Ed.), Handbook for enhancing undergraduate education in psychology (pp. 23–46). Washington, DC: American Psychological Association.

10.

Halpern

D. F.

Nummedal

S. G.

(Eds.). (1995). Psychologists teach critical thinking [Special issue]. Teaching of Psychology, 22(1).

11.

Korn

J. H.

(1999). Recognizing teaching as teaching. American Psychologist, 54, 362–363.

12.

Levy

Burton

Mickler

Vigorito

(1999). A curriculum matrix for psychology program review. Teaching of Psychology, 26, 291–294.

13.

McGovern

T. V.

(Ed.). (1993). Handbook for enhancing undergraduate education in psychology. Washington, DC: American Psychological Association.

14.

McGovern

T. V.

Furumoto

Halpern

D. F.

Kimble

G. A.

McKeachie

W. J.

(1991). Liberal education, study in depth, and the arts and sciences major: Psychology. American Psychologist, 46, 598–605.

15.

McGovern

T. V.

Reich

J. N.

(1996). A comment on the quality principles. American Psychologist, 51, 252–255.

16.

McKeachie

W. J.

Milholland

J. E.

(1961). Undergraduate curricula in psychology. Glenview, IL: Scott, Foresman.

17.

Mentkowski, M. Associates. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass.

18.

Perlman

McCann

L. I.

(1999a). The most frequently listed courses in the undergraduate psychology curriculum. Teaching of Psychology, 26, 177–182.

19.

Perlman

McCann

L. I.

(1999b). The structure of the undergraduate psychology curriculum. Teaching of Psychology, 26, 171–176.

20.

Schon

(1983). The reflective practitioner: How professionals think in action. New York: Basic.

21.

Veysey

(1973). Stability and experiment in the American undergraduate curriculum. In Kaysen

(Ed.), Content and context: Essays on college education (pp. 1–63). New York: McGraw-Hill.