Product desciption
Transforming Introductory Psychology Expert Advice On Teacher Training Course Design And Student Success 1st Edition Regan A R Gurung Editor by Regan A. R. Gurung (editor), Garth Neufeld (editor) 9781433834721, 1433834723 instant download after payment.
Each year, well over a million undergraduate students take an introductory psychology course. This edited volume presents recommendations for designing and teaching this important course. Given the diverse purposes served, book is a must-have for every psychology department and every person who teaches introductory psychology.
The book’s recommendations cover four key areas: course design, defining and assessing student learning goals and outcomes, teacher training and development, and student learning and transformation. Chapters illustrate how to implement the recommendations in various institutions, including public and private colleges and universities, research universities, liberal arts colleges, comprehensive universities, two-year colleges, and high school.
The recommendations stem from an initiative of the American Psychological Association, which seeks to make introductory psychology a transformational experience for students. While some students taking the course will become psychology majors or even psychologists, most will pursue other careers. Thus, successful introductory psychology courses help students grow personally, academically, and professionally with skills that will be valuable for the rest of their lives, regardless of career.
"Transforming Introductory Psychology is a treasure-trove of information for both seasoned and new instructors. Every chapter is written by well-known psychologists with a cumulative hundreds of years of experience. It is a must-read for faculty, curriculum committees, and everyone else who cares about quality teaching." —DIANE F. HALPERN, PHD, PROFESSOR OF PSYCHOLOGY EMERITA, CLAREMONT MCKENNA COLLEGE, CLAREMONT, CA, AND PAST-PRESIDENT OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION
"A remarkable collection of chapters should be required reading for all teachers of introductory psychology, especially those who are considering reshaping the course in line with recommendations of the APA’s Introductory Psychology Initiative. e authors are expert introductory psychology teachers whose insights and ideas will surely stimulate colleagues at every academic level to think more deeply about their teaching goals and assessment methods, as well as about how they might incorporate thematic innovations into their courses. Bravo!" —DOUGLAS A. BERNSTEIN, PHD, UNIVERSITY OF SOUTH FLORIDA, TAMPA
