Ideas worth spreading: Using TED.com in undergraduate psychology courses

2011 ◽  
Author(s):  
Michael Amlung
Keyword(s):  
Psychology Courses ◽  
Undergraduate Psychology

Empathic Communication Skills Across Applied Undergraduate Psychology Courses: A Replication Study

2021 ◽  
pp. 009862832199543
Author(s):  
Catherine M. Reich ◽  
Lara J. LaCaille ◽  
Katherine E. Axford ◽  
Natalina R. Slaughter
Keyword(s):  
Communication Skills ◽  
Communication Competence ◽  
Learning Gains ◽  
Face To Face ◽  
Helping Skills ◽  
Empathic Communication ◽  
Health Related ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Over Time

Background: Although undergraduate psychology curriculum should cultivate performance-based skills to prepare students for helping professions, little work to date has addressed this standard. Objective: This research replicates the methods used in a previous study by examining pre-post changes in empathic communication skills and perceived communication competence across two applied psychology courses: Basic Helping Skills and Internship. This study extended this work by also exploring learning gains from different formats (i.e., face-to-face vs. online), internship types (mental health-related vs. not mental health-related), and the longevity of learning gains. Method: Psychology students ( N = 171) completed a measure of communication competence and provided written empathic responses on a vignette-based performance measure at the start and end of the semester. Results: Students perceived their communication skills as improving over time; however, only students in the Basic Helping Skills course showed improved empathic communication skills, especially when the instruction was in a face-to-face format. Students with previous skill training maintained their learning gains over time. Conclusion: Student empathic communication improves most with face-to-face instruction in Basic Helping Skills rather than an internship experience. Teaching Implications: For the development of empathic communication skills, prerequisite requirements for Internship and instructive scaffolding for the application of skills may be recommended.

Cultures of Diversity

2017 ◽  
Vol 44 (2) ◽  
pp. 100-107
Author(s):  
Andrew M. Guest ◽  
Zachary L. Simmons ◽  
Andrew Downs ◽  
Mark R. Pitzer
Keyword(s):  
Psychology Students ◽  
Introductory Psychology ◽  
Multicultural Awareness ◽  
Important Goal ◽  
Multicultural Sensitivity ◽  
Psychology Courses ◽  
Nature And Nurture ◽  
Undergraduate Psychology ◽  
Multiple Challenges ◽  
Topical Knowledge

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

The Presentation of Ethics in Undergraduate Psychology Syllabi

2018 ◽  
Vol 45 (4) ◽  
pp. 346-350 ◽  
Author(s):  
Di You ◽  
Ana Ruiz ◽  
Judith Warchal
Keyword(s):  
Psychology Students ◽  
National Sample ◽  
Learning Goals ◽  
Academic Honesty ◽  
Policy Statements ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Ethics Courses

To identify where ethics is presented to undergraduate psychology students, this study reviewed a national sample of 706 syllabi for required mandatory psychology courses. The results indicated that 6 syllabi were designated as ethics courses and 65 syllabi did not mention ethics at all. Even though 641 syllabi mentioned ethics, the most frequent listing was under course policies, usually as a standard statement (e.g., academic honesty and plagiarism) required by many institutions. Our recommendation is that ethics should be intentionally included in the learning goals/objectives/outcomes with a corresponding assessment (assignments) in all syllabi in addition to policy statements.

Longitudinal and Multilevel Study on Skill Acquisition in Undergraduate Psychology Courses

2020 ◽  
Vol 28 (2) ◽  
pp. 180-196
Author(s):  
Rômulo Travassos ◽  
Luciana Mourão ◽  
Felipe Valentini
Keyword(s):  
Skill Acquisition ◽  
Multilevel Study ◽  
Psychology Courses ◽  
Undergraduate Psychology

Prediction of Performance in an Academic Course by Scores on Measures of Learning Style and Critical Thinking

1997 ◽  
Vol 81 (2) ◽  
pp. 595-602 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
Dean W. Ginther ◽  
G. Wendell Bryant
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Test Scores ◽  
Function Analysis ◽  
Thinking Skills ◽  
Learning Processes ◽  
Critical Thinking Skills ◽  
Deep Processing ◽  
Psychology Courses ◽  
Undergraduate Psychology

Three scores were used to predict how 38 students who received A grades and 25 students who received C grades in introductory psychology courses differed in learning style and critical thinking skills. The subjects were 63 students enrolled in undergraduate psychology classes with one instructor. Students were given course outlines, test schedules, and scores on their tests and reports and computed their own course standing throughout the semester. At the beginning of the semester, students responded to the Inventory of Learning Processes and Watson-Glaser Critical Thinking Appraisal. Ten scores on the two inventories were analyzed by discriminant function analysis which showed that the combination of the three test scores: Deep Processing and Methodical Study (from the Inventory of Learning Processes) and the Total Critical Thinking (from the Watson-Glaser Critical Thinking Appraisal) correctly classified 84.2% of the students with A grades and 68.0% of the students with C grades.

Research Preregistration as a Teaching and Learning Tool in Undergraduate Psychology Courses

2019 ◽  
Vol 19 (1) ◽  
pp. 107-115
Author(s):  
Sarai Blincoe ◽  
Stephanie Buchert
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Psychology Students ◽  
Research Practice ◽  
Research Projects ◽  
Planning Tool ◽  
Questionable Research Practices ◽  
Psychology Courses ◽  
Survey Results ◽  
Undergraduate Psychology

The preregistration of research plans and hypotheses may prevent publication bias and questionable research practices. We incorporated a modified version of the preregistration process into an undergraduate capstone research course. Students completed a standard preregistration form during the planning stages of their research projects as well as surveys about their knowledge of preregistration. Based on survey results, our senior-level psychology students lacked knowledge of importance of the preregistration movement in the sciences but could anticipate some of its benefits. Our review of the completed preregistration assignment suggested that students struggle with data analysis decision-making but generally perceive preregistration as a helpful planning tool. We discuss the value of a preregistration assignment for generating discussions of research practice and ethics.

Values of Psychology and Nonpsychology Majors

1986 ◽  
Vol 59 (2) ◽  
pp. 880-882 ◽  
Author(s):  
Antonio E. Puente ◽  
Joseph Awkard ◽  
Teresa Tesh ◽  
Daniel Southard
Keyword(s):  
Value System ◽  
Heterogeneous Sample ◽  
Psychological Service ◽  
Psychology Majors ◽  
Psychology Courses ◽  
Undergraduate Psychology

We investigated the value system of psychology and nonpsychology majors using a revised version of the Allport, Vernon, and Lindzey Study of Values. This abridged version of the test was administered to a heterogeneous sample of 125 undergraduates enrolled in a wide variety of psychology courses as well as 96 additional students enrolled in psychology sophomore and junior level psychological service courses. When students were more closely sampled for classes and rank, nonpsychology majors reported being more political than psychology majors on this instrument. However, limitations of sampling may have curtailed more robust differences. The importance of research on values for the teaching of undergraduate psychology is discussed.

scholarly journals Student Perceptions of College Faculty Who Use OER

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Gabrielle Vojtech ◽  
Judy Grissett
Keyword(s):  
Student Perceptions ◽  
Public University ◽  
College Faculty ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Open Textbooks

<p class="3">Research indicates that students find open educational resources (OER) favorable, but there is no research regarding students’ perceptions of faculty who use open textbooks. In the present study we examined this topic experimentally with two undergraduate psychology courses at a small public university. Participants read two passages—one about an instructor using an open textbook and another using a traditional copyrighted textbook—and rated each instructor on a range of characteristics through closed- and open-ended questions. Participants rated faculty using an open textbook higher on kindness, encouragement, and creativity than faculty using a traditional copyrighted textbook, and were more likely to want to take a class with faculty using an open textbook. Participants frequently mentioned textbook cost in their justifications.</p>

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