Node-Link Mapping as an Alternative to Traditional Writing Assignments in Undergraduate Psychology Courses

1996 ◽  
Vol 23 (2) ◽  
pp. 91-96 ◽  
Author(s):  
Michael Czuchry ◽  
Donald F. Dansereau
Keyword(s):  
Introductory Psychology ◽  
Writing Assignments ◽  
Anonymous Questionnaire ◽  
Course Work ◽  
Psychology Courses ◽  
Writing Assignment ◽  
Undergraduate Psychology ◽  
Better Than

We explored the usefulness of a spatial—verbal technique called node-link mapping as an alternative to traditional uniting assignments. Students in Introductory Psychology (n = 44) and Memory and Cognition (n = 38) courses participated in the study as part of their normal course work. Students worked individually or in groups of two or three on the mapping assignment and then completed an anonymous questionnaire. Students rated the mapping assignment as more interesting, more informative, and no more difficult than a traditional writing assignment. Students also preferred the mapping assignment to a traditional writing assignment. Students' comments suggest that the mapping assignment helped students organize and remember information better than a traditional writing assignment.

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.

Social and Abnormal Psychology Textbooks: An Objective Analysis

2000 ◽  
Vol 27 (3) ◽  
pp. 180-189 ◽  
Author(s):  
Andrew N. Christopher ◽  
Richard A. Griggs ◽  
Chad L. Hagans
Keyword(s):  
Social Psychology ◽  
Selection Process ◽  
Introductory Psychology ◽  
Objective Analysis ◽  
Abnormal Psychology ◽  
Text Selection ◽  
Content Analyses ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Advanced Courses

Given the increased demand for undergraduate psychology courses beyond the introductory level, research on textbooks for such courses is surprisingly sparse. This study partially rectifies this problem. Because social and abnormal psychology are the two most frequently listed advanced courses in college catalogs (Perlman & McCann, 1999), we provide feature and content analyses of the 14 social psychology and 17 abnormal psychology survey texts published from 1995 to 1998. We also furnish comparisons between these two types of tesxts and introductory psychology texts. These analyses and comparisons should greatly facilitate the text selection process for teachers of social and abnormal psychology courses.

Using case studies in introductory psychology courses

2000 ◽  
Author(s):  
Julie A. Leonard ◽  
Jacqueline D. Love ◽  
Michelle Mancuso ◽  
Kirsten L. Mitchell ◽  
Steven A. Meyers
Keyword(s):  
Case Studies ◽  
Introductory Psychology ◽  
Psychology Courses

Setting goals: The use of learning objectives in introductory psychology courses

2011 ◽  
Author(s):  
Carrie M. Brown ◽  
Amy Garczynski ◽  
Jana Hackathorn ◽  
Natalie Homa ◽  
Ursula A. Sanborn ◽  
...  
Keyword(s):  
Introductory Psychology ◽  
Learning Objectives ◽  
Psychology Courses

Kellerization and Academic Performance in Live and Online Introductory Psychology Courses

2014 ◽  
Author(s):  
Kristina E. Patrick ◽  
Charles B. Corbitt ◽  
Elise M. Turner ◽  
Alexandra P. Greenfield ◽  
Elizabeth Whipple ◽  
...  
Keyword(s):  
Academic Performance ◽  
Introductory Psychology ◽  
Psychology Courses

The Power of Giving Feedback: Outcomes from Implementing an Online Peer Assessment System

2014 ◽  
Vol 31 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Fred Phillips
Keyword(s):  
Peer Assessment ◽  
Individual Case ◽  
Assessment System ◽  
Financial Accounting ◽  
Writing Assignments ◽  
Quality Feedback ◽  
Course Work ◽  
Case Writing ◽  
Online Peer Assessment ◽  
Giving Feedback

ABSTRACTThis paper describes an online system that facilitates peer assessment of students' course work and then uses data from individual case writing assignments in introductory financial accounting to empirically examine associations between peer assessment and case writing performance. Through this description and empirical analysis, the paper addresses the following questions: (1) Why use peer assessment? (2) How does online peer assessment work? (3) Is student peer assessment reliable? (4) What do students think of peer assessment? (5) Does student peer assessment contribute to academic performance? Three key findings from this study are that students at the sophomore level were able to generate reasonably reliable feedback for peers, they valued the experiences involved in providing peer feedback, and giving quality feedback had a more significant and enduring impact on students' accounting case analyses than did receiving quality feedback, after controlling for differences in accounting knowledge and case writing skills.

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