Exploring, Sharing and Reflecting on the Learning and Teaching of Psychology

This article presents a census of empirical studies on the scholarship of teaching published in Teaching of Psychology, Psychology Learning and Teaching, and Scholarship of Teaching and Learning in Psychology over the past decade. All articles from each issue were coded for characteristics identifying the teaching context in which the research was conducted, focusing on institution type using Carnegie classifications and average class size. The majority of studies on the scholarship of teaching and learning in psychology were carried out in smaller classes (less than 40 students/class) in settings characterized as Master’s or Doctoral institutions. These data suggest an underrepresentation of studies from 2-year Associate’s colleges, as well as from larger enrollment classrooms. Implications are discussed for conducting research in the diverse classroom settings representative of psychology instruction.

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Psychology Learning and Teaching in Wales

Psychology Learning & Teaching ◽

10.2304/plat.2004.4.1.6 ◽

2005 ◽

Vol 4 (1) ◽

pp. 6-10

Author(s):

Dominic Upton ◽

Jesse Martin

Keyword(s):

Higher Education ◽

University Students ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Support Network ◽

Learning And Teaching ◽

Self Perceptions ◽

Teaching Of Psychology ◽

Teaching Support ◽

Introductory Paper

A Learning and Teaching Support Network (LTSN) for Psychology sponsored workshop was held in April 2003 to discuss issues related to the research, teaching and learning of psychology in Wales. Representatives of a number of psychology departments from Welsh Higher Education Institutions (HEIs) attended the workshop. This introductory paper presents an overview of the current teaching of psychology in Welsh higher education: the departments, the research being carried out and the unique political context in which Welsh HE currently finds itself. Following this introduction are articles from Enlli Thomas who discusses the problems associated with attempting to teach psychology in Welsh; Paul Sander who reports on the problems associated with teaching increasing numbers of students; Lance Workman who reports on the differing and changing, self-perceptions of old and new university students; and finally Ray Crozier, who presents a study that explores shy students' views on seminars.

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Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations

Psychology Learning & Teaching ◽

10.1177/1475725721996219 ◽

2021 ◽

pp. 147572572199621

Author(s):

Kelley Haynes-Mendez ◽

Susan A. Nolan

Keyword(s):

Organizational Leadership ◽

Teaching And Learning ◽

Learning Organizations ◽

Evidence Based ◽

Learning And Teaching ◽

Teaching Of Psychology ◽

The Us ◽

Equity And Inclusion ◽

International Representation ◽

Do So

Many organizations dedicated to learning and teaching in the field of psychology struggle with diversifying and widening international representation. The drive for diversification of membership and leadership occurs as such groups increasingly prioritize diversity, equity, and inclusion initiatives. In this paper, we offer evidence-based guidance on the benefits of increasing diversity in organizational leadership as well as the means to do so. Further, we share approaches from our organization, the US-based Society for the Teaching of Psychology, to expanding diversity, as well as gaps in equity and inclusion initiatives. We conclude by discussing the importance of all diversity, equity, and inclusion initiatives more generally within the field of the teaching of psychology and of advancing global psychology via psychology learning and teaching associations.

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