Pub Date : 2024-09-14DOI: 10.1177/00986283241279402
Catherine M. Gayman, Stephanie T. Jimenez, Jennifer Herron
BackgroundAlthough substantial empirical evidence supports interteaching, few studies have investigated the clarifying lecture component, and none have evaluated it in an online course format.ObjectiveThis study evaluated the necessity of a clarifying lecture in an asynchronous online course and compared a clarifying lecture (based on student feedback) to brief standard lecture (covering material the instructor thought was difficult).MethodParticipants were undergraduates ( N = 116) across three sections of an online Psychology of Learning course. An alternating treatments design was used to vary the order of three brief lecture conditions across weeks in the courses: (a) clarifying lecture; (b) standard lecture; and (c) no lecture.ResultsThere were no significant differences in exam scores across the three conditions. However, students scored significantly higher on weekly exams when the lecture conditions were collapsed and compared to no lecture. Most students reported a preference for the clarifying lecture.ConclusionOur findings suggest that both styles of asynchronous lectures positively impacted weekly (but not cumulative final) exam scores.Teaching ImplicationsThe efficacy of interteaching was not decreased by altering lecture style. This flexibility eases the course preparation burden on instructors given they could prepare lectures prior to gathering student feedback.
{"title":"Does Lecture Style Matter in Asynchronous Online Interteaching?","authors":"Catherine M. Gayman, Stephanie T. Jimenez, Jennifer Herron","doi":"10.1177/00986283241279402","DOIUrl":"https://doi.org/10.1177/00986283241279402","url":null,"abstract":"BackgroundAlthough substantial empirical evidence supports interteaching, few studies have investigated the clarifying lecture component, and none have evaluated it in an online course format.ObjectiveThis study evaluated the necessity of a clarifying lecture in an asynchronous online course and compared a clarifying lecture (based on student feedback) to brief standard lecture (covering material the instructor thought was difficult).MethodParticipants were undergraduates ( N = 116) across three sections of an online Psychology of Learning course. An alternating treatments design was used to vary the order of three brief lecture conditions across weeks in the courses: (a) clarifying lecture; (b) standard lecture; and (c) no lecture.ResultsThere were no significant differences in exam scores across the three conditions. However, students scored significantly higher on weekly exams when the lecture conditions were collapsed and compared to no lecture. Most students reported a preference for the clarifying lecture.ConclusionOur findings suggest that both styles of asynchronous lectures positively impacted weekly (but not cumulative final) exam scores.Teaching ImplicationsThe efficacy of interteaching was not decreased by altering lecture style. This flexibility eases the course preparation burden on instructors given they could prepare lectures prior to gathering student feedback.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/00986283241279401
Autumn B. Hostetter, Natalie Call, Grace Frazier, Tristan James, Cassandra Linnertz, Elizabeth Nestle, Miaflora Tucci
BackgroundPsychology instructors frequently assign writing-to-learn exercises that include personal reflection. Generative Artificial Intelligence (GenAI) can write text that passes for humans in other domains.ObjectiveDo students and faculty rate a reflection written by GenAI differently than reflections written by students? Do students and faculty agree about the appropriateness of using GenAI for college-level writing?MethodEighty-three students and 82 faculty read four reflections (three written by undergraduate students and one by GenAI). After rating the quality of each, they chose which one they thought was AI-generated. Participants then rated the ethicality of nine potential ways to use GenAI in college-level writing and the potential of each to compromise learning.ResultsParticipants rated the AI-generated reflection similarly to the student-generated reflections and failed to reliably detect AI-generated writing. Faculty and students agreed that using GenAI to produce the final text for a student likely compromises learning more than using it to generate ideas.ConclusionAI-generated reflections blend in with student-written reflections, and students and faculty agree about the potential detriments to learning.Teaching ImplicationsGenAI can be hard to detect in the psychology classroom. Rather than implementing one-size-fits-all policies, instructors might focus classroom conversations on how GenAI could compromise learning.
{"title":"Student and Faculty Perceptions of Generative Artificial Intelligence in Student Writing","authors":"Autumn B. Hostetter, Natalie Call, Grace Frazier, Tristan James, Cassandra Linnertz, Elizabeth Nestle, Miaflora Tucci","doi":"10.1177/00986283241279401","DOIUrl":"https://doi.org/10.1177/00986283241279401","url":null,"abstract":"BackgroundPsychology instructors frequently assign writing-to-learn exercises that include personal reflection. Generative Artificial Intelligence (GenAI) can write text that passes for humans in other domains.ObjectiveDo students and faculty rate a reflection written by GenAI differently than reflections written by students? Do students and faculty agree about the appropriateness of using GenAI for college-level writing?MethodEighty-three students and 82 faculty read four reflections (three written by undergraduate students and one by GenAI). After rating the quality of each, they chose which one they thought was AI-generated. Participants then rated the ethicality of nine potential ways to use GenAI in college-level writing and the potential of each to compromise learning.ResultsParticipants rated the AI-generated reflection similarly to the student-generated reflections and failed to reliably detect AI-generated writing. Faculty and students agreed that using GenAI to produce the final text for a student likely compromises learning more than using it to generate ideas.ConclusionAI-generated reflections blend in with student-written reflections, and students and faculty agree about the potential detriments to learning.Teaching ImplicationsGenAI can be hard to detect in the psychology classroom. Rather than implementing one-size-fits-all policies, instructors might focus classroom conversations on how GenAI could compromise learning.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-30DOI: 10.1177/00986283241275664
Acacia L. Overono, Annie S. Ditta
IntroductionThe proliferation and accessibility of generative artificial intelligence (AI) have led to strong reactions across the academia.Statement of the ProblemTeachers can adapt to the availability of AI by integrating disclosure statements about its use into courses, which may promote student learning.Literature ReviewSuggestions to include AI disclosure statements from academia and industry align with several of the major goals of the APA Guidelines for the Undergraduate Major 3.0.Teaching ImplicationsIncorporating use of AI disclosure statements may support students’ achievement of APA learning outcomes. These statements ask students to disclose their use of AI and consist of the AI “Model” used, the exact “Input” provided, and a description of how the student “Evaluated” the content (“MInE”). Disclosures are advantageous over other methods because of their flexibility and straightforwardness.ConclusionWhen students use AI and disclose their usage, they may learn to communicate ethically and clearly, employ their knowledge of psychology to fact-check output, and develop the skill of disclosure, which is becoming more popular in academic and other professional settings.
{"title":"The Use of AI Disclosure Statements in Teaching: Developing Skills for Psychologists of the Future","authors":"Acacia L. Overono, Annie S. Ditta","doi":"10.1177/00986283241275664","DOIUrl":"https://doi.org/10.1177/00986283241275664","url":null,"abstract":"IntroductionThe proliferation and accessibility of generative artificial intelligence (AI) have led to strong reactions across the academia.Statement of the ProblemTeachers can adapt to the availability of AI by integrating disclosure statements about its use into courses, which may promote student learning.Literature ReviewSuggestions to include AI disclosure statements from academia and industry align with several of the major goals of the APA Guidelines for the Undergraduate Major 3.0.Teaching ImplicationsIncorporating use of AI disclosure statements may support students’ achievement of APA learning outcomes. These statements ask students to disclose their use of AI and consist of the AI “Model” used, the exact “Input” provided, and a description of how the student “Evaluated” the content (“MInE”). Disclosures are advantageous over other methods because of their flexibility and straightforwardness.ConclusionWhen students use AI and disclose their usage, they may learn to communicate ethically and clearly, employ their knowledge of psychology to fact-check output, and develop the skill of disclosure, which is becoming more popular in academic and other professional settings.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/00986283241276098
Joseph J. Slade, Stephanie M. Byers, Kathryn A. Becker-Blease, Regan A. R. Gurung
IntroductionThe integration of artificial intelligence (AI) into higher education ushers in a new era of teaching and learning possibilities for both educators and students.Statement of the ProblemThese technologies not only offer unparalleled opportunities for personalized learning and instructional support, but also introduce challenges related to academic integrity.Literature ReviewThe literature highlights AI's versatile applications in education, from facilitating research to acting as a tutor.Teaching ImplicationsEducators can create AI-informed assignments that encourage active learning, critical thinking, and creativity. AI tools can be integrated as supports rather than substitutes for learning and foster an ethical framework within which students can explore AI's capabilities.ConclusionThis review of AI's impact on education and the discussion of teaching strategies underscore the need for a nuanced approach to integrating AI in the classroom. By acknowledging both the challenges and opportunities presented by AI, educators can enhance teaching and learning while upholding academic standards.
{"title":"Navigating the New Frontier: Recommendations to Address the Crisis and Potential of AI in the Classroom","authors":"Joseph J. Slade, Stephanie M. Byers, Kathryn A. Becker-Blease, Regan A. R. Gurung","doi":"10.1177/00986283241276098","DOIUrl":"https://doi.org/10.1177/00986283241276098","url":null,"abstract":"IntroductionThe integration of artificial intelligence (AI) into higher education ushers in a new era of teaching and learning possibilities for both educators and students.Statement of the ProblemThese technologies not only offer unparalleled opportunities for personalized learning and instructional support, but also introduce challenges related to academic integrity.Literature ReviewThe literature highlights AI's versatile applications in education, from facilitating research to acting as a tutor.Teaching ImplicationsEducators can create AI-informed assignments that encourage active learning, critical thinking, and creativity. AI tools can be integrated as supports rather than substitutes for learning and foster an ethical framework within which students can explore AI's capabilities.ConclusionThis review of AI's impact on education and the discussion of teaching strategies underscore the need for a nuanced approach to integrating AI in the classroom. By acknowledging both the challenges and opportunities presented by AI, educators can enhance teaching and learning while upholding academic standards.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-23DOI: 10.1177/00986283241274997
Nicole Calma-Roddin
IntroductionAs teachers of psychology, we have unique opportunities to promote anti-ableism in our classes.Statement of the ProblemDisability is a relatively common experience. Unfortunately, so is ableism. While psychology courses often cover topics that can be used to promote anti-ableism, this is not often done.Literature ReviewI discuss literature on prejudice-reducing interventions (e.g., education, awareness of implicit bias, contact, and training in bias-reducing strategies) to support recommended teaching methods and aid in the creation of predictions that may be tested in future research.Teaching ImplicationsBased on my experience teaching a range of undergraduate psychology courses, and my own experience as a disabled person, I offer recommendations to engage students in anti-ableism across a variety of courses (e.g., Social Psychology, Introduction to Psychology, and Biopsychology).ConclusionTopics that many psychology courses already include can be adapted, with an awareness of the literature on prejudice reduction, to promote anti-ableism and further research on such teaching methods.
{"title":"Recommendations for Implementing Anti-Ableism Across the Psychology Curriculum","authors":"Nicole Calma-Roddin","doi":"10.1177/00986283241274997","DOIUrl":"https://doi.org/10.1177/00986283241274997","url":null,"abstract":"IntroductionAs teachers of psychology, we have unique opportunities to promote anti-ableism in our classes.Statement of the ProblemDisability is a relatively common experience. Unfortunately, so is ableism. While psychology courses often cover topics that can be used to promote anti-ableism, this is not often done.Literature ReviewI discuss literature on prejudice-reducing interventions (e.g., education, awareness of implicit bias, contact, and training in bias-reducing strategies) to support recommended teaching methods and aid in the creation of predictions that may be tested in future research.Teaching ImplicationsBased on my experience teaching a range of undergraduate psychology courses, and my own experience as a disabled person, I offer recommendations to engage students in anti-ableism across a variety of courses (e.g., Social Psychology, Introduction to Psychology, and Biopsychology).ConclusionTopics that many psychology courses already include can be adapted, with an awareness of the literature on prejudice reduction, to promote anti-ableism and further research on such teaching methods.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1177/00986283241275218
Virginia Clinton-Lisell
BackgroundPre-class reading assignments are frequently used to encourage students to complete assigned textbook readings. Quizzes and social annotation are both pre-class reading assignments, but it is uncertain which is more effective for student learning and motivation.ObjectiveThe purpose of this study was to compare quizzes and social annotation on student learning and motivation.MethodUndergraduate students ( N = 58) in a child development course in a within-subjects counterbalanced design had quizzes for the textbook chapters covered in one unit exam and social annotation for a different exam. They were surveyed on their motivation at the end of the term.ResultsThere were no reliable differences in student learning based on exam scores. Students generally perceived social annotation as more motivating but were more likely to submit quizzes.ConclusionBoth quizzes and social annotation appear to have different benefits for students. There is not a clear answer on which one is more effective for student learning.Teaching ImplicationsGiven the mixed results, a combination or choice of quizzes or social annotation as pre-class reading assignments may be optimal.
{"title":"Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability","authors":"Virginia Clinton-Lisell","doi":"10.1177/00986283241275218","DOIUrl":"https://doi.org/10.1177/00986283241275218","url":null,"abstract":"BackgroundPre-class reading assignments are frequently used to encourage students to complete assigned textbook readings. Quizzes and social annotation are both pre-class reading assignments, but it is uncertain which is more effective for student learning and motivation.ObjectiveThe purpose of this study was to compare quizzes and social annotation on student learning and motivation.MethodUndergraduate students ( N = 58) in a child development course in a within-subjects counterbalanced design had quizzes for the textbook chapters covered in one unit exam and social annotation for a different exam. They were surveyed on their motivation at the end of the term.ResultsThere were no reliable differences in student learning based on exam scores. Students generally perceived social annotation as more motivating but were more likely to submit quizzes.ConclusionBoth quizzes and social annotation appear to have different benefits for students. There is not a clear answer on which one is more effective for student learning.Teaching ImplicationsGiven the mixed results, a combination or choice of quizzes or social annotation as pre-class reading assignments may be optimal.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-07DOI: 10.1177/00986283241268829
Jenel T. Cavazos, Keane A. Hauck, Hannah M. Baskin, Catherine M. Bain
BackgroundThe emergence of artificial intelligence (AI) in higher education has sparked numerous discussions about its implications. ChatGPT, a prominent AI conversational model, has attracted significant attention for its ability to generate essays and formulate responses.ObjectiveThe current study sought to explore how and why students are using ChatGPT, and to examine their perceptions about ChatGPT and academic integrity.MethodStudents were surveyed about the frequency and motivation for ChatGPT use and their views on ChatGPT and academic misconduct. Exploratory factor analyses were conducted to examine patterns of correlations between each of the measures.ResultsStudents primarily use ChatGPT for gathering information, motivated by its value and convenience rather than hedonic reasons, and can correctly identify academically unethical uses of the tool as cheating.ConclusionThe current study presents comprehensive data on college students’ ChatGPT usage patterns, attitudes, and perceptions of cheating behavior. The outcomes of this research provide insight into how college students are currently interacting with AI tools.Teaching ImplicationsOur findings offer practical insights for universities developing AI policies in the classroom, contributing to the ongoing discourse on AI’s role in higher education by providing accurate information about ChatGPT’s pervasiveness in academia.
{"title":"ChatGPT Goes to College: Exploring Student Perspectives on Artificial Intelligence in the Classroom","authors":"Jenel T. Cavazos, Keane A. Hauck, Hannah M. Baskin, Catherine M. Bain","doi":"10.1177/00986283241268829","DOIUrl":"https://doi.org/10.1177/00986283241268829","url":null,"abstract":"BackgroundThe emergence of artificial intelligence (AI) in higher education has sparked numerous discussions about its implications. ChatGPT, a prominent AI conversational model, has attracted significant attention for its ability to generate essays and formulate responses.ObjectiveThe current study sought to explore how and why students are using ChatGPT, and to examine their perceptions about ChatGPT and academic integrity.MethodStudents were surveyed about the frequency and motivation for ChatGPT use and their views on ChatGPT and academic misconduct. Exploratory factor analyses were conducted to examine patterns of correlations between each of the measures.ResultsStudents primarily use ChatGPT for gathering information, motivated by its value and convenience rather than hedonic reasons, and can correctly identify academically unethical uses of the tool as cheating.ConclusionThe current study presents comprehensive data on college students’ ChatGPT usage patterns, attitudes, and perceptions of cheating behavior. The outcomes of this research provide insight into how college students are currently interacting with AI tools.Teaching ImplicationsOur findings offer practical insights for universities developing AI policies in the classroom, contributing to the ongoing discourse on AI’s role in higher education by providing accurate information about ChatGPT’s pervasiveness in academia.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141940590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/00986283241268920
Hillary Wehe
BackgroundAddiction is an essential topic included in several psychology courses. This topic has practical implications for students but may be intimidating due to its integrative nature.ObjectiveThis study presents an experiential learning activity focused on student internet use. The assignment was intended to increase student motivation for the topic, while providing an experiential opportunity to deepen understanding of the material.MethodA mixed method was used. Students abstained from their most frequent area of internet use. They completed a written reflection and participated in class discussion. Metrics of motivation, value, and understanding were collected.ResultsStudents’ intrinsic motivation for the content increased after completing the project. They reported perceiving the assignment as helpful to their learning and gaining personal insight into the ramifications of addictive behaviors.ConclusionThe internet abstinence assignment was an effective, engaging project. Students actively engaged with the material in discussion and gained relevant insight.Teaching ImplicationThe internet abstinence assignment appeared enjoyable to students. Students were able to apply course content, feel an increase in learning, and demonstrate improved retention for related content. An open educational resource lesson plan and assignment are included, as well as recommendations for potential modifications.
{"title":"Exploring the New Addiction: An Internet Abstinence Assignment for Addictions Education","authors":"Hillary Wehe","doi":"10.1177/00986283241268920","DOIUrl":"https://doi.org/10.1177/00986283241268920","url":null,"abstract":"BackgroundAddiction is an essential topic included in several psychology courses. This topic has practical implications for students but may be intimidating due to its integrative nature.ObjectiveThis study presents an experiential learning activity focused on student internet use. The assignment was intended to increase student motivation for the topic, while providing an experiential opportunity to deepen understanding of the material.MethodA mixed method was used. Students abstained from their most frequent area of internet use. They completed a written reflection and participated in class discussion. Metrics of motivation, value, and understanding were collected.ResultsStudents’ intrinsic motivation for the content increased after completing the project. They reported perceiving the assignment as helpful to their learning and gaining personal insight into the ramifications of addictive behaviors.ConclusionThe internet abstinence assignment was an effective, engaging project. Students actively engaged with the material in discussion and gained relevant insight.Teaching ImplicationThe internet abstinence assignment appeared enjoyable to students. Students were able to apply course content, feel an increase in learning, and demonstrate improved retention for related content. An open educational resource lesson plan and assignment are included, as well as recommendations for potential modifications.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/00986283241268723
Kristi L. Bitz, Rodney Hair
BackgroundWhile capstone courses are popular among psychology programs, the capstone course design at a small private Midwestern university seems less conventional.ObjectiveAlong with meeting five course objectives, the course addresses understanding vocation, identifying academic and career strengths and weaknesses, identifying talents and gifts, articulating goals, defining servant leadership, knowing what it takes to persist in college and what career to pursue, and understanding purpose and calling.MethodStudents completed a 10-item questionnaire addressing the aforementioned items on the first and last days of class during four consecutive fall offerings of the Senior Capstone in Psychology course.ResultsAnalysis of pre and posttest data revealed high confidence in positive change from the beginning to the end of the semester on every item measured.ConclusionSignificant perceived student growth among each of the 10 questionnaire items was evident.Teaching ImplicationsInstitutions that wish to aid in the development of students related to vocation, servant leadership, and calling may want to consider the course design.
{"title":"An Innovative Approach to the Psychology Capstone Course","authors":"Kristi L. Bitz, Rodney Hair","doi":"10.1177/00986283241268723","DOIUrl":"https://doi.org/10.1177/00986283241268723","url":null,"abstract":"BackgroundWhile capstone courses are popular among psychology programs, the capstone course design at a small private Midwestern university seems less conventional.ObjectiveAlong with meeting five course objectives, the course addresses understanding vocation, identifying academic and career strengths and weaknesses, identifying talents and gifts, articulating goals, defining servant leadership, knowing what it takes to persist in college and what career to pursue, and understanding purpose and calling.MethodStudents completed a 10-item questionnaire addressing the aforementioned items on the first and last days of class during four consecutive fall offerings of the Senior Capstone in Psychology course.ResultsAnalysis of pre and posttest data revealed high confidence in positive change from the beginning to the end of the semester on every item measured.ConclusionSignificant perceived student growth among each of the 10 questionnaire items was evident.Teaching ImplicationsInstitutions that wish to aid in the development of students related to vocation, servant leadership, and calling may want to consider the course design.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Teaching and learning about the history of the profession is consistent with APA's 2023 guidelines for the undergraduate major, a profession-wide competency for graduate students in health service psychology, and important for all students. Objective: The purpose of this article is to present a historical case study with materials for teaching and learning about the historical context, including mental health treatments and patient demographics, during the interwar period at Rockland State Hospital (RSH) in New York. Method: We thematically reviewed and analyzed primary source archival documents, treatment reports, period peer-reviewed journals, related newspaper articles, and publicly available U.S. census data. Results: The theories, diagnostic terminology, and treatments in use at RSH during the interwar period are showcased. This was a pivotal time in the history of psychology. Conclusion: The method and results offer opportunities for teaching and learning about the history of psychology including treatment of marginalized and vulnerable populations. Teaching Implications: Institutionalization in the interwar period offers multiple opportunities for teaching and learning in psychology. The findings can be used in conjunction with discussion questions in the classroom setting. Teaching about the past provides a feedback loop to inform current and future practice.
{"title":"Rockland State Hospital: A Case Approach to Teaching the History of Psychology","authors":"Kathleen Keefe-Cooperman, Dogukan Ulupinar, Peggy Brady-Amoon","doi":"10.1177/00986283241265657","DOIUrl":"https://doi.org/10.1177/00986283241265657","url":null,"abstract":"Background: Teaching and learning about the history of the profession is consistent with APA's 2023 guidelines for the undergraduate major, a profession-wide competency for graduate students in health service psychology, and important for all students. Objective: The purpose of this article is to present a historical case study with materials for teaching and learning about the historical context, including mental health treatments and patient demographics, during the interwar period at Rockland State Hospital (RSH) in New York. Method: We thematically reviewed and analyzed primary source archival documents, treatment reports, period peer-reviewed journals, related newspaper articles, and publicly available U.S. census data. Results: The theories, diagnostic terminology, and treatments in use at RSH during the interwar period are showcased. This was a pivotal time in the history of psychology. Conclusion: The method and results offer opportunities for teaching and learning about the history of psychology including treatment of marginalized and vulnerable populations. Teaching Implications: Institutionalization in the interwar period offers multiple opportunities for teaching and learning in psychology. The findings can be used in conjunction with discussion questions in the classroom setting. Teaching about the past provides a feedback loop to inform current and future practice.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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