Pub Date : 2022-06-21DOI: 10.1177/00986283221095045
K. Multhaup, Dustin Smith, Adam Hunter, M. M. Boyd, Scott Tonidandel
Academic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors’ behaviors seem. This study assessed whether academic role and institutional context related to ratings of professorial behaviors’ ethicality. A national sample ( N = 608) rated 70 professorial behaviors (e.g., unethical in virtually all circumstances to ethical in virtually all circumstances) across four domains: teaching, grading, relationships, and professional procedure. G-test of independence analyses yielded differences across academic role (student, professor) for 57% of teaching behaviors, 50% of grading behaviors, 63% of relationship behaviors, and 52% of professional procedure behaviors, although the difference was often a matter of degree rather than kind (ethical or unethical). Differences across institution type (liberal arts college, research university) were largest for relationship behaviors (25%) compared with teaching, grading, and policy behaviors (5%, 0%, 4%, respectively). The data highlight the need for professors’ transparency and reinforce calls for the APA Ethics Code to consider context when defining ethical standards for psychologists’ behaviors. The data set can enhance undergraduate education about the APA Ethics Code and spark discussion about sampling (e.g., limitations of this study are homogenous samples, including high-achieving undergraduates).
{"title":"The Ethics of Psychology Professors’ Behaviors: Perceptions From Both Sides of the Podium","authors":"K. Multhaup, Dustin Smith, Adam Hunter, M. M. Boyd, Scott Tonidandel","doi":"10.1177/00986283221095045","DOIUrl":"https://doi.org/10.1177/00986283221095045","url":null,"abstract":"Academic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors’ behaviors seem. This study assessed whether academic role and institutional context related to ratings of professorial behaviors’ ethicality. A national sample ( N = 608) rated 70 professorial behaviors (e.g., unethical in virtually all circumstances to ethical in virtually all circumstances) across four domains: teaching, grading, relationships, and professional procedure. G-test of independence analyses yielded differences across academic role (student, professor) for 57% of teaching behaviors, 50% of grading behaviors, 63% of relationship behaviors, and 52% of professional procedure behaviors, although the difference was often a matter of degree rather than kind (ethical or unethical). Differences across institution type (liberal arts college, research university) were largest for relationship behaviors (25%) compared with teaching, grading, and policy behaviors (5%, 0%, 4%, respectively). The data highlight the need for professors’ transparency and reinforce calls for the APA Ethics Code to consider context when defining ethical standards for psychologists’ behaviors. The data set can enhance undergraduate education about the APA Ethics Code and spark discussion about sampling (e.g., limitations of this study are homogenous samples, including high-achieving undergraduates).","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47838680","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 : 2022-06-20DOI: 10.1177/00986283221106685
J. Kraybill, Seungyeon Lee, F. Jia, Leslie Berntsen
This year marks the forty-fourth year of STP's annual Excellence in Teaching Awards Program, the fourth year of both its Civic Engagement Award and its Mentorship of Teachers Award, and the third year of its Promoting Diversity, Equity, and Inclusion Award. Each 2023 recipient was selected by a different panel1 and received a plaque and a check for US $1,500 at the Annual Conference on Teaching (ACT) in Pittsburg, PA. We sincerely appreciate all nominators, nominees, and reviewers for their participation in the awards process.
{"title":"2022 Society for Teaching of Psychology Awards and Recognition Recipients","authors":"J. Kraybill, Seungyeon Lee, F. Jia, Leslie Berntsen","doi":"10.1177/00986283221106685","DOIUrl":"https://doi.org/10.1177/00986283221106685","url":null,"abstract":"This year marks the forty-fourth year of STP's annual Excellence in Teaching Awards Program, the fourth year of both its Civic Engagement Award and its Mentorship of Teachers Award, and the third year of its Promoting Diversity, Equity, and Inclusion Award. Each 2023 recipient was selected by a different panel1 and received a plaque and a check for US $1,500 at the Annual Conference on Teaching (ACT) in Pittsburg, PA. We sincerely appreciate all nominators, nominees, and reviewers for their participation in the awards process.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"49 1","pages":"295 - 302"},"PeriodicalIF":0.9,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46905955","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 : 2022-06-10DOI: 10.1177/00986283221101850
Paul C. Price, Kiana Crisosto, Anthony Carvalho, Constance J. Jones, Meaghan McCready, Amber Shaver, Andrea N. Wiemann
Background
Utility-value (UV) classroom interventions typically involve students completing assignments that involve writing about the usefulness of the course material. They are widely recommended and have received some empirical support.
Objective
This study tested the effectiveness of a UV intervention in an online research methods course. It was a conceptual replication of a study by Hulleman et al. (2017, Study 2).
Method
Students (N = 264) were randomly assigned to complete three assignments that required them to write about the usefulness of course material or three assignments that required them to summarize course material. The groups were compared in terms of their scores on a research methods knowledge test, their final papers, their final exams, and their final point totals, along with measures of the interestingness and usefulness of the course material.
Results
There were no differences between conditions on any of the outcome variables.
Conclusion
The UV intervention was ineffective. Further research is needed to establish the conditions under which such interventions are and are not effective.
Teaching Implications
UV interventions do not necessarily improve student performance. Instructors who use them should consider doing so in a way that allows for an assessment of their effect in their local context.
{"title":"Testing the Effects of a Utility Value Intervention in an Online Research Methods Course: A Conceptual Replication of Hulleman et al. (2017, Study 2)","authors":"Paul C. Price, Kiana Crisosto, Anthony Carvalho, Constance J. Jones, Meaghan McCready, Amber Shaver, Andrea N. Wiemann","doi":"10.1177/00986283221101850","DOIUrl":"https://doi.org/10.1177/00986283221101850","url":null,"abstract":"<h2>Background</h2><p>Utility-value (UV) classroom interventions typically involve students completing assignments that involve writing about the usefulness of the course material. They are widely recommended and have received some empirical support.</p><h2>Objective</h2><p>This study tested the effectiveness of a UV intervention in an online research methods course. It was a conceptual replication of a study by Hulleman et al. (2017, Study 2).</p><h2>Method</h2><p>Students (<i>N</i> = 264) were randomly assigned to complete three assignments that required them to write about the usefulness of course material or three assignments that required them to summarize course material. The groups were compared in terms of their scores on a research methods knowledge test, their final papers, their final exams, and their final point totals, along with measures of the interestingness and usefulness of the course material.</p><h2>Results</h2><p>There were no differences between conditions on any of the outcome variables.</p><h2>Conclusion</h2><p>The UV intervention was ineffective. Further research is needed to establish the conditions under which such interventions are and are not effective.</p><h2>Teaching Implications</h2><p>UV interventions do not necessarily improve student performance. Instructors who use them should consider doing so in a way that allows for an assessment of their effect in their local context.</p>","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"11 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539936","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 : 2022-06-05DOI: 10.1177/00986283221103473
Susan J. Wenze, Thalia K. Charles
Few studies have examined the effects of later class start times in college, even though developmentally driven sleep phase changes persist into the mid-20s. We hypothesized that sleepiness would be higher in an 8 a.m. versus 10 a.m. section of Introductory Psychology, and grades, engagement, enjoyment, attendance, assignment completion, ease of waking and staying awake, and student evaluations of teaching (SETs) would be lower. Eighty-two students enrolled in an 8 a.m. ( n = 39) or 10 a.m. ( n = 43) section of Introductory Psychology reported their GPA and completed the Stanford Sleepiness Scale, Likert-scale items from the College’s SET form, and other questions. Students in the 8 a.m. section reported lower GPA, class grade, and assignments completed; more sleepiness; and a harder time waking up and staying awake for class. Several findings held when controlling for GPA. Results extend previous research and suggest the importance of offering later classes in college. Limitations include a small sample size, quasi-experimental design, and use of self-report data. Future researchers should test whether findings replicate with other kinds of classes and in other subjects. To maximize student success and well-being, later courses should be offered at the college level whenever feasible.
{"title":"Earlier Start Time for an Undergraduate Introductory Psychology Course is Associated with Worse Academic and Sleep-Related Outcomes","authors":"Susan J. Wenze, Thalia K. Charles","doi":"10.1177/00986283221103473","DOIUrl":"https://doi.org/10.1177/00986283221103473","url":null,"abstract":"Few studies have examined the effects of later class start times in college, even though developmentally driven sleep phase changes persist into the mid-20s. We hypothesized that sleepiness would be higher in an 8 a.m. versus 10 a.m. section of Introductory Psychology, and grades, engagement, enjoyment, attendance, assignment completion, ease of waking and staying awake, and student evaluations of teaching (SETs) would be lower. Eighty-two students enrolled in an 8 a.m. ( n = 39) or 10 a.m. ( n = 43) section of Introductory Psychology reported their GPA and completed the Stanford Sleepiness Scale, Likert-scale items from the College’s SET form, and other questions. Students in the 8 a.m. section reported lower GPA, class grade, and assignments completed; more sleepiness; and a harder time waking up and staying awake for class. Several findings held when controlling for GPA. Results extend previous research and suggest the importance of offering later classes in college. Limitations include a small sample size, quasi-experimental design, and use of self-report data. Future researchers should test whether findings replicate with other kinds of classes and in other subjects. To maximize student success and well-being, later courses should be offered at the college level whenever feasible.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47982138","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 : 2022-06-01DOI: 10.1177/00986283221098694
Kim Buch, Elaine O'Reilly
Transfer students are a growing population of undergraduate psychology majors who are academically at-risk but often underserved by 4-year institutions. We describe a transfer learning community (TLC) for entering psychology transfer students and report its impact on participants social and academic integration and success. A mixed-method design was used to compare academic success metrics (archival measures of first-semester grade point average and probation rates) of participants with entering transfer majors not participating in the learning community. A participant survey was also created and used to measure student perceptions of the TLC, as well as perceived challenges of transferring during the Covid-19 pandemic and how the TLC helped to mitigate them. During its first year, the TLC served 72 entering transfer majors across two cohorts. Participants significantly out-performed non-participant psychology transfer majors on first-semester grade point average and were significantly less likely to be placed on academic probation after their first semester than non-participant transfer majors. The widely-reported benefits of learning communities for first-year psychology students are adaptable to the more at-risk population of transfer students. Technology-enabled teaching tools can be used to build virtual community in hybrid and synchronous online learning environments.
{"title":"A Psychology Learning Community for Transfer Majors: Its Impact on Student Performance and Perceptions During the Covid-19 Pandemic","authors":"Kim Buch, Elaine O'Reilly","doi":"10.1177/00986283221098694","DOIUrl":"https://doi.org/10.1177/00986283221098694","url":null,"abstract":"Transfer students are a growing population of undergraduate psychology majors who are academically at-risk but often underserved by 4-year institutions. We describe a transfer learning community (TLC) for entering psychology transfer students and report its impact on participants social and academic integration and success. A mixed-method design was used to compare academic success metrics (archival measures of first-semester grade point average and probation rates) of participants with entering transfer majors not participating in the learning community. A participant survey was also created and used to measure student perceptions of the TLC, as well as perceived challenges of transferring during the Covid-19 pandemic and how the TLC helped to mitigate them. During its first year, the TLC served 72 entering transfer majors across two cohorts. Participants significantly out-performed non-participant psychology transfer majors on first-semester grade point average and were significantly less likely to be placed on academic probation after their first semester than non-participant transfer majors. The widely-reported benefits of learning communities for first-year psychology students are adaptable to the more at-risk population of transfer students. Technology-enabled teaching tools can be used to build virtual community in hybrid and synchronous online learning environments.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45267015","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 : 2022-06-01DOI: 10.1177/00986283221104057
E. Hicks, María de la Caridad Alvarez, Melanie M. Domenech Rodríguez
Background Previous research shows that Multicultural Psychology courses can produce significant improvements in students’ cultural competence-related attitudes in in-person and online courses. Objective We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course. Method Undergraduate students filled out a battery of self-report measures at the beginning and end of the course. Of the 192 total students, 107 were in course sections which completed a Difficult Dialogue (DD) group project, and 85 were in the teaching as usual (TAU) section. Results Students in DD groups had significantly greater pre-to post-increases on social justice behavioral intentions and perceived behavioral control compared to TAU. There were no statistical differences between-groups on measures of other cultural competence constructs, though there were statistically significant within-group improvements on all outcome measures. Conclusion Results suggest that the DD project had a particular impact on improving social justice behavioral intentions and perceived behavioral control. Teaching Implications These shifts underscore the importance of including opportunities for students to learn and practice specific skills in Multicultural Psychology courses, and that online courses can effectively provide these opportunities.
{"title":"Impact of Difficult Dialogues on Social Justice Attitudes During a Multicultural Psychology Course","authors":"E. Hicks, María de la Caridad Alvarez, Melanie M. Domenech Rodríguez","doi":"10.1177/00986283221104057","DOIUrl":"https://doi.org/10.1177/00986283221104057","url":null,"abstract":"Background Previous research shows that Multicultural Psychology courses can produce significant improvements in students’ cultural competence-related attitudes in in-person and online courses. Objective We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course. Method Undergraduate students filled out a battery of self-report measures at the beginning and end of the course. Of the 192 total students, 107 were in course sections which completed a Difficult Dialogue (DD) group project, and 85 were in the teaching as usual (TAU) section. Results Students in DD groups had significantly greater pre-to post-increases on social justice behavioral intentions and perceived behavioral control compared to TAU. There were no statistical differences between-groups on measures of other cultural competence constructs, though there were statistically significant within-group improvements on all outcome measures. Conclusion Results suggest that the DD project had a particular impact on improving social justice behavioral intentions and perceived behavioral control. Teaching Implications These shifts underscore the importance of including opportunities for students to learn and practice specific skills in Multicultural Psychology courses, and that online courses can effectively provide these opportunities.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"50 1","pages":"175 - 183"},"PeriodicalIF":0.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45336192","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 : 2022-06-01DOI: 10.1177/00986283221106689
A. Shrivastava, Humna Azhar, L. Hyland
An increasing number of undergraduate positive psychology courses offer students a holistic view of the broader discipline of psychology. Even short-term participation in positive psychology activities as part of a taught course may improve psychological well-being and lower stress. However, there is a dearth of qualitative evidence on how students experience this learning process. This study aimed to explore UAE-based undergraduate students’ reflections on their experiences of an elective positive psychology course and their participation in various positive psychology interventions (PPIs). This qualitative study explored 21 UAE-based undergraduate students’ reflections on taking a semester-long positive psychology course, in which they participated in PPIs. The rich data from semi-structured interviews were analyzed using reflexive thematic analysis. Three main themes emerged, namely rethinking positive psychology, changes in perspective on happiness and search for positivity, and enhanced relationships. The study suggests that positive psychology may reach past the time and space of the taught course and have at least a short-term positive impact on students' mental and social lives. Findings from this study imply the potential of positive psychology in higher education and point towards further integration of such courses in undergraduate programs in the UAE and beyond.
{"title":"A Personal Journey of Studying Positive Psychology: Reflections of Undergraduate Students in the United Arab Emirates","authors":"A. Shrivastava, Humna Azhar, L. Hyland","doi":"10.1177/00986283221106689","DOIUrl":"https://doi.org/10.1177/00986283221106689","url":null,"abstract":"An increasing number of undergraduate positive psychology courses offer students a holistic view of the broader discipline of psychology. Even short-term participation in positive psychology activities as part of a taught course may improve psychological well-being and lower stress. However, there is a dearth of qualitative evidence on how students experience this learning process. This study aimed to explore UAE-based undergraduate students’ reflections on their experiences of an elective positive psychology course and their participation in various positive psychology interventions (PPIs). This qualitative study explored 21 UAE-based undergraduate students’ reflections on taking a semester-long positive psychology course, in which they participated in PPIs. The rich data from semi-structured interviews were analyzed using reflexive thematic analysis. Three main themes emerged, namely rethinking positive psychology, changes in perspective on happiness and search for positivity, and enhanced relationships. The study suggests that positive psychology may reach past the time and space of the taught course and have at least a short-term positive impact on students' mental and social lives. Findings from this study imply the potential of positive psychology in higher education and point towards further integration of such courses in undergraduate programs in the UAE and beyond.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48274261","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 : 2022-05-30DOI: 10.1177/00986283211056074
Andrew S. Neff, Jenny Mischel, Evan Yang
Background Instructors often try to promote student engagement with discussion boards in learning management systems (LMS) like Canvas. Although convenient, alternatives like the social media platform Reddit may be more effective. Method A non-randomized controlled trial compared the use of Canvas and Reddit in two sections of two undergraduate psychology courses (N = 77). Engagement was measured as the number and word-count of posts and responses and complemented with self-reported data. Results There was no difference between platforms in total number of posts or replies. In one course, the average word count per post was higher in Reddit than Canvas (r = .44). However, in the other course, the average word count per post (r = .47) and per reply (r = .39) was significantly lower in Reddit. Neither course observed a significant difference in students’ perceived value of the discussion board. Conclusion This study provided no consistent evidence that Reddit supports student engagement relative to Canvas, and combined with additional survey data, it is possible that hosting the discussion board on Reddit may even be detrimental. Teaching Implications Given the issues we identified with moving discussion boards to Reddit, and the benefits of using Canvas, we recommend using a traditional LMS like Canvas.
{"title":"Comparing Undergraduate Student Participation in Online Discussion Boards Hosted on Reddit and Canvas","authors":"Andrew S. Neff, Jenny Mischel, Evan Yang","doi":"10.1177/00986283211056074","DOIUrl":"https://doi.org/10.1177/00986283211056074","url":null,"abstract":"Background Instructors often try to promote student engagement with discussion boards in learning management systems (LMS) like Canvas. Although convenient, alternatives like the social media platform Reddit may be more effective. Method A non-randomized controlled trial compared the use of Canvas and Reddit in two sections of two undergraduate psychology courses (N = 77). Engagement was measured as the number and word-count of posts and responses and complemented with self-reported data. Results There was no difference between platforms in total number of posts or replies. In one course, the average word count per post was higher in Reddit than Canvas (r = .44). However, in the other course, the average word count per post (r = .47) and per reply (r = .39) was significantly lower in Reddit. Neither course observed a significant difference in students’ perceived value of the discussion board. Conclusion This study provided no consistent evidence that Reddit supports student engagement relative to Canvas, and combined with additional survey data, it is possible that hosting the discussion board on Reddit may even be detrimental. Teaching Implications Given the issues we identified with moving discussion boards to Reddit, and the benefits of using Canvas, we recommend using a traditional LMS like Canvas.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"50 1","pages":"356 - 362"},"PeriodicalIF":0.9,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47288446","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 : 2022-05-29DOI: 10.1177/00986283221088788
Jon Westfall, Evan M. Hill
Recruiting undergraduate students to participate in research has long been an established practice within psychology. Although this data source has weaknesses, this involvement in the research process has considerable pedagogical value in teaching students research methodology. Most common software packages used to manage participant pools tend to be expensive, to the extent that it prohibits access for small institutions and departments. Highlighting the problem, we cite research related to using undergraduates as participants, pedagogical value of these experiences, and current trends in software distribution. We then provide evidence of successful implementation of open-source software (OSS) in educational settings, and conclude with OSS options capable of addressing the problem of access. By providing students research experiences, both as a researcher and as a participant, we enhance their understanding of this process. Secondary to this, we can foster within them a skill set that is valuable to disciplines outside of academia. The implementation of an OSS system to manage research participants provides a cost-effective means to expand the learning and research opportunities of available to students.
{"title":"Construction of a Research Requirement Participant Pool Using Open-Source Software","authors":"Jon Westfall, Evan M. Hill","doi":"10.1177/00986283221088788","DOIUrl":"https://doi.org/10.1177/00986283221088788","url":null,"abstract":"Recruiting undergraduate students to participate in research has long been an established practice within psychology. Although this data source has weaknesses, this involvement in the research process has considerable pedagogical value in teaching students research methodology. Most common software packages used to manage participant pools tend to be expensive, to the extent that it prohibits access for small institutions and departments. Highlighting the problem, we cite research related to using undergraduates as participants, pedagogical value of these experiences, and current trends in software distribution. We then provide evidence of successful implementation of open-source software (OSS) in educational settings, and conclude with OSS options capable of addressing the problem of access. By providing students research experiences, both as a researcher and as a participant, we enhance their understanding of this process. Secondary to this, we can foster within them a skill set that is valuable to disciplines outside of academia. The implementation of an OSS system to manage research participants provides a cost-effective means to expand the learning and research opportunities of available to students.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44190611","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 : 2022-05-29DOI: 10.1177/00986283221097404
C. Etengoff
Introduction APA’s 2017 Multicultural Guidelines ask teachers to integrate diversity, equity, and inclusion (DEI) across the psychology curriculum. Statement of the Problem However, there are few resources outlining best practices for DEI instruction outside of diversity/multicultural courses. Moreover, instructors for skill-based courses such as Psychological Research Methods may view DEI as beyond their scope. Literature Review Building on the agentive pedagogical theories of Freire, Kegan and Stetsenko, I aim to outline the importance of integrating DEI into research methods courses and identify seven accessible ways in which to do so. Teaching Implications Teachers will find a comprehensive review of the theory and research related to seven DEI teaching practices: (1) Diverse Representation/Visibility, (2) Modeling Inclusive Language/Practices, (3) Addressing Social Issues and Inequities, (4) Broadening the Applied Topical Scope, (5) Meaning-Making, (6) Teaching from a Strengths-Based Perspective, and (7) Promoting Students’ Agency. Conclusion Diversity, equity, and inclusion research methods courses can provide students with a clear model of inclusive practices, opportunities to develop sociorelational skills, and the tools to agentively contribute to social justice research.
APA 2017年多元文化指南要求教师在心理学课程中整合多样性、公平和包容(DEI)。然而，除了多样性/多元文化课程之外，很少有资源概述DEI教学的最佳实践。此外，以技能为基础的课程(如心理学研究方法)的讲师可能认为DEI超出了他们的范围。在Freire、Kegan和Stetsenko的代理教学法理论的基础上，我旨在概述将DEI整合到研究方法课程中的重要性，并确定七种可行的方法。教师将全面回顾与七个DEI教学实践相关的理论和研究:(1)多样化的表现/可见性，(2)建模包容性语言/实践，(3)解决社会问题和不公平现象，(4)扩大应用主题范围，(5)意义制造，(6)从优势视角教学，(7)促进学生的代理。多样性、公平和包容性研究方法课程可以为学生提供一个明确的包容性实践模式，发展社会关系技能的机会，以及为社会公正研究做出贡献的工具。
{"title":"Reframing Psychological Research Methods Courses as Tools for Social Justice Education","authors":"C. Etengoff","doi":"10.1177/00986283221097404","DOIUrl":"https://doi.org/10.1177/00986283221097404","url":null,"abstract":"Introduction APA’s 2017 Multicultural Guidelines ask teachers to integrate diversity, equity, and inclusion (DEI) across the psychology curriculum. Statement of the Problem However, there are few resources outlining best practices for DEI instruction outside of diversity/multicultural courses. Moreover, instructors for skill-based courses such as Psychological Research Methods may view DEI as beyond their scope. Literature Review Building on the agentive pedagogical theories of Freire, Kegan and Stetsenko, I aim to outline the importance of integrating DEI into research methods courses and identify seven accessible ways in which to do so. Teaching Implications Teachers will find a comprehensive review of the theory and research related to seven DEI teaching practices: (1) Diverse Representation/Visibility, (2) Modeling Inclusive Language/Practices, (3) Addressing Social Issues and Inequities, (4) Broadening the Applied Topical Scope, (5) Meaning-Making, (6) Teaching from a Strengths-Based Perspective, and (7) Promoting Students’ Agency. Conclusion Diversity, equity, and inclusion research methods courses can provide students with a clear model of inclusive practices, opportunities to develop sociorelational skills, and the tools to agentively contribute to social justice research.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"50 1","pages":"184 - 190"},"PeriodicalIF":0.9,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64895855","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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