Intended for academicians who teach introductory psychology and/or oversee grad assistants who teach the course. The third volume in this series, all articles are new and this volume emphasizes assessment.
Like its predecessors, Volume III of the Handbook for Teaching Introductory Psychology provides introductory psychology instructors with teaching ideas and activities that can immediately be put into practice in the classroom. It contains an organized collection of articles from Teaching of Psychology (TOP), the official journal of the Society for the Teaching of Psychology, Division 2 of the American Psychological Association. Volume III contains 89 articles from TOP that have not been included in other volumes. Another distinction between this volume and its predecessors is its emphasis on testing and assessment.
The book is divided into two sections. Section One, "Issues and Approaches in Teaching Introductory Psychology," contains 52 articles on critical issues, such as: how to approach the course; understanding students' interests, perceptions, and motives; students' existing knowledge of psychology (including their misconceptions); a comparison of introductory textbooks and tips on how to evaluate them; test questions and student factors affecting exam performance; an overview of different forms of feedback; giving extra credit; and how to deal with academic dishonesty.
Section Two consists of 37 articles that present demonstrations, class and laboratory projects, and other techniques to enhance teaching and learning in both the introductory, as well as advanced courses in the discipline. This section is organized so as to parallel the order of topics found in most introductory psychology textbooks.
Intended for academicians who teach the introductory psychology course and/or oversee grad assistants who teach the course, all royalties of the book go directly to the Society for the Teaching of Psychology to promote its activities to further improve the teaching of psychology.
"The four pieces on critical thinking are exemplary....Each defines critical thinking somewhat differently; then suggests a general approach to producing critical thinking (riddles, problem immersion, questioning, and writing); and then provides concrete examples of the approach. After carefully reading these articles, the novice will be able to follow his or her department's debates about critical thinking and participate in them....new faculty may particularly like the demonstrations and activities....established faculty who are feeling that their introductory course is going stale will probably find this book an impetus for change."
—Contemporary Psychology
