Author	Title	Source	Year	Volume	Issue Number	Pages	Abstract & Comments	Content Area Being Taught	Reviewer	Keywords
Alschuler, Alfred S. & Blimling, Gregory S.	Curbing Epidemic Cheating Through Systematic Change	College Teaching	1995	43	4	123-125	Many students have reported admittingly that they have cheated, have let someone else cheat, and/or have plagiarized the work of others. This is not a new problem for academia unfortunately. Reasons that students cheat were among the following: 1. Supportive Norms: These are ideas such as others cheat so I can too. Other reasons include that students do not believe professors try very hard to catch cheaters, that professors deserve for their students to cheat because of their poor teaching or unfair assignment. 2. Benefits: The benefits may include making a better grade, not having to invest time and effort in a course that the student does not care about, can spend more time on classes the student does like and has interest in, cheating is more efficient, and there is too much work to do it all. 3. Costs: Students believe there is little risk involved because they are not likely to get caught and if so the punishment will not be severe. Students may also believe they are not missing out on learning the information if they do not feel they will need it in their life. 4. Individual factors: GPA, age, moral development, locus of control, level of self-esteem. It is difficult for faculty to prove that a student has cheated often and it is also a hassle for the professor and there is the possible risk of lawsuits. So what can be done about cheating? First, the campus culture must take an attitude that academic integrity is highly valued. This can begin with formalizing an academic integrity code. This also makes expectations of the students clear and it may also be beneficial to include students in writing integrity codes. Other suggestions for reducing cheating could be to use different forms of tests, different colors of paper, using essay tests instead of multiple choice, having more proctors, randomly assigning students, not allowing caps, and having students show a picture ID before exams.	any course	Angela Bush	Cheating, Academic Dishonesty
Atamian, R. & DeMoville, W.	Office hours - None: An email experiment	College Teaching	1998	46	1	31-35	The authors experimented with the provision of a "paperless course", with only indirect correspondence and paper submission via email outside of the scheduled lecture time. Specifically, the course syllabus, reading lists and study materials were emailed to students, and papers were submitted via virtual technology. The instructors aimed to teach file organization and management skills, to teach students to think before pressing "send," and to elevate informal email to a formal form of communciation. Analysis of the experiment indicated a positive reaction to the use of email as a main form of communication, with students citing positive feelings toward teacher availability. The students indicated that the "paperless" aspect of the class may not work for every course, particularly noting that students preferred handouts and exams on paper. The authors also caution that this experiment requires great effort by the instructor to ensure success, in addition to sensitivity to lack of comfort, access, or both to computers. Overall, Atamian & DeMoville suggest that teaching practices, such as virtual communication, may enable the instructor to maintain a desired level of contact with the students while increasing flexibility on assembling blocks of uninterrupted time for personal research and preparation	any area	Warner-Czyz	*Out of Class Activity *Basic Information Level, *Intermediate Class, *Small Class,
Baecker, D.L.	Uncovering the rhetoric of the syllabus: The case of the missing I	College Teaching	1998	46	2	58-62	This article discusses the oft-encountered contradiction of personal teaching theory and actual teaching practice, which may root itself in the construction of the syllabus and the roles of both the instructor and the students. The author analyzed fifteen syllabi for pronoun usage (e.g., I, you, we), finding that "you", by far, was the most frequently used pronoun in the syllabus. She bases her research on the work of Muhlhausler and Harre's 1990 study of the role of pronouns in personal and social history, and their effect in establishing moral responsibility in the speech act. First, Baecker points out the relationship of pronoun use in the syllabus to issues in power and authority. Specifically, she demonstrates the difference between "I" and "you," which suggest power, versus the ambiguous "we," which assumes that "the power resides in individuals." "We" also allows the speaker to distance himself or herself from the actual content of their words, which may decrease personal influences on teaching. In addition to indicating power, pronouns suggest responsibility of all parties involved. Baecker suggests a balanced syllabus in which power is made explicit, with more "you's" than "I's" than "we's." That is, the bulk of the work falls on the student but the teacher retains the gatekeeper role. Essentially, the author's main point centers on the impact of this contract between instructors and students which depicts not only the topics taught in the course and the grading technique, but also the role of collaboration and responsibility in the university classroom.	any area	Warner-Czyz	*Out of Class Activity *Basic Information Level *All class sizes *Materials (syllabus)
Baird, B. N.	In-Class Poster Sessions	Teaching of Psychology	1991	18	1	27-29	This article outlines the benefits of using in-class poster sessions in place of term paper assignments. Fairly thorough guidelines are presented for effective use of this technique in classrooms, including "session logistics" and grading considerations. Benefits of this approach are discussed, and the author notes that these in-class poster sessions received favorable evaluations from his students.	any	P. Vaughan	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class
Beins, B.	Using the Barnum Effect to Teach About Ethics and Deception in Research Using the Barnum Effect to Teach About Ethics and Deception in Research	Teaching of Psychology	1993	20	1	33-35	: Using feedback from a bogus personality test, students are introduced to the ethics involved in deception in research, as well as directly to the Barnum Effect. Notes on student discussions and reactions are included, as well as a more general discussion of the benefits and pitfalls of this activity.	ethics, psychology, Barnum Effect, personality tests	Campbell, S	*Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Benjamin, LT	A Class Exercise in Personality and Psychological Assessment	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					The author outlines a two-part activity that should be conducted in successive weeks. The activity is undertaken in conjunction with lecture material on personality the first week and psychological assessment the second week. The activity teaches students about the complexity of psychological constructs, gives them first-hand experience with the issue of face validity, provides them with an opportunity to collect data, and gives them some experience in thinking about the meaning of questionnaire results. Anecdotal evidence from the author suggests that students find this to be a fun and significant learning experience.	Personality Psyc	Barry Friedman	*Inclass Activity, *Demonstration
Benjamin, LT, Daniel, RS, & Brewer, CL	Handbook for Teaching Introductory Psychology	This is a BOOK availalbe in PCL: BF77H26 1985	1985				This edited book is a collection of over 100 articles from T o P (pre 1985) that relate to Intro to Psych courses taught at the college level. Includes papers focsing on 1) Course organization, 2) Team Teaching Approaches, 3) Selecting a Textbook, 4) Demonstrations and Activities in Various Content Areas (e.g., physio psyc, learning, etc.), and much much more.	Introductory Psychology	Barry Friedman	Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Berrenberg, J. L. & Prosser, A.	The Create-a-Game Exam: A Method to Facilitate Student Interest and Learning	Teaching of Psychology	1991	18	3	167-169	The authors note that students often apply the "least effort principle" in preparing for exams and other traditional evaluations. That is, students are usually given to engage in rather shallow preparation for evaluations such as these rather than to apply the effort required for deeper processing of the class material. As a possible solution to this undesirable state of affairs, the authors illustrate the use of a ?create-a-game? evaluation, which may serve to replace a traditional evaluation. Each student (although the authors mention that this activity could be profitably performed in groups) actually creates his or her own competitive game, in which a participant?s competitive effectiveness is principally determined by that participant?s knowledge of the relevant subject matter. These games are likely to resemble board games or card games, etc. Clear guidelines are given for using this technique as a method of assessment, and examples of games created by students are presented. A compelling case is made by the authors for the increased educational effectiveness of this sort of evaluation. Because the student is personally engaged in a creative process, greater overall effort and deeper processing of the course material is promoted. Additionally, student surveys as well as anecdotal student testimonials seem to support the effectiveness and value of this method of assessment.	History of Psychology (but broadly applicable)	P. Vaughan	*Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Berstein, David A.	A Negotiation Model for Teaching Critical Thinking	Teaching of Psycholgy	1995	22	1	22-24	This article presents a negotiation model as a method for teaching critical thinking about controversial issues. As presented in the book, Getting to "Yes" (Fisher & Ury, 1991), principled negotiation, is a method for managing conflict based on the Harvard Negotiation Project. Principled negotiation posits that most conflicts can be changed into win-win situations (versus win-lose) by all members focusing on the task of identifying common interests. Thus, the members focus on inventing creative options that provide mutual gain for all. Ground rules include treating all parties in the conflict with respect and being empathetic towards each other's interests. First, the professor has all the students familiarize themselves with the Fisher & Udry (1991) book and practice the method in an in-class role-play. Next, students complete an attitudes survey about the controversial topic (i.e., Is behavioral research with animals justifiable?). Then, students are view a video and read a debate on the topic. Students are then divided into groups of four and form a committee of individuals. Each student is assigned a role which differs than their stated attitudes. For example, the committee contained a member of People for the Ethical Treatment of Animals, a behavioral researcher who uses animal subjects, an ethics professor who is opposed to animal research, and a humanist professor who believes that humans are perched at the top of an animal hierarchy. The committee is assigned two tasks: (1) draft a set of guidelines for conducting research at a fictitious university; (2) decide on four proposals submitted to the committee using the new guidelines. Students are encouraged to use the method of principled negotiation in drafting the guidelines and voting for each proposal. In addition, the students must write a letter to inform the proposer of its decision and provide sufficient rationale for the decision. These in and out of class activities provide ample opportunities for critical thinking by composing and presenting arguments, especially those that are opposed to their own preferences. Voting on the proposals allows the students to apply their principles to a concrete case. Bernstein suggests that students report on course evaluations that they found the exercises engaging and that they considered other perspectives seriously. Fisher, R., & Ury, W. (1991). Getting to "yes": Negotiating agreement without giving in (2nd ed.). New York: Penguin.	Critical Thinking about Controversal Topics	Christine Gray	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level,
Betty Robinson & Robert M. Schaible	Collaborative Teaching: Reaping the Benefits	College Teaching	1995	43	2	57-60	The article discusses the benefits of collaborative teaching and suggests several ways to confront challenges that may occur in this type of teaching. Collaborative teaching was defined in this article as ?any academic experience in which two teachers work together in designing and teaching a course that itself uses group learning techniques?. If we teach students how to work collaboratively, could it not also be advantageous to model collaboration in our teaching? Benefits of collaborative teaching that were mentioned include: - Another teacher can stimulate innovative and improved course content and scholarly development in one?s field. - Another teacher may also facilitate in exploration of fresh ideas. - The two teachers can support new styles of instruction. - Colleagues can keep in contact and possibly prevent isolation of faculty members. - Collaborative teaching can enhance teachers? abilities in being collaborators. The author also suggests several tips for collaborative teaching: - Unless there is a strong reason against it, limit collaborative teaching to two teachers. - Accept that the first time two people teach together that it is exploratory. - Try to pick a co-teacher that is not too controlling or easily offended. - Find a good mix of readings and sequence of them. - Discuss teaching methodologies, philosophies, class structure, and assessment together. - Be comfortable with diverse interpretations and evaluations of class readings and how these differences might be handled. - Try to increase one?s ability to ?read? one another. - Explain to students why you believe team-teaching is a good technique. - Be willing to consider compromising with co-teacher at times.	any course	Angela Bush	Collaborative Teaching
Bishop-Clark, C. & Lynch J.M.	The Mixed-age College Classroom	College Teaching	1992	40	3	114-117	The authors conducted focus group study to discover perceptions and opinions of non-traditional college students (age 25 and over). The findings include two major categories: 1. Challenges in teaching. The non-traditional students feel uncomfortable, have different orientation toward professor, are often assumed to be authorities, and there is hostility between age groups. 2. Strategies for teaching. Encourage personal contact, discuss differences, try to approach each group similarly , and increase awareness of similarities.	All subjects	Li	Inclass Activity, *Out of Class Activity
Blakey, G. T.	Breathing New Life into Research Papers	College Teaching	1997	45	1	3-6	Blakey brings an interesting and innovative strategy he used in a research project assigned in one of his History classes. His goal is to convince the reader that there are many ways in which we can make research papers a challenging, pleasant and instructive experience. Students in his class had to write a paper called "Remembering 1945, Fifty Years later" but they had to follow three steps: 1. They had to select a daily newspaper and read two issues per month of the year 1945. Then, they had to decide on which stories could be included in a top 10 list. But not only they had to indicate their individual preferences but they also had to discuss them in a group and then come to a consensus of what the list should look like. 2. Students had to locate five people over age 65 and interview them about their memories of the events in their top ten list. 3. Finally, they compared the results from their interviews with their own choices. Students were highly motivated and were able to show critical thinking and active learning. By interviewing those five people and comparing their choices, they were forced to think and evaluate their own values and beliefs. The only aspect of this assignment that may represent a challenge for the instructor is that they will probably have to fight the urge to interfere in the decision-making process and allow the students to find their own answers.	History, Journalism, Social Sciences	Souza	Out of Class Activity, Cognitive Level, Small Class
Boatright-Horowitz, Su L.	A Classroom Demonstration of Nuttin's (1985) Ownership Effect: The Letters of My Own First Name	Teaching of Psychology	1995	22	2	131-133	This article presents an in-class activity that demonstrates Nuttin's (1985) ownership effect, or unconscious systematic preferences connected to self-enhancement. Students are asked to divide into groups of two and introduce themselves to each other. Each pair is asked to decide who will be the experimenter and who will be the subject for the "study" they will participate in. Then the subject students went outside the classroom to wait while the instructor gives instructions. The experimenters generated a list of letters beginning with the letters forming the first name of their subjects. In addition, they were asked to generate an equal number of letters not found in the first name of their subject. Then students randomly arranged these letters on a piece of paper. The subjects were called back in and asked to, as quickly as they could, rate each letter using a 5-point Likert scale to indicate how much they liked each letter. So as to minimize chances of detecting the original study's purpose, the experimenter controlled the viewing of the letters so that the subjects only could see one letter at a time. Finally, the experimenters were instructed to tally the scores for preferences of letters in the first name versus those not included in the first name. The results indicated that more experimenters reported a significantly higher total score for subjects' name letters than for non-name letters. This experiment is enjoyable and reliably replicates Nuttin's (1985) name letter effect. It provides students with first hand experience to challenge the validity of this phenomenon.	Social Psychology	Christine R. Gray	*Inclass Activity, *Demonstration
Bohan	Teaching on the edge: The psychology of sexual orientation	Teaching of Psychology	1997	24	1	27-32	This article describes the development of a course titled The Psychology of Sexual Orientation, designed to examine the psychological experiences of lesbian, gay, and bisexual (LGB) individuals. Parts of this course may also be utilized in other courses, such as social psychology, psychology of women, psychology of gender, or courses on diversity. The author describes designing the course and how the course was conducted over various semesters of instruction. There are good ideas on activities to do over a semester (keeping a journal and interviewing a LGB individual) and how to best structure the course so that both hetero- and homosexual individuals feel secure. The author makes several good points that need to be addressed in a course of this type: majority vs. minority status of the LGB individual, the importance of “coming out”, life stages for LGB individuals. The author also suggests course topics (psychological aspects of violence against LGB and HIV/AIDS issues) that are more encompassing than the author had previously planned.	Course on sexual orientation	Boettcher	Course development; any class size
Borrowman, S.	Critical Surfing: Holocaust Denial and Credibility on the Web	College Teaching	1999	47	2	44-47	This article deals with the importance of teaching students to evaluate critically the veracity of web resources. In his classroom the author uses the issue of Holocaust denial as a topic to demonstrate what he calls academic ethos and techno-ethos. Academic ethos relates to using academic credentials and a professional appearance to create a belief in the researcher's academic qualifications. Techno-ethos refers to the glitzy web site attributes that can make web surfers believe a site has the right answers. Although the article spends, in my opinion, too much time on the specific issue of Holocaust denial and not enough on how to give students appropriate critical thinking and evaluation skills to be wise users of Internet resources, it nevertheless clearly demonstrates the need for such skills.	Any course, but would be especially useful for research methods courses	Kirkpatrick	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Large Class, *Intermediate Class, *Small Class
Boyatzis, C. J.	Using Feature Films to Teach Social Development	Teaching of Psychology	1994	21	2	99-101	This article suggests a film analysis assignment using some American and many European films that student select to view and analyze in a paper assignment using research and theory from the course. The assignment is completed during a unit on social development and students select a film from a list and are instructed to analyze the peer relationships and characters' social development with guidance from a list of questions to address provided with the instructions. After writing a short essay on one of the films, students. The author describes a process for film selection and provides rationale for selecting several European as opposed to American films. Student evaluation of this film assignment indicated that it was a useful assignment for helping students to integrate concepts of social development and may aid students in understanding research and theory through application.	Child Development, Middle Childhood	A. Griffin	* out of class activity *application level *higher cognitive level *intermediate/small class
Brender	The Relevance Connection: Relating Academic Psychology to Everyday Life	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					The author puts forward a method to relate academic psychology to everyday life for the undergraduate student. This is accomplished through the assignment of a term paper that offers the student an opportunity to demonstrate their ability to apply the facts, terms, concepts, principles, and theories of psychology to an analysis and explanation of at least five incidents personally observed and recorded from everyday life. The author’s anecdotal evidence (read, she didn’t collect any data on this) suggests that this method helps to concretize the abstract information that is presented in eth typical Intro to Psyc class.	Intro to Psyc	Barry Friedman	Out of Class Activity, Application Level
Brent, R. & Felder, R.	It's a Start	College Teaching	1999	47	1	14-17	This article looks at the first few days of class from the perspective of balancing the instructor roles of "gatekeeper" and "coach." Specific tasks and techniques are listed under the following topics: Pre-Class Preparation Establish Your Expectations and Suggest How to Meet Them Establish Student-Professor and Student-Student Communication Mechanisms Motivate Interest in the Course Material Most of the techniques advocated are well known, but the article is organized well and does offer a few new possibilities, particularly in the arena of motivating interest in the course material.	Any course	Kirkpatrick	*Inclass Activity, *Large Class, *Intermediate Class, *Small Class
Brookfield, S. & Preskill, S.	Strategies for Reporting Small-Group Discussions to the Class	College Teaching	1999	47	4	140-142	This article discusses several innovative techniques for reporting small-group discussion to the class as a whole. The goal is to discourage students’ feeling that they are just “going through their paces,” and to encourage their feeling that they are “engaged in a powerful exchange of ideas.” Each technique is described, the instructions given to students are shown, and advantages and disadvantages to each technique are listed. The following techniques were discussed: Newsprint Dialogue – students record their ideas on newsprint which is then posted on the classroom wall; after the small-group activity, students have an opportunity to tour the room individually to read all the groups’ ideas. Rotating Small-Group Stations – students spend ten minutes at stations with newsprint to discuss a provocative topic and record their ideas. Each group then moves to a new station where they respond to the previous group’s ideas. Groups continue rotating until they have had a chance to critically examine the ideas of all the groups. Snowballing – students initially consider a topic individually, then with a partner, then with another pair, and so on, until the group convenes again as a whole. Students are served snacks and non-alcoholic drinks by the teacher while they mingle and talk with as many of their peers as they can on the assigned topic. Jigsaw – students are assigned a topic and research it to become an “expert;” they then discuss the topic with other “experts” on the same topic. Finally, one member of each of the previous groups meets with a member from every other group to share their information.	Any class	Kirkpatrick	*Inclass Activity, *Higher Cognitive Level, *Application Level, *Intermediate Class, *Small Class
Brothen	A student-accessible computerized gradebook that facilitates self-regulated studying behavior	Teaching of Psychology	1996	23	2	127-130	This paper describes the benefits of using a computerized gradebook. The author evaluates a software program that allows students to assess their progress and lets instructors monitor that assessing behavior. Students use an identification number and password to gain access to their own records. Before the grades appear on students' screens, individual messages from the instructor appear, and then they see their grades. The gradebook writes a line to a log file that identifies each student and the date the grades are checked. Data are reported indicating that students who check their grades often are more sucessful in the course, suggesting motivation and self-regulated learning.	any course	Stone	materials
C. W. Kaha	Mastering Technology: Studies in Cognitive Styles	College Teaching	1995	43	1	25-27	The article begins by stating that being well educated means being articulate in several cognitive styles. Cognitive styles can be defined as different types of intelligence and building connections between them. A beneficial tool for reinforcing this attitude is through the use of technology. It is suggested that technology has the capability of shifting student attention away from subject area content and more toward the process of learning because technology can shape the content and this structure is the focus. Shifts in attention may be facilitated by computer simulations and hypertext, which may offer students different perspectives and multiple solutions or answers. Thus, technology can change the way individuals approach and organize information as well as selecting what they will accept as relevant information. Technology can also make learning more active. For example, computer simulations can explore consequences of certain decisions rather than the more passive textbook reading. In addition, with more information being handled, connections between subjects and more real-world applications can be fostered through the use of technology. Multiple contexts are shown to facilitate transfer as well. Finally, technology offers a medium in which one can manipulate information and more flexibly edit information.	any course	Angela Bush	Technology, demonstration
Cabe, Patrick A	ATOMIC	College Teaching	1996	44	4	149-152	Cabe uses the mnemonic "ATOMIC" for preparing to teach a class: Audience, Arena, Ambience Topic, Theme, Title Objectives Messae, Methods, Materials Involvement Close, Check-up Audience includes the background, goals, and prioir knowledge of students. Arena is often overlooked by many teachers - the physical environment can play important roles in teaching. Ambience is the psychological aspect of the teacher and students - be aware of both and how they interplay. Topic is considered routine for most. Theme implies that you should connect other classes to yours and connect students' personal interests to class. Be careful in choosing a title as it gives the students their first impression. Objectives are a great help in giving direction to students and yourself – active verbs are very important! Message, methods, and materials are intertwined. They include the organization, how you are going to teach, and what you will use while teaching. Involvement is a key to teaching. Keeping student engaged increases learning and interest. Close and check-up: summarize and check for understanding more often than just at the end of a unit. It is similar to what McKeachie wrote, but I don't remember McKeachie talking about the audiece as Cabe does.	Any	Rebekah Aldrich	Planning
Carducci	Fighting shyness with shyness: An exercise in survey methodology and self-awareness	Teaching of Psychology	1996	23	4	241-242	Because approximately 40% of students consider themselves to be shy, this brief exercise is conducted in class to help the shy students feel more comfortable in class as well as to teach them about survey methodology. A brief Shyness Survey is administered anonymously, then the results are summarized in terms of percentage of responses and presented to the class. The following points about shyness are highlighted: * almost half the students in class consider themselves shy--you are not alone, * most students consider themselves more shy than their peers, * students feel shy when interacting with people in authority (instructors) and with opposite sex. Survey methodology highlights are * clarification of distinction between population and sample, * description of different sampling techniques and advan/disadvan, * potential errors when generalizing results. A typical outcome of this activity is that lots of students show up in office hours or after class to talk to the instructor.	any course	Stone	inclass activity; basic information level, small class, intermediate class, large class
Carkenord, D., Bullington, J.	Bringing Cognitive Dissonance to the Classroom	Teaching of Psychology	1993	20	1	41-43	Describes a brief, inclass activity that produces cognitive dissonance. Ideas for applying the students’ experiential knowledge of the phenomenon are discussed	psychology, Cognitive Dissonance	Campbell, S.	*Inclass Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Carkenord, D. M.	Motivating Students to Read Journal Articles	Teaching of Psychology	1994	21	3	162-164	) This article describes an optional class assignment designed to motivate students to read journal articles. Using this method, students write a summary and critique of a single assigned reading each week during the course. Summaries are done on notecards and are turned in on the day scheduled for in-class discussion of the assigned reading. The author emphasizes two tangible benefits to students that are part of the assignment: extra course credit for the notecard summaries and the use of the notecards during course exams that include questions on the readings. This article also suggests four criteria by which journal articles should be selected: (a) high correspondence between article topic, course content, and textbook. (b) High correspondence between technical level of the article and students' competence (c) short length and (d) high expected student interest. End of course surveys suggested that students indicated generally positive responses to the assignment. The extra credit associated with the notecard summaries improved final grades for a majority of students and students who turned in notecards for the weekly readings received higher scores on course exams. The author suggests several benefits of this teaching method: Motivates students to read, not skim journal articles. Promotes more productive, high quality class discussion. Provides students with a permanent record and reference for future use.	industrial psychology; consumer psychology; any course	A. Griffin	*in class activity *out of class activity *basic information level *higher cognitive level *small class
Cerrito, P.	Teaching Statistical Literacy	College Teaching	1999	47	1	9-13	This is an excellent article which describes a method of teaching students to critically evaluate whether or not statistics are appropriately used and backed by evidence. The instructor begins by "introducing controversy where none exists," using an issue which students take for granted as true, such as the safety and effectiveness of immunizations. Using material regarding a specific vaccine, she presents evidence first against their common belief, and then once she has convinced them, she presents evidence in favor. Then she shows how certain arguments from both sides are inadequately supported. Students learn not to take it for granted that presented statistics are true, what questions to ask, and what to look for as supporting evidence. Later students are given specific research questions to answer and finally they carry out individual investigative projects of their own in order to develop their skills in presenting an argument with appropriately supported statistics. The author also discusses making judgements on issues in the political arena, such as the greenhouse effect.	Statistics, but could be used in other courses	Kirkpatrick	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Large Class, *Intermediate Class, *Small Class
Cerrito, Patricia B.	Mathematics across the Curriculum	College Teaching	1996	44	2	48-51	The article discusses the importance of mathematics beyond the mathematics classroom. She mentions that in the late nineteenth century the average person was more versed in mathematics than the average person today. This is partially attributed to the study of mathematics being confined to the subject's classroom alone. To help turn this around history class could devote some time to the development of math, present and solve historical problems using statistics, and show where it has been used or misused. In English one could incorporate technical readings and writing and compare it to personal. She also mentions the lack of translation between mathematics and English by mathematicians. Mathematics is an "elegant” language of its own and can be translated into English, which is more easily understood by the average person, but many mathematicians lack the training for this isolating it even more. Added to this difficulty is that many disciplines do not explicitly define some terms making many things vague. “Communication across disciplines is handicapped by the impreciseness of language.” The examples she gave were good and relevant, but I was somewhat disappointed that she focused on how to integrate statistics across part of the curriculum. I would like to see how one might integrate other concepts in mathematics. Also what about across subjects other than History and English?	Math in other classes	Rebekah Aldrich	*Inclass Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class
Cherkas, B.M.	A Personal Essay in Math?	College Teaching	1992	40	3	83-86	The author regards the first day of class as a unique opportunity for teachers to make connections, identify students¡¦ problems and establish future lines of communication. He developed a questionnaire for students on the first day, which includes an essay segments that sets a tone of care and concern and for the students to crystallize their hopes, fears and dreams. The author reports and interprets several of the overriding themes and outcomes that emerged from students¡¦ essays, including encouraging students¡¦ determination, exposing ingrained misconceptions, intimidation and gender-related emotions, concerns with teaching, becoming a school teacher, and inspiration and resolution.	Mathematics	Li	Inclass Activity,
Clement, Sinha, & Krueger	A computerized demonstration of the false consensus effect	Teaching of Psychology	1997	24	2	131-135	The authors had students interact with a computer program to demonstrate the false consensus effect. Students are often reluctant to believe that their own behavior can be influenced and may be subject to biases. The false consensus effect is the tendency of people to expect that their own social behaviors are common in the population. For this demonstration the students used a computer program to answer 40 statements. For each statement they indicated whether they personally endorsed it, estimated the proportion of the population that would endorse it, and rated its social desirability. Half the students received feedback on the actual consensus in the population after making each consensus estimate and the remaining students did not. This demonstration illustrated the false consensus effect, as endorsers were more likely to estimate higher instances in the population that were non-endorsers. Students also learned that feedback about the actual consensus does not reduce bias. The students were also encouraged to develop and test their own hypotheses, using the variable of social desirability and various combinations. Overall, this is a good demonstration to display the robust nature of the false consensus effect and to allow students and opportunity to have a more hands-on approach to this psychological concept.	Introductory course; introductory methodology course	Boettcher	Inclass activity; Demonstration; Higher Order level; any class size
Coffman, S.J.	Small group instructional evaluation across disciplines	College Teaching	1998	46	3	106-111	This article explores the possibility of disciplinary-specific learning preferences, established through a course-instructor evaluation technique called Small Group Instructional Diagnosis (SGID). In SGID, students convey a group consensus to a facilitator about positive areas and issues for improvement, points which are then discussed with the instructor. The teacher then lets the students know their comments were discussed and discusses the reality of some suggestions. Evaluations from fifty-two courses, on forty-seven instructors, from 1,513 students were analyzed on the following categories: testing and grading, course procedures, instructor characteristics, instructor teaching techniques, activities and interaction, course content, written assignments and readings. Results indicated patterns across disciplines, particularly with different categories emerging as the area of greatest concern, as listed below: Veterinary school: course procedures Science: testing and grading Liberal arts: teaching techniques Education: activities and interaction, and assignments and readings Consumer and family science: assignments and readings Technology: balanced among seven categories previously mentioned.	all areas	Warner-Czyz	*Inclass Activity *Basic Information Level *All class sizes
Conner	From Monty Python to Total Recall: A feature film activity for the cognitive psychology course	Teaching of Psychology	1996	23	1	33-35	This article describes a technique that requires the application of course material topics (in this case, cognitive psychology) to movies. Approximately halfway through the course, students were assigned to work in pairs to find a journal article and an appropriate and relevant feature film easily available on video (e.g., What's Eating Gilbert Grape and autism; The Vanishing and problem solving). Although students worked in pairs, each student was responsible for writing a paper that discussed the course topic clearly and correctly and described the film, including scenes in particular that related to the topic. Finally, students gave a 5-minute presentation in class. Students reported enjoying the assignment and also reported that it was a useful tool in really understanding the course material. Instructor preparation is minimal.	any course	Stone	out of class activity, higher cognitive level, small class, intermediate class, large class
Connor-Greene, P.	From the Laboratory to the Headlines: Teaching Critical Evaluation of Press Reports of Research	Teaching of Psychology	1993	20	3	167-169	Good classroom exercise using a real world example. A news article is analyzed by the students as part of a methodology discussion, then the original research article is presented and comparisons are made. Students are assigned to find a news summary of research, analyze it and compare it to the original source of the research. Many specific pointers and suggestions.	statistics, research design	Campbell	*Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Cowan, M. A.; Ewell, B. C.; & McConnell, P.	Creating Conversations: An Experiment in Interdisciplinary Team Teaching	College Teaching	1995	43	4	127-131	The article describes the experience of two professors, one in English and the other in religious studies, that took a team teaching approach in several courses on gender, race, and God. They designed the courses with conversation guiding their instruction. They believe that with such topics a give-and-take sharing approach would be benefical. The instructors grounded the courses in conversation by having students bring their life experiences into the classroom and relating their experiences to concepts and issues of the class. Students felt that the team teaching approach was unique in that they were able to see a relationship between the teachers as they shared ideas throughout the class. One particular discussion method used by the instructors was based on the theory of narrative theology, which sees cultural events as opening and closing doors to interpretation of life events. These interpretations are then thought to influence our actions. The outside world's reactions to our actions affect where one will start a narrative subsequently. The narratives thus shape our reality. The instructors decided to create small discussion groups that would remain the same for the duration of the course. Students were assigned to discuss personally relevant stories to the concept of interest. They were then supposed to tell the story again from another person's perspective. The group then helped each student identify differences between their first interpretation of the story and the their narrative from another person's perspective. Each individual assessment also consisted of a formal paper on how they believed narratives shape beliefs and values. Finally, a group presentation was assigned in which each group collaboratively created a response to the issues and concepts of the course. With the acceptance of ideas and being nonjudgemental constantly reinforced throughout the course, students felt that they classroom was a safe place to explore and discover together.	any course	Angela Bush	Discussion Technique, Higher Cognitive level, Inclass Activity
Cowan, Michael A.	Conversation with a Text	College Teaching	1994	42	2	66-71	This article describes a four-stop approach to "conversation with a text," a disciplined and conceptually grounded approach to group interpretation of texts in the classroom. The idea is that an author's "assumptive world" (particular cultural and historical values and ideals) influences the writing of a text, and a reader's own perspective, expectations, questions and concerns also color the interpretation of a text. So while every text is composed from a particular perspective, reading also happens from a different perspective. The four steps in this approach are composed of articulating initial responses to a text, pursing a deeper understanding of the text on its own grounds, "talking back" to the text, and finally, identifying and evaluating possibilities for the shape of the reader's own life. Thus if the reader is open to it, he/she does not merely interpret a text but also allows his/her life to be interpreted by it, thus changing a reader's own perspective and expectations.	Literature	Douglas Barrett	Higher Cognitive Level
Craft, W. & Schmersahl, C.	Cultivating the Arts of Engagement	College Teaching	1997	45	2	60-62	The authors want to call attention to the fact that students start college with very naïve ideas about what it means to be a scholar, what is expected of them and what goals need to be pursued. Therefore, they wrote this article with the intent of reminding us of the real purpose of a college community and suggesting how we can eliminate those misconceptions. They will argue that we can only succeed at this task by working collaboratively. We need to have discussions and they can't be taken only within the boundaries of our own disciplines, that is, we need to have interdisciplinary discussions with two goals in mind: achieving a consensus on what should be expected of our students and how we can make them fulfill our expectations; and acknowledging in which aspects of academic life there is disagreement among us. It's only by thinking together about what should be expected of our students and create opportunities for them to actually learn what is expected of them, that they will be able to practice "the arts of engagement".	any course	Souza	Higher Cognitive Level
Crawford, M.	Rethinking the Romance:Teaching the Content and Function of Gender Stereotypes in the Psychology of Women Course	Teaching of Psychology	1994	21	3	151-153	This article discusses an assignment designed to help students understand the content and function of gender stereotypes by reading and analyzing Harlequin-style romance novels. Students are asked to critically evaluate the romance novel that they choose to read and analyze the plot and characters with regard to messages about masculinity, femininity, love, and relationships. Students are also instructed to apply relevant research and theory from the class and textbook. The article lists several questions to be included as part of the assignment to guide students in their writing and evaluation. The author suggests specific criteria for grading the assignment and encourages scheduling an in-class discussion following the completion of the assignment so that students can share insights and examples from many different books and go on to discuss present day gender stereotyping and the popularity of romance novels. The author also suggests asking specific students to read selected passages from their papers to promote discussion. The article also provides similar, alternative writing assignments that could be used in a gender stereotypes course. Class evaluations for several courses in which this assignment was used indicated strong positive reactions from students. Benefits of the assignment outlined in the article included: short, manageable amount of reading, effective way of convincing many students of the prevalence and power of gender stereotypes in the present and increasing awareness, low cost to students.	Psychology of Women/Gender	A. Griffin	*out of class activity *in class activity *higher cognitive level *intermediate or small class
Czuchry & Dansereau	Node-link mapping as an alternative to traditional writing assignments in undergraduate psychology courses	Teaching of Psychology	1996	23	2	91-96	This article describes a map-making assignment designed to enhance students' understanding of course material. After teaching the students about node-link mapping and showing them expert-generated maps, students worked alone or in groups of 2 or 3 to generate node-link maps on a course-related topic of their interest. Students worked during class and outside class. Females reported finding the exercise easier than writing a paper, while males did not find it easier or harder. Lower level students reported the exercise easier than writing a paper, while upper level students did not find it easier or harder. All students rated the mapping assignment as more interesting and also reported that they learned more from it than a traditional paper assignment. Students also reported that doing the maps and seeing others' maps helped them organize and structure the material.	any course	Stone	inclass activity, out of class activity, higher cognitive level, small, intermediate, or large class
Davidson, W. B.	The Dirty Dozen: Classroom Demonstration of Twelve Instigators of Aggression	Teaching of Psychology	1990	17	4	252-253	The author describes a demonstration to teach about the 12 social instigators of aggressive behavior (e.g., insult, attack, frustration, dehuminzation). He holds a contest in which students submit a 5-minute segment of a violent scene in a movie of their choice (on videotape). The goal is to find the segment with the largest number of instigators of aggressive behaviors. At the end of the section on aggression, the students have a viewing day in which all of those who participate get to show their selected segments. The rest of the class, with a list of the 12 instigators in front of them, count the number of instigators they see in each segment. The segment with the most examples wins the contest. That person gets a boost of one letter grade on their test. To offer incentives to the judges, the best judge gets one-half letter grade boost. This exercise teaches the students to look at the world through the eyes of a social psychologist. Attendance was very high on the viewing days and subsequent papers related to aggression were substantially better.	social psychology	Brown	Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, Intermediate Class, *Small Class
Davis & Hult	Effects of writing summaries as a generative learning activity during note taking	Teaching of Psychology	1997	24	1	47-49	This article explores the effects of writing summaries during a lecture on generative learning. Generative learning involves the comprehension of relationships between new information and the learner’s previous information. Writing a summary involves active reorganization and synthesis of information and encourages review, both of which are thought to help with retention. There were 3 groups of students: summary group, pause group, and control group. The summary group took notes and wrote three lecture summaries during 4-minute pauses in a 21-minute lecture. The pause group took notes during lecture and reviewed their notes during the 4-minute pauses. The control group took notes without pauses. All groups took a posttest immediately and 12 days later. The summary group scored significantly higher than the control group on the 12-day posttest, suggesting that summary writing during lecture results in more durable learning. The pause groups and the control groups did not differ significantly on any measure.	any course	Boettcher	Inclass activity; application level; any class size
Davis, Stephen F., & Ludvigson, H. Wayne	Additional Data on Academic Dishonesty and a Proposal for Remediation	Teaching of Psychology	1995	22	2	119-121	This article presents data on the frequency and reasons for cheating as well as the influence of penalties on cheating. This study extends previous research by providing information regarding the number of repeat offenders. The 71 samples used in this study were drawn from both public and private institutions in 11 states. These educational institutions ranged in size from 3,000 to 30,000 (excluded very large institutions such as University of Texas). A total of 2,153 undergrads (675 men and 1,478 women) enrolled in upper division courses (classified as either juniors or seniors) voluntarily completed a seven-item questionnaire on cheating behavior and attitudes. This questionnaire assessed whether students had cheated in high school or college and been caught; how much they feared being caught cheating; the extent to which this fear of being caught influenced their willingness to cheat; whether professor imposed strict penalties would deter them from future cheating; a list of penalties most likely to deter cheating; and reasons for cheating. 1. Frequency of cheating: More than 70% in each sample reported cheating in high school - there were no sex differences reported. The range of cheating in college was between 40% to 60%. 2. Repeat offenders: High repeat offending rate. More than 80% of people who said they cheated in high school and almost 50% of people who said they cheated in college said they cheated on several occasions. Reported sex difference, men were more likely than woman to be repeat offenders. About 99% of people reporting cheating on several times in college had also cheated several times in high school. 3. Stricter penalties deterring cheating: Sex difference - more than 40% of men and less than 10% of women answered "no" to question whether instructor's announcement of strict penalties at the beginning of the semester would deter cheating. 4. Reasons for cheating: Most frequent response - Cheat to improve grade even though study. 5. Remediation: Need to discourage cheating in high school because carry-over effects and for many individuals cheating begins in high school. Professor announced penalties more strongly deters females from cheating or being willing to cheat. External controls and penalties will not really be successful. As educators, we need to bolster internalization of control and rules in our students and a world view of resisting cheating.	Detering Cheating	Christine R. Gray
deCourcy, A.	From clinic to classroom: Power of experiential learning	College Teaching	1998	46	4	140-143	One of the strongest assets that clinicians and new instructors bring to lecturing is real-world experience, with the power of dynamic interaction which can challenge a student's beliefs and assumptions. Specifically, as students explore interpersonal and intrapersonal relationships, they gain both self-consciousness and other-consciousness. DeCourcy fully believes that student experience is the key to active learning and future application. Although this article focuses heavily on theological learning, the author's view of the overall process involved in assignments and the role of personal experience in concept learning can be transferred to other disciplines.	Theology, although concepts can be applied to other areas	Warner-Czyz	*Inclass Activity *Application Level *Intermediate Class, *Small Class
Decyk, Betsey Newell	Using Examples to teaching Concepts	Changing College Classrooms, D. Halpern Editor	1994			39-63	This chapter is about the value of using examples to help students learn concepts. The author reports her own research on the impact of examples during learning. She makes recommendations about how to sequence examples as a way of moving students from very simple understanding to much more complex understanding. She also shows how examples can be worked into inclass activities to stimulate student thinking.	any course	Svinicki	Inclass Activity, Higher Cognitive Level, Application Level
Deffenbacher, J. L.	Demonstrating the Influence of Cognition on Emotion and Behavior	Teaching of Psychology	1990	17	3	182-185	This article describes a demonstration illustrating how cognition can influence emotional reactions. Basically, the author has students imagine their boyfriend/girlfriend of 2 years just broke up with them. He then reads a self-dialogue that leads to depressed affect on behalf of the students. The students write down their reactions, then the instructor puts them on the board. The students then listen to another scenario which leads to hostile affect. The intructor again records the response. Finally, ambivalent affect is elicited by another self-dialogue and the reactions are recorded. This demonstration is useful for showing students that although the situation remained same, the cognitions, or self-dialogues, differed. The differing cognitions led to differing emotional states. This only takes about 10 minutes and the author notes that the students find this to be an easy situation to imagine.	psychology	Brown	Demonstration, Inclass Activity, Large Class, *Intermediate Class, *Small Class, Application Level
Deutch, Charlse E.	A Course in Research Ethics for Graduate Students	College Teaching	1996	44	2	56-60	Deutch primarily uses discussion based on readings for his course. In his course, the class discusses the following topics in this order: different kinds of fraud; how to recognize it; the response of those involved; the response of the supervisors; what happens to fraudulent data; what leads people to do this; how to avoid doing it yourself; who owns the research results – you, institution, or granting agency; the process of publishing; choosing advisors and how to deal with difficulties in that relationship; what research topics are ethical. As the course proceeds issues become more ambiguous and thought provoking. He has found it difficult to hold general philosophical discussions on ethic due to difficulty in the readings and lack of interest; the students prefer specific cases. He also uses concrete examples such as the students’ own works and case studies specific to the field as they seem to be most helpful and interesting to students. He evaluates the students on attendance, participation, and a short term paper. His grading scale for each of those is a 0, 1, 2, or 3 which reduces the anxiety level of students and makes it easier for him to grade. It is interesting how he handles the class and he shows that he is responsive to their needs even in a discussion setting where he might not have control. More classes like this could be very helpful for beginning graduate students.	Research Ethics	Rebekah Aldrich	*Inclass Activity, *Intermediate Class, *Small Class
Devet, Bonnie	Using Index Cards to Introduce a Subject	College Teaching	1995	43	1	40	The article provides a suggestion for introducing new topics in class through the use of index cards and students' knowledge about the topic prior to learning. The author describes a method, which begins with the instructor bringing blank index cards to class. He/She then distributes one card to each student and asks that they write two or three facts or thoughts about the topic that is to be introduced. All contributions are welcome and the student is encouraged to write down anything that comes to mind even if they think it is common knowledge. The instructor then collects the cards and fans them out face down and asks each student to pick one card. One student at a time is then asked to read one fact or idea off another student's card. The class is then encouraged to expand on the written statement. This is a valuable way to introduce a topic because it allows the teacher to assess the students' prior knowledge in an unobtrusive way. Furthermore, the task is active and likely to engage students because they are interested in what others know and how they can elaborate on what has been stated. In addition, misconceptions can be revealed without the student that made the incorrect statement feeling embarrassed because the students do not write their names on their card and their ideas are left anonymous. Misconceptions can then be addressed and corrected by other students or the instructor. This learner-centered approach seems relevant to any age, but particularly useful in college survey courses, such as English literature.	mostly any course	Angela Bush	Introducing a topic, Basic Information Level
Dimond & Senter	An Organizational Framework for the Teaching of Basic Psychology	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					The authors propose a new organizational framework of teaching Intro to Psyc that centers around the three “basic psychological processes” of learning, perception, and motivation. These basic processes are viewed as unifying themes that run through the discipline. The authors propose teaching each process as its own unique unit. Within each unit, any given psychological specialty would be examined in relation to the unit’s basic process. This will give students a unified base from which to understand and integrate the discipline, as opposed to the usual presentation of apparently discrete topics. Additionally, students of this method would learn that all psychologists are interested in the same basic psychological processes.	Intro to Psyc	Barry Friedman	*Materials
Doolittle, John H.	Using Riddles and Interactive Computer Games to Teach Problem-Solving Skills	Teaching of Psychology	1995	22	1	33-36	This article focuses on developing one aspect of problem-solving skills, cognitive flexibility, through exposure to and practice of word tables, interactive computer games, and riddles. One way of increasing cognitive flexibility, or improving the ability to generate a variety of different types of possible solutions, is to have students construct word tables. First, students brainstorm (about 2 minutes) as many associations to a given word (i.e., fish). Next, students categorize the associations they generated (i.e., kinds of fish, parts of fish, etc). Students then will add new associations and new categories to their lists. Practicing riddles, puns, jokes, and other word-associations helps to reduce functional fixedness bu forcing students to shift mental models. When riddles are used in class, it is important to begin with easy riddles and add more difficult examples as the class improves. Computer games allow the shy student the opportunity to individually improve model flexibility. For resources, see the Dr. DooRiddles book series (1991) and riddle software (J. H. Doolittle & T. A. Doolittle, 1992a, 1992b). Using Interactive software programs to solve interactive-fiction problems can improve cognitive flexibility by improving visualization and imagination while providing appropriate hints to reduce frustration. The software program determines where and when to give hints based on when each student get stuck, and the hints get more and more direct over time. Empirical data based on quasi-experimental design suggest superior improvement in cognitive flexibility on several dependent measures for experimental groups compared to the control groups. Doolittle, J. H. (1991). Dr. DooRiddles. Pacific Grove, CA: Critical Thinking Press & Software. Doolittle, J. H., & Doolittle, T. A. (1992a). Escape from the pryramid of riddles. Pacific Grove, CA: Critical Thinking Press & Software. Doolittle, J. H., & Doolittle, T. A. (1992b). The riddle mysteries. Pacific Grove, CA: Critical Thinking Press & Software.	problems-solving skills	Christine Gray	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level
Dossin, Mary Mortimore	Writing across the Curriculum - Lessons from a Writing Teacher	College Teaching	1997	45	1	14-15	The author wants to present 7 basic principles that can be used not only by any WAC instructor but also by any professor interested in his/her students’ writing. These basic principles are: 1. Save time to meet with students and give them feedback on their writing in the midst of a writing project and not after it’s completed. 2. Do not overwhelm students with a lot of information. Try to focus on certain aspects of writing that should be of great value to them. 3. Make your standards clear. Also, be careful when giving your view of their writing. For example, Dossin prefers the term “unfinished writing” instead of “bad writing” and she never accepts a paper unless it’s at least at a C level. And that seems to bring less resentment and more learning from the students. 4. Always begin with positive comments. Positive reinforcement is always a good idea. 5. Encourage students to seek peer tutoring/ a writing center. 6. Insisting on high standards for writing has to be a team work, that is, you need to convince your colleagues to work with you towards that goal. 7. Give your best in class, and that will motivate the students to also give their best.	any course	Souza	Out of Class Activity, Application Level
Downs, J. R.	Dealing with Hostile and Oppositional Students	College Teaching	1992	40	3	106-108	Oppositional and hostile students cause disciplinary problems. The author lists several steps for averting crises and avoiding disruptions: Ask yourself f you¡¦ve done anything to contribute to the conflict. Confer with the student one-on-one in a neutral setting Find a common ground Try a series of cooperative learning exercises and discuss social skills Try not to take attacks personally, or to become defensive Talk with colleagues about similar situations and how they handled them Integrate problem-solving and conflict resolutions activities into your regular lessons Use direct confrontation as a last resort	All subjects	Li	Inclass Activity, *Out of Class Activity
Downs-Lombardi	Ten Teaching Tips for Newcomers	College Teaching	1996	44	2	62-64	When Judy began teaching she overlooked some important aspects to preparing to teach and immediately found herself in a power struggle with her students. Now that she is experienced, she is sharing what she has learned. Judy's 10 Teaching Tips 1. Provide clear instructional goals and a rationale. 2. Treat Students fairly but according to each one's individual needs. 3. Allow each student an opportunity to talk every day. 4. Bring the real world in. 5. Use one-on-one conferencing with difficult students or those having academic trouble. 6. Invite students into the evaluation process. 7. Be a model of positive behavior. 8. Set reasonable standards and limits and spell them out. 9. Keep growing professionally. 10. The secret to great teaching is to treat people as if they are in your living room. Some of these are obvious and some aren't. One interesting study she mentioned was by Hofmeister and Lubke; they found a direct correlation between a teacher's self-esteem and student learning: the higher the teacher's self-esteem, the more students learn. I thought that was very interesting and something I would not have thought of. Her last teaching tip is the most interesting to me. She makes her students feel welcome and lets them know she is happy that they are there. Being authentic and enthusiastic in your teaching and behavior helps students relax and learn more.	Any	Rebekah Aldrich	*Inclass Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class
Dunn, D. S.	Lessons Learned From an Interdisciplinary Writing Course: Implications for Stufdent Writing in Psychology	Teaching of Psychology	1994	21	4	223-227	This article covers several different writing techniques: freewriting, small-group work, peer tutoring along with several assessment methods for writing assignments that can be applied in psychology courses. In addition, the author includes a description of an interdisciplinary writing course designed t encourage good writing both within and outside of an English Department. This course is paired with a concurrent course and four writing assignments are designed to be "shared" between the two courses. The authors includes a description of the three writing technique and benefits and the levels and uses of each. Assessment methods that teachers can use to evaluate each type of writing are also discussed. The article emphasizes the benefits of shared grading between faculty, having a course policy on rewriting assignments, and helpful feedback. Finally, the author discusses the implications of the three techniques in psychology classes including: the generation of paper and research ideas and exploration of topics in psychology as they relate to personal experience through freewriting, clarity and consistency while maintaining entertainment in APA style writing, peer opinion and sharing of ideas as a model of peer review, feedback, and collaborative writing	communication, psychology, any course	A. Griffin	*in class activity *higher cognitive level *any class size
Enns, C	Integrating Separate and Connected Knowing: The Experiential Learning Model	Teaching of Psychology	1993	20	1	7-13	Describes the differences between separate and connected knowing. Integrates these ideas into Kolb’s Experiential Learning Model (the cycle of 4 learning modes), with suggestions and examples of how these different kinds of knowing can be used in the classroom. Examples from the social sciences.	any course	Campbell, S.	*Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Fassinger, P.A.	Classes are Groups- Thinking Sociologically about Teaching	College Teaching	1997	45	1	22-25	This article comes to remind us that we need to think of classrooms from a sociological perspective, that is, we need to acknowledge the fact that classrooms are constituted of groups. Fassinger set out to observe classrooms as a researcher and found out some interesting aspects of the dynamics present in such context. One of her findings is that students' willingness to participate in class is more strongly affected by their beliefs about what their classmates think of them and how much support they would have from their peers than their perceptions of the instructor. Given that lack of confindence is one of the most common reasons for students not participating in class, Fassinger presents some suggestions for how to encourage students to help their classmates overcome their fears and bolster their confidence. She also argues for course evaluation methods that include information on peers' behvior and its effect on learning. Not only would this help students think more critically about their peers' influence on their own education, but it also would also provide teachers a better understanding of what constitutes good teaching and how that varies with different groups.	any course	Souza	Inclass Activity, Higher Cognitive Level
Fernald, P.S. & Jordan, E. A.	Programmed Instruction Versus Standard Text in Introductory Psychology	Teaching of Psychology	1991	18	4	205-211	The authors begin by discussing the utility of "programmed instruction", a term used by B.F. Skinner to refer to instructional materials that utilize the following principles: 1. clear learning objectives 2. small steps 3. logical sequence 4. active responding 5. immediate feedback 6. drill and practice 7. stimulus fading This programmed instruction seems to be intended for individual use by students (i.e., programmed instruction does not seem to be intended for group or lecture activity). The authors note that "programmed instruction" and similar terms are often misapplied to educational materials that do not incorporate the above principles. The authors empirically examined the effectiveness and efficiency of programmed instruction materials in comparison to traditional textbook reading and a control condition of reading irrelevant material. The measure of effectiveness was a test over the targeted material. In general, programmed instruction and traditional reading were equally effective, and both were generally more effective than the control treatment. Consistent with the authors' predictions, programmed instruction was more efficient than traditional reading; students in the programmed instruction condition spent less time studying, but tended to get equally good test scores. General impediments to effective development and use of programmed instruction are presented, and a compelling case is made for the value of this educational approach.	introductory psychology (but broadly applicable)	P. Vaughan	*Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level,*Large Class, *Intermediate Class, *Small Class, *Materials
Ferren, A.S. & Mccaffety, J.K.	Reforming College Mathematics	College Teaching	1992	40	3	87-90	Discovering methods to improve student interest, aptitude, and competency in mathematics has been a top priority of educators. The authors conducted a survey on undergraduate math programs in 14 institutions. It is focused on requirements and placements, students¡¦ concerns. Based on the findings, the authors suggest improved placement, relevant curriculum, committed tutoring and strengthened teaching. The major implication for curriculum reform is that it must be accompanied by comprehensive and enforceable policies and changes in teaching.	Mathematics	Li	Inclass Activity, *Out of Class Activity, Higher Cognitive Level, *Application Level, *Basic Information Level, Materials
Fulkerson, FE & Martin, G.	Effects of Exam Frequency on Student Performance, Evaluations of Instructor, and Test Anxiety	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					Using a between-subjects (actual, a between-class) design, the authors investigated the effects of exam frequency on student performance during an introductory psychology course and on a final exam in the same course. The authors also investigated the relationships between exam frequency and 1) the student’s evaluation of their instructor and 2) student test anxiety. The Experimental Class was given one test every two weeks while the Control Class was given a test every four weeks (just about everything else between these classes was the same). Results indicated that the Experimental Class had significantly better test performance, a better opinion of their instructor, and slightly less test anxiety. No difference between classes was found on the comprehensive final exam.	Intro to Psyc	Barry Friedman	Materials;
Gallos, Joan V.	Gender and Silence: Implications of Women's Ways of Knowing	College Teaching	1995	43	3	101-105	The article confronts the issue of gender equality in the college classroom. From grade school to high school, research evidence has shown that teachers' attitudes, behaviors, and instruction often favors boys more than girls. It is possibly that this is carried into adulthood and reveals itself through more self-doubt and questioning of capabilities and intellectual commpetence by women than men. Some suggest that this problem may be based on attributions made by women. Some women may attribute problems to self-limitations and personal inadequacies. Males may be more likely to blame problems on others or on circumstance. Several suggestions for college teachers were also offered. First, select carefully the reading material and course assignments so that women are well represented. Are women, for example, viewed as leaders and successful individuals in the readings? Also, be sure that examples and discussions draw off relevant applications to men's and women's lives. Problem modeling is also a good technique instead of direct lecture because it encourages students to think rationally and intuitively. Allowing students to design their own projects can foster individual learning styles. Another observation made by the author is that many women prefer gaining knowledge through experiential learning. For this reason, it is good to include activities that include reflection, generalizing, and incorporating insights. Reinforce participation by students and articulate praise in the college classroom. In addition, giving feedback that is supportive of behavior and not just evaluative opens opportunity for supporting learning instead of focusing on performance outcomes. Finally, videotape your instruction to be sure that eye contact, calling on students for answers, and praise are being distributed equally to all students. Encourage classroom community through collaborative learning groups, team-building, and positive interdependence among students.	any course	Angela Bush	Gender
Gardner, L. E. & Leak, G. K	Characteristics and Correlates of Teaching Anxiety Among College Psychology Teachers	Teaching of Psychology	1994	21	1	28-32	This article presents a national survey aimed at examining the characteristics and correlates of teaching anxiety in college psychology teachers. The survey was focused at gaining more information about: the experience and frequency of teaching anxiety, the intensity of the experience, and demographic variables related to teaching anxiety. The authors provided a narrowed definition of teaching anxiety that emphasized anxiety related to "preparation and execution of classroom activities". Survey participants rated their experience with teaching anxiety in terms of intensity, stimuli that trigger teaching anxiety, and their typical physiological and psychological reactions to teaching anxiety. The survey results reported in this article suggest that the majority of college psychology teachers experience teaching anxiety. Teaching anxiety occurs more often at the beginning of a semester. Common triggers for teaching anxiety are: standing in front of a class before speaking, preparing for class, hostile comments from students, and providing inadequate answers to students' questions. The survey results also indicated the experience of physical symptoms and psychological symptoms in response to teaching anxiety and that most college psychology teachers attribute teaching anxiety to situational factors and not to their personal characteristics. Finally, the authors discuss demographic correlates of teaching anxiety (e.g., age, teaching experience) and offer suggestions for helping teachers to cope with the problem.	any course	A. Griffin
Gareis, Karen C.	Critiquing Articles Cited in the Introductory Textbook: A Writing Assignment	Psychology of Teaching	1995	22	4	233-235	This article describes an out-of-class assignment, writing a paper, critiquing the presentation of a research study in the textbook. Students must select an empirical article to read based on the reference in their textbook. Specific guidelines should be given as to what constitutes appropriate journals containing empirical data (i.e., articles should not be selected from American Psychologist). Students are instructed as to how to find the article in the library given the full citation. Students should have completed a methods class already and be able to identify elements of a study such as the hypothesis, operational definitions etc. In addition, students read Peplau (1988) to further understand the parts of a journal article and the importance of using plain English to describe research. Students write a five-page paper that contains four parts: (1) a one-page summary with attention to hypotheses, method, results; (2) a critical evaluation of the article regarding the method, operational definitions, sample, etc.; (3) a discussion regarding how the study illustrates the course concepts; and (4) a comparison of the textbook and the article describe the study elements. This assignment provides four benefits: (1) students practice using research terms and concepts; (2) exposes students to primary research in the field; (3) allows instructors to read articles outside of their primary field of research ; and (4) promotes critical thinking about presenting research in textbooks. Gareis has used this assignment both as an extra credit assignment and as a requirement for the course. In both uses, students seem to appreciate and make the connection of thinking more critically about research. In some cases, students discovered errors in the textbook's summary of research.	used in an Introductory psychology course, focus on research methods	Christine R. Gray	*Out of Class Activity, *Application Level, *Small Class or *Intermediate Class
Geske, J.	Overcoming the Drawbacks of the Large Lecture Class	College Teaching	1992	40	4	152-154	The author develops a number of tactics to help solve problems associated with large class lectures, and to create a more participatory learning environment. These include role playing activities, questions and answers in the form of the Trivial Pursuit, 3-minute writing activity in responding to an issue, move out and get closer to students, use multiple forms of exams, encourage attendance by connecting to exams or giving participation points. An end-of- course questionnaire was administered and the results show some benefits on student learning, including higher student motivation and interests, and helping to develop higher order thinking skills.	All Subjects	Li	Inclass Activity, Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, Materials
Gibb, GD	Making Classical Conditioning Understandable Through a Demonstration Technique	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					The author describes a simple, amusing, and highly effective in-class demonstration of classical conditioning. Extinction, spontaneous recovery, stimulus discrimination, and stimulus generalization can also be demonstrated via the author’s demonstration. To conduct the demonstration, one needs only a lemon, an assortment of other fruits, a tennis ball, and a Galvanic Skin Response meter. The author reports data showing that students taught with this method perform better on multiple choice questions on classical conditioning than students who did not receive the demonstration. I’m definitely employing this in the future!	Classical Conditioning; so use in Intro to Psyc and Learning Courses	Barry Friedman	*Inclass Activity, *Demonstration,
Gibson, B.	Research Methods Jeopardy: A Tool for Involving Students and Organizing the Study Session	Teaching of Psychology	1991	18	3	176-177	The author notes that study session are most effective when some structuring of knowledge is supplied in these sessions. This is in contrast to common practice, in which study sessions are merely question-and-answer sessions. A procedure for increasing the effectiveness of students' study sessions is described. Teams of students compete against each other by playing an instructor-moderated game that closely resembles the TV show Jeopardy. The author details the implementation of this practice, and mentions several of its benefits, including: 1. Students may be more motivated to study outside of class in order to prepare for the competition 2. The instructor's organization of the categories of questions may provide useful conceptual structuring of the class material for students 3. Students seem to enjoy the activity	any	P. Vaughan	*Inclass Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Small Class
Goodwin, C. J.	Toward "Eloquentia Perfecta" in the History and Systems Course	Teaching of Psychology	1994	21	2	91-93	This article discusses a technique for improving students' oral presentations without losing a great deal of class time. The technique is designed so as to address three common problems associated with in-class presentations: loss of class time, little enthusiasm and effort on the part of students, and an inattentive class audience for presenters. The author describes a History and Systems course assignment where students give "minilectures" to the class covering some area of the course and receive peer evaluations. The author suggests incorporating material that students cover into exams. The presentations were planned in consultation with the professor and students also wrote about their presentations in a portion of a paper assignment for the course. Students were allowed to select course content that interests them and prepared an outline to pass out to other students before beginning the presentation. Students received written peer feedback immediately following their presentation and turned in a short paper covering the content area they presented along with a personal reflection of their performance after reviewing peer feedback. End of semester evaluations indicated that students had positive reactions to the assignment and felt that it was a valuable experience. Students also indicated that the presentations were good practice for thesis projects and that the presentation outlines helped them in studying for exams.	History and Systems course; any course	A. Griffin	*in class activity *basic information level *higher cognitive level *small class
Gray, P.	Engaging Students’ Intellects: The Immersion Approach to Critical Thinking in Psychology Instruction	Teaching of Psychology	1993	20	2	68-74	Excellent theoretical and applied article. Author has also written a well respected Introductory Psychology textbook. Discusses critical thinking as an explicitly taught skill and as a disposition or attitude requiring an immersive approach (his preference). That is, one become a critical thinker by thinking critically, by immersing oneself in an environment with interesting ideas to think about, models of critical thinking to emulate, and rewards for critical thoughts. He elaborates on ways to create such a classroom.		Campbell, S.	*Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Gray, T. & Halbert, S.	Team teach with a student: New approach to collaborative teaching	College Teaching	1998	46	4	150-153	Collaboration, which occurs in team teaching with a student, allows participants to benefit from the experience, insights, and perspectives of others. When compared to team-teaching with another faculty member, teaching with a student is less expensive, involves less conflict, conserves faculty time, and leads to a more student-centered classroom. This team teaching approach creates a symbiotic relationship between faculty and students. Faculty enjoy a reduced workload, gain consistent and fair decisions, and improve teaching, while student teachers provide new ideas, instructor flexibility, and feedback. In addition, student teachers learn to write and grade exams fairly, gain confidence in their abilities, and expand their teaching techniques. Most importantly, the students in the class also benefit from this team teaching arrangement due to approachability and involvement of the teachers.	Any area	Warner-Czyz	*Inclass Activity *Basic Information Level *Any class size
Gregory, M.	Introductory Courses, Student Ethos, and Living the Life of the Mind	College Teaching	1997	45	2	63-71	What a mesmerizing article!! And bear in mind, this is not an article only for those who will be teaching an introductory course at some point in their lives. This is an article that every, and I mean every, teacher or instructor should read. Gregory wants to discuss how we've been thinking about introductory courses; to me, he does much more than that. It is an article that invites you to go back to very basic, but perhaps the most important questions of all- what exactly should we be teaching our students? Which goals are we pursuing as teachers? How can we show or prove to our students that the search for knowledge is not only necessary but also fascinating? Are we helping them move from their "comfort zone" and discover what learning is all about? In which ways does the current academic culture contribute to a certain apathy from our students? In which ways, you, as a teacher, contribute to the status quo? Teaching is not only about content and cognitive skills, Gregory will say; it's about teaching "intellectuality", it's about "living the life of the mind". The meaning of these two? I'll leave it to you to find out.	any course	Souza	Higher Cognitive Level
Halpern, Diane and associates	Changing College Classrooms	book	1994				This is an edited volume of chapters about different aspects of college teaching. The chapters are grouped into four sections. The first section is on instructional strategies to promote active learning. The second section is on developing multicultural understanding. The third section focuses on technology in teaching. The fourth is about assessing teaching and learning. The chapters are all very well-written and go into their respective topics in a greater depth than most other general books. Because the main editor is a psychologist, the perspective of psychology is dominant. There are many really good ideas for inclass activities that promote higher level thinking.	any course	Svinicki	Inclass Activity, Higher Cognitive Level
Hassebrock, F.	Tracing the Cognitive Revolution Through a Literature Search	Teaching of Psychology	1990	17	4	251-252	The article describes an out-of-class activity that a.) illustrates to students the historical change to a more cognitive framework within psychology and b.) highlights how topics are differentially approached by cognitive and behavioral researchers. Specifically, students examined the table of contents in volumes of pre-selected journals from the last 4 decades. The students rated the articles' topics and terminologies as to whether they were behaviorally- or cognitively-based. The article lists the journals that were used for this exercise. Students then present their findings in class. The cognitive revolution was powerful enough to provide a very clear demonstration of the shift.	psychology	Brown	Out of Class Activity, Higher Cognitive Level, *Application Level Intermediate Class, Small Class
Hatcher, J. W.	Using Riddles to Introduce the Process and Experience of Scientific Thinking	Teaching of Psychology	1990	17	2	123-124	An excellent demonstration to get students thinking about the scientific process. I recommend copying the article for the riddles used and further points of discussion. The opening example involves students being given the following information: You are walking in the desert and find a man lying face down with a pack on his back, dead. How did he die? Students are told that you will answer yes/no questions. Finally, the class arrives at the right answer: He was a parachutist whose chute failed to open. The riddles yield the following lessons in scientific thinking: 1. It is often important to view a problem from more than one perspective. 2. Prior assumptions concerning data are dangerous. 3. Yes/no questions, properly formed, yield highly useful data. (think alternative and null hypotheses) 4. Details that do not fit expected patterns are often of crucial importance. 5. Persistence is a key quality in problem solving. 6. By expecting complicated answers, simple ones may be overlooked. (think law of parsimony) 7. Science is an enterprise that is frustrating, exciting, and requires considerable courage. This is a good exercise for the first or second day of class.	any experimental course	Brown	*Inclass Activity, Demonstration, Large Class, *Intermediate Class, *Small Class, Higher Cognitive Level
Hebl, Michelle R.	Gender Bias in Leader Selection	Teaching of Psychology	1995	22	3	186-188	This article describes an in-class activity that reveals how stereotypes can result in biased leader selection. Students are divided into groups of four or sex with equal men and women in each group. Students should not know their own group members prior to the in-class activity. In addition, this demonstration should occur prior to the students learning about gender stereotypes and group dynamics. Each student should get a written description of the "psychology game." There are two conditions with corresponding sets of instruction: (1) task-oriented competitive; and (2) social cooperative. Students read the instructions and then select their group leaders. They can chose their leaders any way they please as long as they all agree on the designated leader. The instructor verifies the leader and then informs the class of the real purpose of the demonstration - to examine leader selection and processes. Data from 103 groups of introductory psychology students reveal significant effects of gender and type of instruction. Significantly more men than women were selected as leaders. Women were underselected for leaders in the task-oriented condition and over-selected for leaders in the social activity condition. Students are then assessed of their attitudes and perceptions of the usefullness of the activity. Hebl suggests several questions for discussion regarding the results and process of the demonstration.	Gender Bias - Leader Selection	Christine R. Gray	*Demonstration, *Inclass Activity, *Small Class,
Hill, G. W., Palladino, J., Eison, J.	Blood, Sweat, and Trivia: Faculty Ratings of Extra-Credit Opportunities	Teaching of Psychology	1993	20	4	209-211	Provides faculty ratings of 39 extra-credit opportunities. I believe more valuable as an idea list for extra credit assignments, etc.	any course	Campbell, S.	*Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Hogben & Waterman	Are all of your students represented by their textbook? A content analysis of coverage of diversity issues in introductory psychology textbooks	Teaching of Psychology	1997	24	2	95-100	The authors examined 28 introductory psychology textbooks, both text and photos, for instances of diversity. The reasoning is that the underrepresentation of minority groups in psychology programs may be partially due to a feeling of exclusion by materials used. These textbooks were all fairly recent (1990-1992) and were photographically coded for frequency and status ranking and the rate at which they addressed diversity issues. Overall, gay male and lesbian coverage and specific minority groups (Asians were overrepresented and Hispanics were underrepresented) are inadequate in most introductory psychology textbooks. Persons with disabilities are virtually ignored, so much so that the authors could not even conduct a reliable measure due to their infrequency. These are all issues that we need to be aware of when choosing a textbook for courses we may instruct. The authors had the suggestion of supplementing decent textbooks with additional readings that more realistically address issues of ethnicity.	any course	Boettcher	Materials
Hubbard, Richard W., & Ritchie, Kathy L.	The Human Subjects Review Procedure: An Exericise in Critical Thinking for Undergraduate Experimental Psychology Students	Teaching of Psychology	1995	22	1	64-65	This article links the process of the human subjects review of a research proposal to critical thinking. Each student is required to write a research proposal for a group of reviewers without content expertise. The proposal should include materials and an informed consent form and debriefing materials. Students should then fill out a human subjects review form. The review form should include questions: 1. Describe the objectives of the study 2. What are the specific characteristics of your subject population, and how will subjects be selected? 3. What are the risks of the study to your participants? 4. What specific measures are to be used? 5. What are the potential benefits of your study? These questions ensure that students have operationally defined their methods and measures, considered the risks to the participants and the issues surrounding pressures to participate and informed consent, examined the link between the measures and the hypotheses, considered issues of validity and reliability, and built a rationale or justification for the benefits and what it will contribute to the current literature or field of study.	Human Subjects Review improves Critical Thinking	Christine R. Gray	*Higher Cognitive Level, *Application Level
Hynan & Foster	A project for developing tests in a psychological testing and measurement course	Teaching of Psychology	1997	24	1	52-54	This article describes a project used in a psychology testing and measurement course in which students are asked to combine writing with the concepts of reliability and validity through the different phases of developing a test. The authors discuss how difficult some students find it to put information from several different areas together and the applicability of this project. This method provides the instructor with a grading framework, reduces the total number of student contact hours, and demonstrates student knowledge of the material. Designed as an early university experience, the authors stress the importance of phased deadlines over the course of the semester, library work, and APA format. The project is designed as a group project, with each member of the team responsible for one aspect of the testing procedure but expected to edit all phases. For reliability and validity the students administer their test to fellow students and analyze the results. Retention of the material is increased because of the personal involvement with the material and the group work allows collaboration and help to come from other students instead of only the instructor.	Psychology Testing and Measurement course	Boettcher	Inclass activity; Higher Cognitive level; any class size
Jackson, Sherri L., & Griggs, Richard A.	Assessing the Pscyhology Major: A National Survey of Undergraduate Programs	Psychology of Teaching	1995	1995	4	241-242	This article discusses how few psychology programs are conducting assessments of their programs. Jackson and Griggs surveyed 305 four-year colleges and universities to assess the extent and type of assessment used by the psychology departments. About 61% of the schools surveyed completed the survey. National schools ranked higher in the college guide were less likely to be assessing their students (can rely on their reputation). Regional liberal arts colleges replying to the survey were the most likely to be assessing their students compared to national universities, national liberal arts colleges, and regional colleges & universities. The most frequent type of assessment used was scores on exit exams. National standardized tests like the GRE subject test, the Educational Testing Service Major Field Test, and the Area Concentration Achievement Test were used with about 50% of assessments and 29% of schools used locally developed tests. Exit interviews and senior theses are the other most frequently used assessment tools. Jackson and Griggs provide references for several books that provide direction for ways to conduct assessments in the psychology departments.	evaluating psychology undergraduate programs	Christine R. Gray
Jenkins, J. J.	Teaching Psychology in Large Classes: Research and Personal Experience	Teaching of Psychology	1991	18	2	74-80	The author notes that large classes often have a bad reputation. He cites evidence (including both empirical studies and years of personal experience) in support of the position that large class sizes are not necessarily bad for introductory psychology courses. In fact, it is suggested that large classes may even be superior to small classes in some respects. Factors which may affect decisions regarding class size are discussed, and teaching concerns particular to large classes are discussed.	psychology	P. Vaughan	*Inclass Activity, *Large Class
Jensen, E. & Davidson, N.	12-Step Recovery Program for Leactureholics (Based on 12 Steps of Alcoholics Anonymous)	College Teaching	1997	45	3	102-103	This article is a lot of fun. In a very light and entertaining way, the authors want to point to the fact that many instructors do become addicted to the lecture format of class and that they fail to realize that there are several different ways to conduct a class which can provide an environment that encourages more discussion or active learning. So, here are the 12 steps for your recovery program: 1. Admit that you have a problem. 2. Admit that there is a power greater than yourself- active learning. 3. Turn yourself to that power. 4. Make a "fearless moral inventory of yourself". In other words, try to reexamine your teaching history. 5. Admit to yourself and others your mistakes. 6. Get rid of all your former lecture notes. 7. Enroll yourself in faculty development workshops or active learning techniques. 8. Go to a very boring lecture. 9. Invite a former student to lecture TO YOU in your office. 10. To resist temptation, put a warning sign on your door such as "No Lecturing today" or "There is life after lecturing". 11. As a recovering lectureholic, allow time for meditation and reflection on your teaching every day. 12. Carry this message along to other lectureholics. You can even start your own support group. An important reminder, however: addiction to lectures is like addiction to food - you don't have to give up lecturing, but you have to learn how to use it in a healthy way.
Jones, M.	Gender Stereotyping in Advertisements	Teaching of Psychology	1991	18	4	231-233	This article describes a good demonstration for illustrating that ads communicate messages about gender roles. This is good for starting discussions on gender stereotyping or gender socialization. First, the author collects ads from popular magazines (e.g., Cosmopolitan, Glamour, Newsweek) and puts them onto slides. She also includes ads from the 1950s so that students can see how gender has been portrayed across the decades. She then introduces the categories Goffman (1976) described in how ads portray women (e.g., function ranking, relative size, ritualization of subordination, feminine touch, family). The author then gives students a handout numbered 1-20 (there are 20 slides) with the 5 categories listed next to each. Then, as she shows the slides, the students circle the categories depicted in each of the ads. Afterwards, she encourages the students to imagine that the gender of the model has been switched to illustrate the culture-consistent portrayal of the model. She then asks students to raise their hands if they got all categories correct.	psychology, sociology, marketing	Brown	*Inclass Activity, Demonstration, Application Level, Large Class, *Intermediate Class, *Small Class, Materials
Junn, Ellen N.	"The Party": Role Playing to Enhance Multicultural Understanding	College Teaching	1994	42	3	109-110	This article describes a group exercise that introduces new students to course material on prejudice and ethnic identity formation, using role playing to force students to experience first-hand the effects of stereotyping. The students wear labels of cultural stereotypes on their foreheads that describe their gender and ethnic background, such as "Asian male computer science student" or "lesbian student." The students can see others' labels but not their own. The goal of the "party" is to try to meet and talk to as many participants as possible, and respond and relate to others based on their stereotyped labels. The students are encouraged to make stereotyped conversational comments, even if they do not believe in those stereotypes. The students then make a guess as to their own label, based only on the comments made to them by others. They assemble into small groups to discuss their reactions, then again as a whole class. Students responded very favorably to the experience, with animated, lively discussions during the "party" and more serious reflection afterwards. The authors give suggestions for teachers to help minimize negative reactions to the experience and keep it safe and comfortable, and report that students came away from the exercise with a deeper appreciation for the profound effects of prejudice and stereotypes.	Ethnic and Gender Studies	Douglas Barrett	Role playing, Group Work, Ethnic and cultural diversity, Higher Cognitive Level
Katz, B. M. & Tomazic, T. L.	Applied Sources for Teachers of Multivariate Statistics	Teaching of Psychology	1990	17	4	256-258	This article is an excellent source for materials for teaching graduate students multivariate statistics. It gives references for: a.) two textbooks that are user-friendly and not matrix algebra heavy, b.) journal articles that expand on various aspects of multivariate statistics (such as problems of sample size and assumptions), and I think most importantly, c.) real research articles that use various multivariate techniques so that students can see approriate examples of the techniques in use. These references all emphasize the applied aspects of statistics, which is what most graduate students want.	statistics	Brown	Application Level, *Basic Information Level, *Materials
Keeley, S. M.;Shemberg, K. M.; Cowell, B. S.; Zinnbauer, B. J.	Coping with Student Resistance to Critical Thinking: What Psychotherapy Literature Can Tell Us	College Teaching	1995	43	4	140-145	The article describes ways to decrease student resistance by looking to literature in psychotherapy that explains reasons for resistance. In particular, it focuses on students resistance to critical thinking. Resistance as defined in this article is "any behavior on the part of the student that hinders their becoming critical thinkers. Two ways to address resistance are through proactive strategies and reactive strategies. Proactive strategies listed to decrease resistance are communicating expertise and credibility by stating to students one's own experience with critical thinking and how it will benefit them. Establishing rapport from the beginning of the class by relating to students with warmth and encouragement is also suggested. Assuring the class that the group as a whole will be trying new ways to foster critical thinking gives a sense of security and trust. Emphasizing student involvement and collaboration are key to exercising contribution. Elaborating on expectations and positive hopes for the class is another proactive strategy that may be helpful. Reactive strategies include not personalizing student resistance, but using a problem solving approach with students. Furthermore, resistance should be identified and confronted so that students can understand the reasons for doing so. Having students realize the costs of not participating in critical thinking and praising responsible efforts toward critical thinking may also be beneficial. The long-term benefits of critical thinking should be highlighted.	any course	Angela	Critical Thinking
Kerkman, D. D., Kellison, K. L., Pinon, M. F. , Schmidt, D. & Lewis, S.	The Quiz Game: Writing and Explaining Questions Improves Quiz Scores	Teaching of Psychology	1994	21	2	104-106	This article proposes a "quiz game" in which students write multiple choice questions and have to explain why each answers is correct or incorrect as a means of improving student performance and increase learning. The authors compare two psychology classes that took the same in-class quizzes, one of which participated in the "quiz game" and another that did not. Results of this comparison revealed that the class that participated in the "quiz game" exercise received higher pop quiz scores for the course even after controlling for GPA. The authors suggest that the higher level processing required to explain the answers to the questions they wrote promoted elaboration and improved recall. The authors tested three major hypotheses in comparing the two classes and found that: writing multiple choice questions and explanations for each answer did improve quiz scores, students who wrote questions that met minimum requirement for grammar, length, structure, and explanation of the questions would had higher scores than those who did not meet requirements for writing the questions, and that conceptual quality of student questions was not significantly correlated with quiz scores.	any course	A. Griffin	*out of class activity *higher cognitive level *intermediate class
King, Alison	Inquiry as a tool in critical thinking	Changing College Classrooms, D. Halpern editor	1994			13-38	This chapter reports the results of research on helping students learn to use questions to enhance their understanding of material. The author presents her own research and provides a list of questions that were helpful in getting students to think more deeply about material. She describes how they can be incorporated into peer teaching during class.	any course	Svinicki	Inclass Activity, Higher Cognitive Level
Kloss, Robert J.	A Nudge is Best: Helping Students through the Perry Scheme of Intellectual Development.	College Teaching	1994	42	4	151-158	This article describes Perry's Phases of Development, in which students move through a series of fairly well-defined phases, in which they view themselves in different relationships to what they believe knowledge to be. In the first stage, dualism, students believe that knowledge is facts and right answers, and the authority figure is always right. When they begin to be exposed to multiple interpretations and diverse opinions, they realize that in some areas, no one knows the answer. This moves them into multiplicity: knowledge is a matter of opinion. As more teachers demand evidence and support for students' conclusions, they learn how to argue, counterargue, and consider alternatives, and they enter relativism: learning how to weigh evidence and distinguish between strong and weak support. When the student realize that they must make choices and commitments, they transfer their knowledge to the creation of a personal world view, which becomes Perry's final phase, commitment in relativism. The author offers several methods, example questions and alternatives for interacting with students on each of these levels, and how to "nudge" students gently into reflecting on the nature of knowledge and authority. The very insightful conclusion to this article explores the deep sense of grief and loss that may arise when students realize that the very knowledge they hold dear may be suspect, and the heavy burden one may feel when leaving the "idyllic life of certainty."	any course	Douglas Barrett	Perry Scheme, Higher Cognitive Level, Critical Thinking
Kussmaul, Clif; Dunn, Jason; Bagley Michael; Watnik, Mitchell	Using Technology in Education: when and Why, Not How	College Teaching	1996	44	4	123-126	They mention a report, The Fourth Revolution, that has two criteria for using a new technique: 1. The teaching-learning task to be performed should be essential to the course to which it is applied. 2. The task could not be performed as well – if at all – for the students without technology. They emphasize technology is a supplement not a replacement for other teaching methods. They describe three broad times technology should be used, to improve communication, to improve access to information, and to present material effectively. Technology can make it easier for some students to interact with the instructor and classmates, but it can lead to misunderstandings due the lack of voice tone and body movements. Technology opens up many new ways to present material or make it available for students to access in different ways to accommodate learning styles, but this can be taxing on a teacher if s/he makes multiple presentations available for the students on every topic. It’s interesting how little is written about the when and why we should use technology when compared to how much is written on the how. They have a short reference list compared to the other articles I have read, so I am assuming there was not much research to support it at the time it was written. I would like to see some current research in the area if anyone knows of any.		Rebekah Aldrich	*Materials
Lacina-Gifford, Lorna J. & Kher-Durlabhji, Neelam	Preparing to Teach a Class by Internet	College Teaching	1996	44	3	94-95	This article was on a study of Lorna Gifford teaching a graduate course on Research in Curriculum and Instructoin via the internet. Students were required to participate in class discussions using a bulletin board on issues related to the research, asses the formal curriculum and hidden curriculum of a school, write a research paper, and prepare an electronic portfolio of individual and group work. To begin Lorna spent twenty-four hours familiarizing herself with the technology. She spent another fifty-four hours planning the course. She found this was more time consuming than your typical classroom because of the extra time spent on responding to e-mail, checking the bulletin board, making logs of the discussions, and adapting materials so they could be transmitted to students. Since she was limited to only textual materials, she had to be very careful in writing the material. Students appreciated the ability to access the material at any time and not having to commute, but in order to succeed they had to be self-motivated to do the required work at the required times. Students had an easier time discussing ideas with others due to the anonymity and they interacted with the instructor more than in a typical class. Success depended on familiarity with the technology and software, enough time given for preparations, and easy access to the needed materials. The materials must be informative and easy to read, since it is a large portion of the course. The class needs to be structured well to help students plan their time well. Good communication is the biggest key.	Any	Rebekah Aldrich	*Ineternet Class, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class,
Larson, Laura	Making Writing Real: "Rewrite Days" and Other Empowerments	College Teaching	1995	43	4	132-133	The article seeks to establish a method for allowing students to rewrite papers and the benefits of doing so. By rewriting papers, students learn and retain more information than if it had been done for them. By allowing the highest grade after revisions, it can motivate students to critically analyze their own work and promote learning the process of writing rather than only focusing on the final product. This in turn motivates learning rather than evaluating performance. Encouraging the revision of papers can also improve teacher-student relationships because students see the teacher as someone they can work with. Students also see it as a more lenient way of grading because they have another chance, but the student learns to take responsibility for their grade because they have control of changing it. Conferences with students about their writing helps foster interpersonal communication between teacher and student because the revision process is perceived as working on a shared goal together. The author recommends correcting not only content errors, but also mechanical errors. This can help get rid of bad habits and enhance professional capabilities. However, revisions by the teacher should be done with great care. The author suggests grading content on organization, thesis, and development by stating how it could be improved and focusing attention on strengths of the paper as well.	any course	Angela BUsh	Assessment, Writing Process
Lawson & Reardon	A humorous demonstration of in vivo systematic desensitizaiton: The case of eraser phobia	Teaching of Psychology	1997	24	4	270-271	The authors demonstrate a creative and unique way to demonstrate in vivo systematic desensitization. The demonstration utilizes role-play to show the treatment of student who has a phobia of erasers and how systematic desensitization would address this problem. The authors demonstrated every step necessary to extinguish the student’s phobia (progressive relaxation techniques, establishing a fear hierarchy, pairing increasingly more fearful events with relaxation techniques) in an entertaining way that engaged the students and created a memorable demonstration of a complex subject.	introductory course; behaviorism course	Boettcher	Demonstration; Application level; any class size
Lazar, Althier M.	Who is Studying in Groups and Why? Peer Collaboration Outside the Classroom	College Teaching	1995	43	2	61-65	The author aims at discovering which students are using collaborative study outside of the classroom and for what reasons. She first describes the benefits of collaboration. From her point of view, cognitive change depends on human communication coexisting with meaningful daily activities. Scholars in English have claimed that social activity is a necessary ingredient for understanding and generating text. It is also the case that students communication with each other influences how they think and write. Collaborative study also provides a safe environment to try out and use language of a particular discipline. Theoretical findings on active learning further suport collaboration because it is active, purposeful conversation. The article explains that students may be more likely to form study groups for very vigorous courses such as chemistry, physics, and mathematics. These also are typically courses in which the answers to problems are right or wrong. Thus, those students that have a majority of reading and writing assignments may be less likely to form study groups because these assessments and often content of such courses is interpretive. The history of classroom practice has focused on individualistic learning and a teacher-centered approach. Newer methods of instruction and peer collaboration must move away from this traditional approach for group study to be a success. Some suggestions for increasing study groups outside of class are the following: Explain the benefits of having professional discussions. Teachers should share their own positive experiences in working collaboratively. Help students find study groups early on. Have frequent and regular assessments so that students can get in the habit of meeting on a regular schedule. Model collaboration in the classroom.	any course	Angela Bush	Collaboration, Collaborative Study, Out of Class, Study Groups
Leahy, R.	Microthemes: An Experiment with Very Short Writings	College Teaching	1994	42	1	15-18	This article is a first-person account of a teacher's first experiment using "microthemes," or short one-page papers written outside of class, to determine students' final grades. Microthemes are limited to one page, and are composed of a presentation of a question, specific evidence, and how the evidence relates to or answers the question. The author discusses his strategy for grading, and the students' (mostly positive) reactions to the experiment after the fact. The only real disadvantage the author points out is that the small size limits the space for the student to work out ideas. The author also notes the microthemes can be used in fields other than literature.	Literature	Douglas Barrett	microtheme, writing assignment, out of class activity, intermediate class
Lenthall & Andrews	Psychological Seduction: Effective Organization of teh Introductory Course	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					The authors describe and analyze 4 possible topic sequences with which to teach Intro to Psyc. The authors then list 3 pieces of information/criteria that should influence the choice of a given topic sequence: 1) Student's entry level interests, skills, and knowledge. 2) One section of the course should flow readily into the next, resulting in a coherence that should contribute to greater understanding of any given topic and its relationship to the whole. 3) There should be some effort to avoid the clustering of "hard" and "soft" areas of psychology.	Intro to Psyc	Barry Friedman	*Materials
Liddle	Coming out in class: Disclosure of sexual orientation and teaching evaluations	Teaching of Psychology	1997	24	1	32-35	This article describes a quasi-experiment conducted to examine the effects of disclosure of sexual orientation on subsequent teacher evaluations. A lesbian professor came out to 2 of the 4 sections of an undergraduate course she taught in the context of addressing sexual orientation issues the week before final examinations. She collected a mid-term evaluation of her teaching performance to compare the mean of the mid-term to the mean of the final evaluation. No evidence of sexual orientation bias was found to affect the teaching evaluations in this study. The mean differences by gender in the experimental and control groups were not simply nonsignificant, they were nearly identical. Coming out in class did not seem to affect course evaluations. The author notes two factors that may have affected the results of her quasi-experiment: the timing of her disclosure (late in the semester after a solid impression had already been made) and that students in the control group may have been aware of her sexual orientation (open about sexual orientation, a strong lecture of sexual orientation bias in all 4 classes).	any course	Boettcher	any class size
Linda Conway Correll	Using a Shoe to Stretch Your Mind	College Teaching	1997	45	3	111-113	This article introduces a very interesting brain storming technique - Creative Aerobics. It was originally designed for courses in Advertising but it can prove to be an useful tool, especially in disciplines that require a great amount of writing. It consists of a 4-step process that fosters creativity, productivity and at the same time, reduces the students' anxiety. Exercise 1 - Maxing the Facts During this first stage, students are encouraged to create a list of facts about the product, object or service they have to examine Exercise2- Name Calling They produce a list of alternative names for the target object, product or service. Exercise3- The Same Game They create a list of similarities between the target and the one of the alternative name. Exercise4- Phrasing it Differently Finally, they build up a list of existing phrases using homophones and create new definitions for them For example: "Cereal killer- the family member who finished the box of Cheerios" I believe this technique can be easily adapted to any discipline and once again, become a powerful tool for active learning.	Writing, Poetry, Art, Advertising	Souza	Inclass Activity, Intermediate Class, Higher Cognitive Level
Lipson, A.	The confused student in Introductory Science	College Teaching	1992	40	3	91-95	The author analyzes the journals written by students of introductory physics and chemistry classes, to find out the source of information about student confusion. These sources are grouped into five roughly defined and interrelated categories: the same term has different meaning in various contexts, tightly packed information in scientific notations and formulas, lack of problem solving skills, literal confusions, and cognitive overload. The author believes that teachers have the responsibility to encourage their students to meet and engage their confusion, and recognize confusion as a familiar and even essential part of intellectual inquiry.	Science	Li	Inclass Activity, Higher Cognitive Level, *Application Level
Lynn, M.	Teaching through diversity	College Teaching	1998	46	4	123-127	Incorporating diversity into the classroom increases motivation and facilitates the development of social, cognitive, and communications skills necessary in the "real world." However, integration may prove difficult at times due to an increase and expansion in our definition of diversity (although the author never clearly defined this term). Lynn states that the failure to truly integrate diversity into the classroom rests in the teacher's ability to process student issues openly and flexibly. For instance, instructors must learn to view their students as individuals with their own fears and insecurities. Addressing individual diversity issues can affect positively the social climate of the class by providing open communication between students and the teacher.	Psychology	Warner-Czyz	*Inclass Activity *Basic Information Level *Small Class
Maier, Mark H. & Panitz, Ted	End on a High Note: Better Endings for Classes and Courses	College Teaching	1996	44	4	145-148	This article offers four alternatives to ending a class other than, "In conclusion...." and students shuffling papers. 1. One-minute papers - Marilla has mentioned these in class 2. Think-pair share - Have students pair up and discuss what they learned and any questions they had. Then they report what the other one said and anything is cleared up that needs to be. 3. KWL (It didn’t say what this stood for, so if you know please add it) – Start the class with two questions: “What do I know?” “What do I want to learn?” End the class with, “What did I learn?” Have students compare their answer of the latter with the former and resolve any questions. 4. Use it as a time for metacognition. They also suggest ways to end a course other than the standard final exam. ·Use portfolios and have students compare their achievement with course goals. ·Use the syllabus as a review ·Have students make a flow chart of the relations of the content in the course for the final exam. ·Ask students about changes in approaches and attitudes and how it will affect future courses. ·One person has students write a paper finishing the sentence, “I am becoming a student who…” The student keeps a copy, the professor gets one, and one is mailed to the student just before the next semester begins to remind the student what s/he wrote. ·If collaborative learning was used, have students write letters to each group member. These are some really neat ideas!	Any	Rebekah Aldrich	*Inclass Activity, *Higher Cognitive Level, *Application Level, *Any class size
Mark, Beth L. & Jacobson, Trudi E.	Teaching Anxious Students Skills for the Electronic Library	College Teaching	1995	43	1	28-31	The article addressed ways to facilitate the use of electronic resources for research projects. However, choosing a research topic is the first step and several suggestions for instructing student's selection are offered. Teachers can get students thinking about research topics by asking them to skim their textbooks for interesting topics. Asking the students to submit a proposal or research question is also advised. The student and instructor can then refine the topic by deciding whether it is too broad or too general. The authors explicates the frustrations and confusion that students often encounter during the research process, particularly with the use of journal and abstract databases when researching a topic. They also suggest having students complete an attitudinal survey that assesses their anxieties and complaints about the process. It is suggested that the instructor and librarian plan a class on problems that may be encountered and ways to minimize the irrititations that may arise in the search for relevant and useful sources of information. This can be done by modeling the technique for exploring databases with a student's topic and showing a variety of ways to search. For research projects, several instructional imlications are suggested. 1. Design assignments that encourage active learning. One way to implement active learning in research projects is to use relevant electronic resources. In addition, it is important that students are able to see the advantages and disadvantages of the electronic resources. 2. Building a foundation is also crucial and can be carried out through brainstorming of ideas and resources, assigning background readings and submitting a proposal of the topic that is to be researched. Next, identification of topics that are too broad or too general is necessary so that the scope of the project is appropriate. 3. Encourage critical thinking by discussing search strategies and citations and students should explain why they did or did not choose particular citations. Differentiation of scholarly and popular journals should be established. 4. Give a realistic time frame. Steps in refining a research project should be to start with selecting a database and entering a search term. If too many citations are found, combining other concepts with the search term is one way to narrow a concept as well as limiting citations to a certain time period or document type. If the search term provided too few citations, terms that are found in the results the concept can also be searched. Another way to broaden the topic would be to link the search term with synonyms using the word "or".	any course-research techniques	Angela Bush	Electronic Databases, Reseach Techniques, Higher Cognitive Level, Inclass Activity, Out of Class Activity, Demonstration
Matejka, Ken, and Kurke, Lance B.	Designing a Great Syllabus	College Teaching	1994	42	3	115-117	The authors discuss the importance of the syllabus and the qualities a good syllabus should have. Four distinct purposes served by the syllabus are discussed, as well as ways to implement them. 1. The syllabus is a contract between you and the students, which should include your name, the course, location and time, office hours, phone numbers, and information about the texts, readings, instructional methods, course objectives, testing, grading, attendance, and schedule. 2. The syllabus is also a communication device, where information can be communicated to the students ahead of time. The authors liken this to "preventative medicine." The style of the syllabus will demonstrate your own personal style and tone. 3. The syllabus also should describe the plan of your course: the "mission" or goals of the course, your beliefs, values and attitudes, the strategies involved in teaching. 4. The syllabus serves a higher-order goal as a cognitive map, a layout of the route you will take through the material, with detours and methods of travel. The authors describe this in the context of the course as an adventure, the teacher as the guide, and the syllabus as the map.	any course	Douglas Barrett	Syllabus, Higher Cognitive Level
Matthews, J. R.	The Teaching of Ethics and the Ethics of Teaching	Teaching of Psychology	1991	18	2	80-85	The author discusses not only the teaching of principles of ethical behavior in psychology courses, but also ethical principles that have bearing on the activity of teaching. An interesting and useful review of the 10 ethical principles of the APA is included. It is asserted that these ethical principles have considerable relevance to the academic world. For example, "Academic psychologists have a power relationship with their students analogous to the practitioner-patient relationship." (p. 84). Other less obvious issues are mentioned, and some of these are thought-provoking.			*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class,
Matthews, J. R.	The Teaching of Ethics and the Ethics of Teaching	Teaching of Psychology	1991	18	2	80-85	The author discusses not only the teaching of principles of ethical behavior in psychology courses, but also ethical principles that have bearing on the activity of teaching. An interesting and useful review of the 10 ethical principles of the APA is included. It is asserted that these ethical principles have considerable relevance to the academic world. For example, "Academic psychologists have a power relationship with their students analogous to the practitioner-patient relationship." (p. 84). Other less obvious issues are mentioned, and some of these are thought-provoking.	psychology	P. Vaughan	*Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class,
McCormick, Donald W.	Ethical Problems in Teaching: "Paramedic" Training	College Teaching	1994	42	4	159-160	This article is a discussion of several ethical dilemmas faced by the author of this paper in his classes. He presents three troubling incidents that occurred over the years: a student describing how his company is falsifying test data on electronic parts of nuclear missiles, which could lead to devastating consequences; a student in a "Theories of Behavioral Change" course who was a U.S. Army officer who advised the military in El Salvador on how to defeat guerilla terrorists, including suggestions on killing village leaders and other crimes; and a student who made racist comments about Asians not valuing life as much as "we" do. The author describes how most professors would be unprepared for such dilemmas, and how existing codes of ethics would provide no clear guidance for such cases and shades of gray. One possible remedy is educating professors in a way not intended to turn them into paragons of ethics, but rather a kind of "paramedic" ethics training. The analogy is insightful: while most professors would not care to become experts in ethics, they probably would like enough ethics training to get by.	Ethics	Douglas Barrett	Ethics, Higher Cognitive Level
McKeachie, Lin, Moffett, & Daugherty	Effective Teaching: Facilitative vs. Directive Style	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					The authors investigated whether instructors emphasizing the roles of teacher as Facilitator and Person would be more effective with respect to student thinking, attitudes, and motivation than instructors emphasizing the roles of Expert and Authority, who were hypothesized to be more effective on measures of student knowledge. Results indicated that instructors classified as Facilitator-Person were more effective than other teachers in terms of student motivation for taking additional psyc courses. It was also found that facilitative teachers tended too give higher grades. Other measures failed to show significant differences.	All	Barry Friedman	*Demonstration, *Materials
McKeachie, Wilbert	Teaching Tips	Hougton-Mifflin Publisher	2000				Primary text for course	all areas	M. Svinicki	Inclass Activity, Out of Class Activity, Demonstration, Higher Cognitive Level, Application Level, Basic Information Level, Large Class, Intermediate Class, Small Class, Materials
McNeal, Ann P., and Murrain, Michelle	Drugs in the Nervous System: A Course in Learning to Learn Science	College Teaching	1994	42	2	47-50	This article is about a psychopharmacology course designed to teach students how to think critically and creatively about science. Beyond the factual content of the course is the higher aim of getting students interested in science, while realizing its fallibility at the same time. The projects in the course are student-initiated and the material covered is driven by students' own interests. The emphasis is not merely on learning facts but also the skills necessary to understand scientific research, how to ask testable questions, using the library, and learning how to read, write and present scientific papers. The authors conclude that as a result of this class, students become more comfortable with scientific language and concepts, more empowered and confident in their skills, and more critical and discerning when interpreting results.	Neuroscience, psychopharmacology, scientific skills	Douglas Barrett	Basic Information Level, Higher Cognitive Level, Group Work
Mealey, D.L & Host, T.R	Coping with Test Anxiety	College Teaching	1992	40	4	147-150	This article presents a brief summary of existing research on students¡¦ test anxiety. Three main sources have been identified: inadequate learning or study skills for organizing information effectively, irrelevant, negative thoughts that distract students during testing, and sense of helplessness and fear I testing because of contrast between confidence and actual performance. The article also provides suggestions for helping students with test anxiety: empower students with learning and metacognitive skills, provide opportunities for social support, and create a non-threatening classroom and testing environment.	All subjects	Li	Inclass Activity, *Out of Class Activity, Higher Cognitive Level, *Application Level, *Basic Information Level, Materials
Meehan, A. M.	A Procedure for Learning Students' Names	Teaching of Psychology	1990	17	2	125-126	The article described a good method for learning names. On first day, read the roster and jot down a characteristic of student (e.g., has red hair, has beard). Then do the normal first day introduction. Then, go through the roster again, this time more quickly. Next, assign a short writing activity related to class (e.g., the author taught Adolescent Psych. so her students wrote a paragraph about a memory from adolesence). While they are working, practice names using notes (this should take about 10 minutes). At the end of class, go row by row and try to name all students. Look over notes before next few class periods. Even if you make a few mistakes, students appreciate the effort.	any course	Brown	intermediate class
Meyers	Increasing student participation and productivity in small-group activities for psychology classes	Teaching of Psychology	1997	24	2	105-115	This was a great article that posed questions to consider increasing the productivity and student involvement in small-group activities. The author also included a table that references articles published in Teaching of Psychology that describe small-group activity for easy reference. The table lists the field of psychology, gives a brief description, the size of the group, required preparation for the activity, how the group was graded, who evaluated the group, what the roles were for the students, and any other pertinent information that would help. In addition to this great resource, this article also poses the aforementioned 6 questions that will aid in increasing group productivity and participation: 1. Is task structure amenable to small-group work? 2. Do students believe that their contributions are important? 3. Can each student’s contribution be identified and evaluated? 4. Do students have incentives for contributing to the group? 5. Does the group have a structure that encourages participation from members? 6. How do group members feel about each other and the group?	any course	Boettcher	Inclass activity; any class size
Miller	Teaching about repressed memories of child sexual abuse and eyewitness testimony	Teaching of Psychology	1997	24	4	250-255	This article describes the development of a course addressing issues of repressed memories of child sexual abuse and eyewitness testimony in an undergraduate psychology class. The author describes the structure of the course in four components: 1. Instructor introduces students to the issue of repressed memories of childhood sexual abuse and the role of eyewitness testimony and identification in the law 2. Students review the nature of science 3. Student learn about eh extensive literature of the nature of human memory 4. Students learn about the anecdotal and scientific literature (both in support of and against) on repressed memories of childhood sexual abuse and the accuracy of eyewitness testimony and identification The course has also been designed to include guest speakers, class discussions, and a course project in which students examined a case study to identify factors that may affect the accuracy of eyewitness reports.	course on memory	Boettcher	Course development; any class size
Mills, J.	Better teaching through provocation	College Teaching	1998	46	1	21-25	This article discusses potential techniques for teaching difficult, complex material in a novel, effective manner. Mills states that utilizing teachniques such as creative problem solving and the Socratic method may not accomplish the goals of provocative teaching (e.g., critical thinking and application) due to an absence of the student's personal investment in the subject matter. He proposes that provoking students to think and analyze the grounds of their beliefs through personal life will achieve a better form of active learning. For instance, Mills suggests that instructors ask provocative questions which are generally intriguing, emotional, and participatory, with the intent on focusing on one or two issues at a time. By allowing time for class reflection, responding to all students, validating and confirming student attents to respond, one can launch into a formal presentation on complex subject matter.	Philosophy, although appropriate for any area	Warner-Czyz	*Inclass Activity *Basic Information Level *Any class size
Muir, S. & Tracy, D.	Collaborative Essay Testing: Just Try It!	College Teaching	1999	47	1	33-35	The authors of this article contend that collaborative essay testing can maintain the rapport between instructor and students which is often broken by traditional testing methods, that it is more consistent with the collaborative types of classroom activities now used, and that it is more consistent with the real world after graduation. The article is a summary of four years of experience using this technique with aspiring undergraduate teachers. The instructors changed the type of essay question used from material taken directly from the lecture to more application-based questions. Advantages cited included slightly increased achievement, greatly decreased test anxiety, and stimulation of reflective thinking. In addition, contrary to expectations, 97% of students reported that their partners devoted equal effort to test preparation and content. Considerations in preparation for using collaborative essay testing included methods of matching partners (advantages and disadvantages of several methods were included), time (more is needed for collaborative testing), and noise level (since discussion is necessary).	Any course	Kirkpatrick	*Inclass Activity, *Higher Cognitive Level, *Application Level, *Intermediate Class, *Small Class
Murray, J.P. & Murray, J.I.	How do I Lecture Thee?	College Teaching	1992	40	3	109-113	The authors believe that lecturing can be a vibrant teaching method if the instructor is well prepared, and describe a systematic approach to lecture preparation: Anticipation. Survey overall issues related t teaching, study particular class session, and define desired outcomes. Preparation. Select what and how to teach, acquire needed resources, and design format and lecture Execution. Deliver the lecture, pay attention to timing, speech habit, demeanor and body language. Support. Conduct self-evaluation, make corrections and enhancement for future lectures.	All Subjects	Li	Inclass Activity, Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level
Nantz, K.S. & Lundgren, T.D.	Lecturing with Technology	College Teaching	1998	46	2	53-56	This article depicts the benefits and drawbacks of technology in the classroom environment, centering arguments on faculty use of available technology and significant presentations from the classroom. According to the authors, college faculty tend to not take advantage of technology, opting rather for transparencies and black or white boards. Further, only one-third utilize presentation software, although not to its full extent (e.g., animation, transitions, sound, etc.). The authors deliberate on ways to incorporate technology into faculty use. Rather than standard training seminars with non-faculty teaching the software, they suggest layered training with three levels: Level one as the software introduction, Level two as instructional design (multimedia mapping, storyboards, etc.), and Level three as recognition as an expert. To successfully implement technological advances, faculty must (1) understand the improvements with the new software and (2) try the technology in supportive infrastructures like multimedia classrooms. These infrastructures should have the following elements: supporting hardware and software; clear instructions; timely tech support; user service policies; backup equipment; and budget funding. In addition to convincing college faculty the merits of utilizing advanced technological systems, creating significant presentations for the classroom presents another issue in lecturing with technology. Preparation tips still lean toward parsimony, organization, and constistency. Although more information could be covered using computer slide presentations, but often lecturers use too many slides. The authors suggest about ten slides for a fifty minute class, with about five layered items per slide.* *Training seminars on Power Point have suggested a 5x5 rule: No more than five concepts per page, with no more than 5 words per concept. This helps to keep the slide simple and comprehensible, particularly since the average brain can only process 7 + or - 2 units at a time!	Any topic	Warner-Czyz	*Inclass Activity *Demonstration *Any class size *Materials
Osberg, T. M.	Teaching Current Advances in Psychology: Student and Instructor Advantages	Teaching of Psychology	1991	18	1	41-42	The author describes his class for undergraduates in which the students a)review current journal articles and present them to the class b)watch films that demonstrate recent advances in psychology. It is suggested that a course of this sort is of benefit to teachers who have difficulty staying current in their field due to the time demands of teaching. Special benefits for students include obtaining practice in reading journal articles, as well as exposure to the activity of critically evaluating actual research. Grading concerns are discussed, and suggestions for tailoring the approach to the needs of the teacher and the students are discussed. The author discusses relevant concerns such as selection of appropriate articles and videos, as well as grading considerations and guidelines for running the class. The author notes that students tend to rate the course very favorably, and that teaching the course kept the author up-to-date in his field.	psychology (but applies to most fields)	P. Vaughan	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Small Class
Overholser, J.C.	Socrates in the Classroom	College Teaching	1992	40	1	14-19	The author recognizes the Socratic method as useful to encourage students to actively participate in the process of learning. Three primary components of the method are identified and discussed: 1. Systematic Questioning. Use a series of questions designed to channel the students¡¦ thought processes. The questions should not try to evoke information, rather to evaluate information and help students reason through difficult problems. 2. Inductive Reasoning. Organize classroom discussions that look for general patterns existing across a diverse array of elements. Help students to see beyond specific instances and discern general principles. The inductive process works best when combined with deductive hypotheses-testing. 3. Universal Definition. Let students produce appropriate definitions of concepts to relate new facts to more established approaches, improve the accuracy of their conceptualizations.	All subjects	Li	Inclass Activity, Higher Cognitive Level, *Application Level
Parkyn, D.	Learning in the Company of Others: Fostering a Discourse Community with a Collaborative Electronic Journal	College Teaching	1999	47	3	88-90	This article discusses using a collaborative electronic journal to encourage students to prepare effectively for class discussion, and to encourage silent students to speak so that others can learn from them. Basically, students are assigned to small groups (ideally 9 or 10 in a group) to articulate their own ideas about reading assignments, respond to others’ ideas, and to see how other students respond to their ideas. Students use assigned pseudonyms for their journal entries so that they can express their ideas more freely. The instructor sometimes uses her own pseudonym to add to the discussion. Students are graded for participation in the journal, but not for content. Specific instructions given to students, considerations for implementation, and methods of linking the journals to the classroom are included. Positive outcomes include the following: --Students are better prepared for class discussion and discussion is more acute. --Use of pseudonyms helps break up traditional social hierarchies and create others. --Level of peer-mediated learning is higher. --Students read assigned material more carefully. --Students think more carefully about ideas they must write about. --Discussion is more absorbing to the students because the teacher can begin with their own questions and comments. --Students develop an enhanced respect for their peers’ ideas. --Some students feel the journal is a safer environment for discussing ideas, particularly sensitive or controversial ones.	Any course	Kirkpatrick	*Out of Class Activity, *Higher Cognitive Level, *Application Level, *Large Class, *Intermediate Class, *Small Class
Patrick. T.	Increasing student input in the classroom	College Teaching	1998	46	3	112-114	This article discusses the impact of shifting from an instructor-centered to a student-centered classroom, with the teacher providing the topics and number of exams, and the students deciding class administration and deadlines. Specifically, Patrick established a classroom of upperclassmen in which the students decided the number of guest speakers during the semester, the dates of the exams, and the number of chapters per exam. The decision process evolved as students proposed changes and the entire class voted from the list of proposals. Group projects also factored in to the student-centered environment, with each member of each team determining how the points awarded (based on overall group project grade) would be divided among all team members. No team divided the points evenly. According to the author, the grades awarded to each student were consistent with his own observations on the quantiy and quality of their contribution. This article holds that allowing student input into project as well as the overall class deadlines better simulates real-world conditions (in addition to reducing the need for make-up exams and deadline extensions) and provides a better means for application of knowledge after the conclusion of the course.	Commercial banking, but could be any class	Warner-Czyz	*Inclass Activity *Application Level *Small Class
Payne, Stephen L., and Nantz, Karen S.	Social Accounts and Metaphors about Cheating	College Teaching	1994	42	3	90-96	This article contains a brief overview of the literature on college student cheating, and the early socialization and learning cultures that might give rise to later unethical conduct. Using qualitative research techniques with self-reported cheaters and in-depth interviews, the authors assess the dominant cognitive schemas, metaphors and social accounts involved in this behavior. They also propose recommendations for faculty for changing the cultural mindsets and attitudes that lead to academic dishonesty. Some of the reasons students cite for cheating include: personal values, difficulty of material, economics, small penalties, reciprocal agreements with others, little risk, social pressure, personal philosophy, a drive for success, dissent and rebellion, task irrelevance, fitting with examples set by faculty (!), a perception of unfair treatment by the school, and how it wouldn't hurt the school. Social accounts from student interviews describe the situations that give rise to these reasons. The authors also describe some of the metaphors used by students to describe cheating: as a game, as an addiction, as "the easy way out," as a personal dilemma or conflict, as a form of theft, or even as a team effort.	any course	Douglas Barrett	Cheating, Higher Cognitive Level
Pebworth, M. & Cooper, G.	The Poster/ POST-IT Activity	College Teaching	1997	45	1	7-9	This article introduced the poster/ post-it activity as an effective method to foster critical thinking especially in discussion based classes. It is most advantegeous, however in classrooms of 20 to 60 students. Basically, this method consists of the following steps: 1. teacher divides classroom in groups of 3 to 5 students, being careful to balance gender, abilities, strenghts and weakenesses. 2. Students are given a number and they have to identify their position on the wall poster. 3. Teacher presents a task or asks a question. 4. Students do some brainstorming 5. Students write their thoughts down on post-its and stick them on their poster section. The follow-up activity can take many forms. For example, after looking at their post-it notes, students can then report their ideas to the rest of the class or they can work on a concise thesis statement in reponse to the question. The results of their discussion can also be used in the production of a study guide that can help students before their exams. Furthermore, the activity of writing a thesis statement can provide them with a chance to practice critical thinking and actually learn how to defend a position based on concrete evidence. At the same time, they can take advantage of collaborative work which can certainly make the process more pleasant and fruitful.	any course	Souza	*Inclass Activity,Application Level, Intermediate Class
Peden, B. F.	Do Inexperienced and Experienced Writers Differentially Evaluate Ault's (1991) "What Goes Where" Technique?	Teaching of Psychology	1994	21	1	38-40	This article presents an evaluation of a modified versions of the "What Goes Where" technique for teaching students about organization and formatting associated with APA style. In addition, the article compares the effect of this technique for students who were experienced and inexperience with APA style. The method involved providing students with an answer sheet for 20 paragraphs and five headings (i.e., method, results) taken from a journal article that had been listed in random order on a separate sheet of paper. Students were asked to arrange the article in the correct order with headings as part of a homework assignment. Students scored the assignment for one another in the next class period and student completed a questionnaire regrading their prior experience with APA style writing and an evaluation of the activity. Results from comparison of experience and inexperience students indicated that the "What Goes Where" technique is more effective with inexperienced writers, but that it also provided helpful practice for experienced students. The author also provides an evaluation of the technique as compared to findings by Ault using the original version of the "What Goes Where" assignment.	Research Methods in Psychology, Psychology of Motivation, any psychology course	A. Griffin	*out of class activity *application level *small/intermediate class
Perry, Huss, McAuliff, & Galas	An active-learning approach to teaching the undergraduate psychology and law course	Teaching of Psychology	1996	23	2	76-81	The authors describe four projects (3 in-class and 1 out-of-class) designed to facilitate active learning and critical thinking in an undergraduate class: 1. Action project: students either a) attended a jury trial involving either a criminal or civil case or b) conducted 3 interviews with people involved in the legal system. Afterwards students wrote an 8-10 page paper relating their project to relevant psycholegal issues. 2. Current event analysis: Once during the semester, each student was required to make an individual presentation of a news article that related to psychology and law. They also wrote a one-page summary. 3. Oral arguments: Students worked in teams to debate (as a class presentation) some "hot" topic in the field. After the debate, the class rated the debate. 4. Mock trial: Using an actual case (the instructor researched case law to find an interesting case), students were assigned roles (judge, attorney, expert witness, etc.) and carried out a mock trial. The "trial" was videotaped and then reviewed in class the following week. Outcomes: Data are reported indicating that students learned the course content, reported appreciation of the active learning and rated the class as "superior" (although they did grumble about the work load during the class), and appeared to show improvement in their critical reasoning. Strategies are reported for dealing with class size, time, group processes, availability of legal resources, and work load.	introductory psychology, social psychology, psychology and law	Stone	inclass activity, out of class activity, higher cognitive level, application level, small class, intermediate class
Poe, R. E.	A Strategy for Improving Literature Reviews in Psychology Courses	Teaching of Psychology	1990	17	1	54-55	This article presents exercises to help students improve their literature reviews. The author assigned optional, non-graded writing assigments for the students to turn in and get "free" feedback before a major paper was due. The sequence of assignments was as follows. 1. Focused freewriting, in which students write a paragraph which includes a description of a topic and why the they are interested in that particular topic. 2. Summarization of an essay, in which students write a one paragraph summary of the key points of a short non-technical essay. The qualities of good and bad summaries (as well as examples of each) are discussed and the instructor hands out his or her own summary to see if students identified the same points. Students are reminded to check their summaries for plagerism. 3. Summarization of a journal article-part 1, in which the instructor gives students a brief journal article without an abstract and asks them to write the abstract. They are then given the author's abstract for comparison. They also get peer feedback. 4. Summarization of a journal article-part 2, in which students do they same as the previous step, but get instructor feedback instead of peer feedback. 5. Integrating findings of two studies, in which students write a 350 word essay to compare and contrast the two previous studies. They are given the instructor's compare/contrast essay for comparison. 6. Preparing a reference list, in which students submit a one sentence description of their topic and 10 references (the references are evaluated for appropriateness). Although these are time-consuming, the author found the students got twice as many A's the semester she used these exercises. I think you could successfully use one or two of these for a similar effect (especially #4 and 5).	psychology	Brown	Higher Cognitive Level, *Application Level, Intermediate Class, *Small Class
Pollio, Howard R. & Humphreys, W. Lee	What Award-Winning Lectureers Say about Theor Teaching: It's All about Connection	College Teaching	1996	44	3	101-106	For anyone that struggles with lecturing or just does not like it in general, this is a great article! Ten award-winning lecturers were observed and interviewed. After that the recorded observations and interviews were examined using the hermeneutics approach (the rigorous study of interpretation). Five common themes were found among the ten subjects: Connection, Relevance/Isolation, Irrelevance; Excitement, Interest/Boredom, Dullness; Continuity, Flow/Interruption, Fragmentation; Clarity, Precision/Confusion, Ambiguity; Control, Order/Spontaneity, Freedom. The authors write briefly on each of these themes and use excerpts from three of the ten professors’ interviews for each theme. I really enjoyed these excerpts – they provide neat little insights. On questions, notes, anecdotes, and tests - Asking questions helps professors stay connected to students’ thoughts. There are pros and cons for giving students notes prior to lecture and making students be fully responsible for notes. Depending on what your goal is and how worried you are about amount of material covered, you may or may not want to give notes out. Anecdotes usually add much to a class, but one has to be careful to stay on track and within the students’ prior knowledge or experiences. One professor uses tests as a way to clarify what students take from the lecture.	Any	Rebekah Aldrich	*Inclass Activity, *Lecture, *Demonstration, *Large Class, *Intermediate Class, *Small Class,
Rea, D. W.	College Students' Perceptions of Academic Success: An Examination of Motivational Orientation	Teaching of Psychology	1991	18	2	109-111	The author developed an instrument to assess students' motivational orientation in psychology classes. Students were asked to rate the extent to which various outcomes would represent ?success? in a particular psychology course. Two group of outcomes emerged: those that had relatively high means for their responses and those that had relatively low means. It was determined that those outcomes that received relatively high responses (i.e., items that were endorsed as reflecting success in the courses) seemed to reflect intrinsic motivational concerns, and outcomes which were less endorsed as representing success in the courses seemed to reflect extrinsic motivational concerns. The author concludes that college students in psychology often are intrinsically motivated in their courses. Because of this, the author recommends that intrinsic teaching styles be employed in such courses. He then cites evidence in further support of this recommendation.	psychology	P. Vaughan	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class
Reardon, R., Durso, F.T. & Wilson, D. A.	Neural Coding and Synaptic Transmission: Participation Exercises for Introductory Psychology	Teaching of Psychology	1994	21	2	96-99	This article describes simulations of neural transmission that can be used in-class to promote active learning and better understanding of sometimes confusing properties of neural coding and synaptic transmission. The exercise involves students in illustrating the production of an action potential through spatial and temporal summation, excitation and inhibition, and synaptic transmission. The exercises that are described are short in-class demonstrations that require active student participation and student evaluations of the activities were generally positive. Discussion groups that participated in the in-class activities received higher scores on specific items for in class neurophysiology quizzes than those who did not. The authors suggest that sufficient basic understanding of properties of neurons gained from the earlier exercises can be used as a foundation for understanding more complex topics related to synaptic transmission that can also be illustrated through active, in-class demonstration in which students play the role of various actions and components in drugs and neurotransmitters.	Introductory Psychology	A. Griffin	*in class activity *demonstration *small/intermediate class *materials
Reinsmith, William A.	Archetypal Forms in Teaching	College Teaching	1994	42	2	131-136	This article describes the many roles a teacher may play, above and beyond imparting information to students. The emphasis here is on a partnership between teacher and student, as opposed to a one-directional flow of information. The author presents a continuum of teaching roles, including presentational, initiatory, dialogic, elicitive, and apophatic. The teaching forms in this continuum include disseminator/transmitter of information, lecturer/dramatist, inducer/persuader, inquirer/catalyst, dialogist, facilitator/guide, witness/abiding presence, and learner. Through this continuum, the modes progress from "teacher-centered" to "student-centered." This highly philosophical discussion of the varied roles a teacher plays offers little in the way of practical advice, but does convey an appreciation for the many aspects involved in teaching, as well as the importance of the two-way interaction and flow of information between teacher and student.	Pedagogy	Douglas Barrett	Teaching Roles, Higher Cognitive Level, Philosophy of Teaching
Richard	Filmed in black and white: Teaching the concept of racial identity at a predominantly White university	Teaching of Psychology	1996	23	3	159-161	Another film and paper assignment--this one requires students to trace the development of a character from a movie or book using two stages of either the Black racial identity or White racial identity model. Before undertaking the assignment, students in the class form pairs and tell each other the first time they were aware of gender and racial differences and what those differences meant for them. Then over several lectures, the two models were taught. Students then selected any movie or book character and wrote their 4-5 page paper. Examples included: Sara Jane in "Imitation of Life" (Black racial identity) Malcom X in "Malcom X" (Black racial identity) Pino in "Do the Right Thing" (White racial identity) Scout in "To Kill a Mockingbird" (White racial identity). Finally, students made an oral presentation. This technique could certainly be applied to other kinds of courses.	social psychology, psychology of race and gender	Stone	out of class assignment; application level; large class; intermediate class; small class
Rickabaugh, C.	The Psychology Portfolio: Promoting Writing and Critical Thinking About Psychology	Teaching of Psychology	1993	20	3	170-172	Instead of an end of semester term paper, students were assigned weekly writing assignments keyed to topics being lectured that week. The assignments followed the general 3 part structure of 1) describe the observation the assignment was based on, 2) summarize relevant theory or research, 3) evaluate fit of theory/research to their own experience in part 1. Essays were graded on a 5 point scale, and, all together, were weighted the same as an exam.	any course	Campbell	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class
Rileigh, K.	Good Reads in Psychology: Recommended Books Beyond the Required Textbook	Teaching of Psychology	1993	20	3	183-185	Author suggests passing out an annotated list of recommended outside readings. A list is included, as well as suggestions for implementing this idea and incorporating into a class.
Romance, N. & Vitale, M.	Concept Mapping as a Tool for Learning: Broadening the Framework for Student-Centered Instruction	College Teaching	1999	47	2	74-79	This article summarizes research on the importance of conceptual knowledge, the role and representation of conceptual knowledge, and the effectiveness of concept mapping, as well as offering some guidance in the use of concept mapping in the classroom. The bulk of it is very dense and theoretical, and reads like the literature review section of a dissertation. It does make a good case for why concept mapping should be a useful classroom tool. The actual examples of concept maps were difficult to understand. Perhaps being involved in the construction of them makes the material intelligible, but they do not seem very useful reading them cold. The best part of this article is found on page 78 in Table 1. - Basic Technique for Building Concept Maps, with Teacher and Student Roles. This information, unlike the rest of the article, is concise and practical.	Any course	Kirkpatrick	*Inclass Activity, *Higher Cognitive Level, *Intermediate Class, *Small Class
Ropers-Hullman, B.	Social Justice in the Classroom: Understanding the Implications of Interlocking Oppressions	College Teaching	1999	47	3	91-95	This article insightfully investigates the complex effects of oppressive systems on teaching and learning. Beginning with the metaphor of a birdcage, which the oppressed cannot leave but the "non-oppressed" cannot enter, and moving to a case study approach, the author effectively illustrates that "oppressions are interlocking, inherently connected, and are continuously altering each other's effects." She raises challenging questions such as, "Are some oppressions inherent - and even seen as useful - in educational environments, while others are harmful and immoral?" The author offers five principles of social justice education (Adams, Bell and Griffin, 1997) which urge educators to: "1. Balance the emotional and cognitive components of the learning process; 2. Acknowledge and support the personal (the individual student's experience) while illuminating the systemic (the interactions among social groups); 3. Attend to social relations within the classroom; 4. Utilize reflection and experience as tools for student-centered learning; 5. Value awareness, personal growth, and change as outcomes of the learning process." Finally, she indicates three responsibilities she feels she has as a social justice educator: --The class content must reflect a variety of perspectives on a given topic. --She must be clear in his/her pedagogical expectations in order to even the playing field --She must be continually attentive to how students experience the teaching and learning that she is attempting to construct.	Any course	Kirkpatrick	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Large Class, *Intermediate Class, *Small Class
Rozin, P & Jonides, J	Mass Reaction Time: Measurement of the Speed of the Nerve Impulse and the Duration of Mental Processes in Class	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					This article rocked, and was written by an accomplished researcher (!) at UPenn. The authors described two activities (one in-class, one out-of-class) to measure the speed of nerve impulses. Both activities could be used after discussing Helmhlotz’s 1850 experiment on nerve impulse transmission. The in-class activity does not take much time and will definitely be employed in my future Intro to Psyc classes! The authors also describe two activities (again, one in-class, one out-of-class) that measure neural impulse time for more complex mental process (i.e., Sternberg’s memory scan experiment and Shepard’s mental rotation tests).	Intro to Psyc; Cognitive Psychology; Physiological Psychology	Barry Friedman	Inclass Activity, *Out of Class Activity, *Demonstration, *Intermediate Class, *Small Class,
Rubin, L. & Hebert, C.	Model for active learning: Collaborative peer teaching	College Teaching	1998	46	1	26-30	Student-centered approaches, such as peer teaching, often create better application of concepts, problem solving, attitude, motivation, group membership and leadership within a learning environment. Rubin & Hebert suggest three theoretical approaches which may account for this better form of learning: 1. The cognitive approach, which accounts for strategies, information processing, organization and application of information. For instance, students organize presentations to suit the formats and contents of classes, as well as meeting their own learning needs. 2. Motivational theory, which gives responsibility for learning back to the students. 3. Social context, which is the most conducive environment next to dialogue. Specifically, the authors cite benefits for both students and instructors. Teachers tend to gain social and intellectual awareness of their students, while students became conscous of their own intellectual and interpersonal style. In addition, the collaborative peer teaching attenuated the lack of courtesy, respect, motivation, effort and inattentiveness in class while increasing the pride, empathy, and participation within the classroom environment. Overall, Rubin & Hebert suggest that peer teachers "foster knowledge through motivating activities in a relaxed atmosphere."	Any discipline	Warner-Czyz	*Inclass Activity *Application Level *Intermediate Class, *Small Class
Russo, A. & Warren, S.	Collaborative Test Taking	College Teaching	1999	47	1	18-20	This article discusses collaborative test taking specifically for tests in an objective format. Student and teacher observations of the process are included. The main benefit offered by the student is that collaborative test taking is much more like situations students will encounter in the real-world. The instructor observed the following benefits: test anxiety and the need to monitor for cheating were eliminated; students looked forward to the exam and felt they would do better in a collaborative format. Students were not required to test in the collaborative format, but most chose to do so. Guidelines proposed by the instructor include, -- Choosing appropriate material -- Introducing the concept at the beginning of the semester and reinforcing during test reviews -- Allowing students time to interact and get to know one another -- Making sure students know they can receive wrong answers as well as right ones from others -- Stressing the real-world implications of the technique The authors were surprised to find that the average grade did not go up with the use of the collaborative format; however, no student received below a C using the collaborative format, while in the traditional format about 5% of students usually received D’s.	Any course	Kirkpatrick	*Inclass Activity,*Higher Cognitive Level, *Application Level, *Basic Information Level, *Intermediate Class, *Small Class,
Schoen	Mnemopoly: Board Games and Mnemonics	Teaching of Psychology	1996	23	1	30-32	This article describes a technique to teach students two things: 1) how mnemonic devices work, and 2) an effective structure to use as a mnemonic device. Using a Monopoly board, which nearly all students are at least slightly familiar with, a structured activity is described which allows students to learn effective ways to thoroughly memorize details of the board and then to use the board to encode other memorial structures.	any course, learning & memory	Stone	inclass activity, demonstration, basic information level, structural level, intermediate class, small class
Shapiro, Johnna K.	Dr. Kohlberg Goes to Washington Using Congressional Debates to Teach Moral Development	Psychology of Teaching	1995	22	4	245-247	This article reviews several activities to facilitate students further understanding of Kohlberg's theory of moral development. Shapiro suggests utilizing the Congressional records to analyze opposing arguments regarding controversial topics. One suggestion is to present students with two arguments for each stage of moral development and then let them match and defend their decisions as to which arguments correspond to which stages. This in-class activity can be conducted either in small groups or as a class. As an alternative, students may be given the topic and asked to generate arguments for either side based on the six stages. This type of activity allows a broader discussion of the strengths and weaknesses of Kohlberg's (1976) theory to be discussed. Another possibility is to branch into a discussion of potential gender differences in moral reasoning (Gilligan, 1982) based on if the sex of the legislator in known. This article provides creative activities that allow students to apply the theory to real-life moral dilemmas. This personal and closer connection to the material can allow for a deeper understanding of the theory.	Kohlberg's Theory of Moral Development	Christine R. Gray	*Inclass Activity, *Out of Class Activity, *Small Class
Sheldon	Student-created skits: Interactive class demonstrations	Teaching of Psychology	1996	23	2	115-116	In this active learning technique, students are divided into groups of 3 or 5, then each group draws a slip of paper out of a box. They are then required to create and eventually perform a skit that demonstrates the concept written on the slip of paper. The rest of the class tries to guess which concept is being portrayed. Students spend 10-15 minutes writing the script and learning lines, and each script usually takes about 1 minute to perform. The activity usually takes one class period. The performances are not graded. Topics have included Kohlberg's moral development stages, defense mechanisms, parenting style, identity status, and operant-conditioning terminology. Students report liking the activity and finding it very helpful for learning or remembering the material.	any course	Stone	inclass activity, demonstration, application level, small class, intermediate class
Simoni	Confronting heterosexism in the teaching of psychology	Teaching of Psychology	1996	23	4	220-226	Heterosexism, the unstated assumption or belief that heterosexuality is the only natural and acceptable sexual orientation, is reported to be a strong bias in psychology textbooks. This article provides a rationale for a more inclusive curriculum and a careful critique of psychology textbooks. The author suggests that instructors consider the following: complement the textbook with supplementary materials and activities, address his/her own homophobia, focus on critical content (e.g., coming out as part of the developmental process; the origins of sexual orientation (not homosexuality only!); etc.) use examples of lesbians and gay men in neutral contexts, bring in demographically diverse panels of people to discuss relevant issues Lesbian and gay male educators should consider coming out.	any course	Stone	materials
Smith, Gary	Learning to Speak and Speaking to Learn	College Teaching	1997	45	2	49-51	This article invites us to use speaking assignments across the curriculum starting on the very first year of college. One of the most common complaints among students after they graduate from college is that they never learned how to speak effectively and without fear. And what most teachers fail to perceive is that speaking can be an important tool for learning. In fact, it is only when we become capable of teaching or talking about a topic we studied that we show a deep understanding of the concepts and the relationships among them. So, here are the guidelines presented by the author when conducting a speaking assignment: 1. The instructor has to emphasize the principles and practice of effective speaking. 2. Students must be given enough time to practice before a presentation. 3. It is important that they express their own ideas and not simply repeat what they read in books. 4. Each student must have the opportunity to be "in the spotlight", that is, everybody's eyes are on him/her. 5. They should receive feedback after presentation. 6. They should always be given other chances to speak (at least one more) so they can show their improvement. 7. Classes should be small- no more than 20 students. One challenge, however, is to keep the whole class engaged during the presentations. Having the class divided in groups or teams seems to help a lot. In addition, it is a good idea to vary the topic assigned to each team, otherwise, after one or two presentations, the material starts to become boring and repetitive.	any course	Souza	Inclass Activity, Application Level, Small Class
Smith, R.	Preventing Lost Syllabi	Teaching of Psychology	1993	20	2	113	Have students tape their syllabus in the front of their textbook. It’s tougher to lose, communicates how important the content of the syllabus is, and reduces common questions regarding due dates and test dates. Student evaluations of the practice are positive.	any course	Campbell, S.	*Inclass Activity, *Demonstration, *Large Class, *Intermediate Class, *Small Class, *Materials
Smith, T.	Teaching Who We Are: Testing Limits of Tolerance in a Course on Religion and Sexual Diversity	College Teaching	1999	47	2	55-61	This unusual and fascinating article discusses the issues of student and teacher objectivity or subjectivity when confronted with controversial material in the context of the author’s experience of teaching a course on religion and sexual diversity and their interrelationship. One fundamental premise of the article is that students and teachers in classroom interactions teach each other who they are. The article is basically a case study with commentary of one semester’s experience of the class. The author was clearly surprised by the level of tolerance exhibited among students who ranged widely in terms of religion, sexual orientation, and culture. Conditions which seemed to foster tolerance in the students were temporal distance, cultural distance, and familiarity. The relationship between body and spirit was explored. In general “students were reluctant to judge the ‘rightness or wrongness’ of any sexual roles and practices that were held to be spiritually efficacious – as long as they were consensual.” Students often commented on sexist biases or issues of coercion and choice. Interestingly, the only practice which pushed students to intolerance was polygamy. The author believes that while students were sexually tolerant to an extraordinary degree, they were also very romantic. They considered any type of monogamous commitment to be appropriate but balked at even religiously-sanctioned polygamy. In that light the instructor’s lesbian “marriage” was considered appropriate by even the fundamentalist Christian students. A conclusion drawn by the author is that sex for the students ‘is not nearly as challenging or frightening as emotional commitment… They built walls that might protect them emotional uncertainty, but not from diversity of experience.”	Religion and Sexual Diversity but applicable in many areas	Kirkpatrick	Higher Cognitive Level
Snyder	Unique invulnerability: A classroom demonstration in estimating personal mortality	Teaching of Psychology	1997	24	3	197-199	This article addressed the idea that people believe that “bad things will not happen to me,” demonstrating their feeling of unique invulnerability. Two classes of graduate students were asked to provide what they reported to be their estimated age of death. In the first class they received no statistical information beforehand and overestimated their age at death by 9 years. In the second class the students were told before their estimates were taken that this was to be a measure of their sense of unique invulnerability and they again overestimated their age of death by 9 years. The author uses this inclass demonstration when lecturing on illusions. First by giving the overall estimate of the age at death and then asking for the anonymous approximations from the class estimating the age at which they think they will die. The students had a favorable reaction to this demonstration and it clearly lent evidence to the case for unique invulnerability in a interesting way.	methodolgy course	Boettcher	Demonstration; Basic Information level; any class size
Stearns, Susan A.	Collaborative Exams as Learning Tools	College Teaching	1996	44	3	111-113	Stearns was having difficulty keeping students attention when going over an exam that she just handed back, because students were more concerned with their grade than the material learned. In an effort to change this attitude she decided to try a new way to give the exam (all exams except the cumulative final): 1)Students take the exam individually 2)Students wait patiently for everyone in the class to finish after finishing their own without looking at notes or the book 3)When everyone is done they split up in groups and take the same exam over again while working together 4)as soon as a small group finishes, they immediately grade them and explain any answers they got wrong or get the instructor's assistance to explain it. She found a significant difference between this classes' final exam scores as compared with the previous class that did not do the collaborative work. She comments that this was only a quasi-experiment as it was not particulary controled for but was real-life instead which to me is a plus not a minus. To support her findings the initial class without the collaborative exams was smaller and a third dropped the course and were not counted while the collaborative class was larger and only one person dropped. This is time consuming, but much learning occurs. Exams tend to be shorter as this needs to be done in a single class meeting.	any	Rebekah Aldrich	*Inclass Activity, *Higher Cognitive Level, *Application Level, *Intermediate Class, *Small Class
Steele, C.W.	Essays- Well Worth the Effort	College Teaching	1997	45	4	150-152	In this article, Steele presents the many advantages of having essay exams: 1.They can test higher-level cognitive skills 2. Students study more efficiently 3. It's writing practice 4. Essays individualize your instruction because you have a chance to give personal feedback 5. It is a better measure of how good your teaching is. 6. They require less time to prepare. Steel also reminds us of potential problems and gives suggestions to overcome them. The main challenges concern grading. These are the 10 tips Steel gives us on that: 1. Cover the name of the students so you avoid possible biases. 2. Familiarize yourself with the general level of responses before you start your grading. 3. Make a list of the points you want to see discussed in each question. 4. DO NOT try to grade them all at one single time. 5. Grade only one question at a time. 6. Write coments on the exams. 7. Before you assign the grades, separate papers into piles. 8. Discuss the test with students. 9. Have colleagues read the papers. 10. Consider retesting them on the concepts if they failed to meet the established criteria.	any course	Souza	Inclass Activity, Higher Cognitive Level
Strube, M. J.	Some Rules for Effective and Ineffective Teaching: Generating Lists as an Educational Excercise	Teaching of Psychology	1991	18	3	174-176	The author points out that lists of key concepts may serve nicely as aids in the recollection of material. Less obviously, it is further mentioned that the generation of such lists is a useful learning activity. Furthermore, the author suggests that lists which highlight the opposites of good concepts or useful procedures are particularly useful as mnemonic and conceptual aids, perhaps because of the absurdity and humorousness of lists such as these. These two types of lists provide a memorable framework for material, even when details are likely to be forgotten. As an example of the use of these lists, 10 rules for effective teaching are outlined, followed by 10 rules for ineffective teaching. For example, rule number two for effective teaching is: "Know your teaching environment, and use it to enhance your teaching and the students' learning." Rule number seven for ineffective teaching reads: "Grading is an instrument of power and control. That power is greatest when wielded in capricious and mysterious ways." This article is useful for both its specific lists of effective and ineffective teaching practices, as well as its more general point that lists are useful educational tools.	any	P. Vaughan	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class
Sublett, M.	Turning Listeners into Active Learners	College Teaching	1999	47	1	22	This is a one-page article offering a nice technique for reinforcing active listening. During the semester students are asked to bring blank 4” x 6” notecards to class every day. In about 75% of the class periods they are asked to answer a question, jot down thoughts or create questions related to the lecture; a partial list of the types of activities used is included. Each card activity is worth 5 points; in some cases credit is given for simply completing the cards and in others the cards are graded. Students who are absent three times or less receive credit for doing the cards, but after the third absence no credit is given. Students who are absent less than the three times receive bonus points. The author believes the card technique encourages active learning, helps students learn to take responsibility for their own education, increases attendance, and offers an opportunity to divert attention from the front of the room.	Any course	Kirkpatrick	*Inclass Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class,
Suter, W. N.	Using "What Works" in Educational Psychology Courses	Teaching of Psychology	1991	18	1	42-43	"What Works" is a publication of the U.S. Department of Education that contains a collection of educational findings and practical teaching advice that is based in empirical research. Apparently, only the most reliable and universally agreed-upon findings and associated suggestions are included in this publication. Thus, one may be fairly confident that any suggestions in this publication are worthwhile. The author of this article points out that students often have naive and erroneous ideas about educational psychology. For example, students may often believe that some teaching techniques are either effective or ineffective, when in fact the reverse may be known to be true. The author details his use of "What Works" in order to develop a 10-item quiz that he administers to his students at the beginning of the semester. The purpose of the quiz is pedagogical. It is used to interest students with findings that may be counter-intuitive to them. The author mentions other possible class uses for "What Works".	educational psychology	P. Vaughan	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Svinicki, M.	Helping Students Understand Grades	College Teaching	1998	46	3	101-105	This article discussed the possible reasons why students have difficulty understanding grading systems, primarily by describing the difference between master and performance goal orientations. The author suggests steps an instructor can take to make sure that the grading system is understandable by students and instructor alike, including basing the grading system on benchmarks ensuring the measurement is valid ensuring the measurement is reliable ensuring the grades are based on real differences in performance The author also suggests that the instructor take care that he or she understands how the grades were developed for each assignment before returning the papers. Finally she gives 5 suggestions about helping students understand grades. use a written description of the grading system when returning papers. Impose time for thinking between getting the grading and talking about it. Have students attempt to apply the grading system to a sample assignment. Have students participate in setting grading standards. When discussing grades, be sure to use good communication skills.	any course	Svinicki	materials
Switzer,PaulV.andYoder,John I.	The Academic Treasure Hunt:Checklist Gives Students Motivation andControl	College Teaching	1996	44	3	113-114	The authors suggest giving a list of items(usually 10-12) for students to complete throughout the class term at the beginning of the term. The list should contain more items than the students are required to complete, giving them some control. Each item should be graded as satisfactory/unsatisfactory and they have found that it works best when the entire checklist is 5-15% of the final grade. Each item can be required to be completed outside of class or during class depending on your goals. Once given the checklist, it is the students' responsibility to do the required items and keep the teacher up-to-date their progress. Items can be usedto encourage discussion in and out of class and application of in class content. The items should range from easy to difficult. This is neat idea that can foster self-regulation, responsibility, and motivation fora class.	Any	Rebekah Aldrich	*Inclass Activity, *Out of Class Activity, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Tillson, Lou Davidson	How to Teach 200 Students in a Church Sanctuary	College Teaching	1996	44	1	19	Tillson was concerned with not knowing her students in her class of 160-200 students and the discomfort felt by students in a large class, so she tried a few ideas and decided to share them. Tillson passes a studen conference sign-up sheet around at the end of each weekly lecture. Students sign-up in groups of three for ten-minute slots to meet with each other and the professor. In these sessions, the professor asks for some personal info such as hobbies and hometown and answers any questions the students might have. If students participate, they get ten bonus points which is the only extra credit offered in the course. Obviously the professor cannot meet with each group every week - the professor set up about two hours a week for these meetings. For other questions outside the conferences the students could contact the professor via normal office ours, e-mail, etc. Another method to encourage attendance and interest, Tilson would spend the first twenty minutes of lecture giving an oral quiz worth thiry points on the material covered in the previous class. With each quiz, there was a bonus question worth two points using an example the students had not heard before. The students could earn enough bonus points to equal a quiz. Occasionally Tillson would five a five to ten point quiz at the end of class when students would leave after the first quiz to encourage them to stay.	Any	Rebekah Aldrich	*Large Class
Underwood, Marion K., & Wald, Rebecca L.	Conference-Style Learning: A Method for Fostering Critical Thinking with Heart	Teaching of Psychology	1995	22	1	17-21	summary
Urbach, F	Developing a Teaching Portfolio	College Teaching	1992	40	2	71-74	Teaching portfolio is a good way to document the content and quality of teaching. The author suggests seven dimensions of teaching ability to be documented: What you teach How you teach Changes in your teaching and course activities Rigor in your academic standards Student impressions of your teaching Efforts at developing your teaching skills Assessments of your teaching by colleagues	All subjects	Li	Inclass Activity,Higher Cognitive Level, *Application Level, *Basic Information Level
Vaughan, Eva	Misconceptions about Psychology Among Introductory Psychology Students	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					The author developed a Test of Misconceptions that was designed to assess incoming Introductory to Psychology student’s prior “knowledge” of psychology. The author also administered the test to 119 students enrolled in Introductory Psychology. Results indicated that students entering Introductory to Psychology have a wide variety of misconceptions about psychology. The number of misconceptions they held had little effect on their class performance. The author concludes that common misconceptions about behavior are distressingly resistant to change by text reading and class discussion.	Intro to Psyc	Barry Friedman	Materials; Inclass Activity, Demonstration,
Ventis, D. B.	Writing to Discuss: Use of a Clustering Technique	Teaching of Psychology	1990	17	11	42-43	This article presents a clustering technique to facilitate partcipation in classroom discussion. The technique involves presenting a word relevant to the topic of the class readings for the day (e.g.,for a discussion of homosexuality, the author used the word normality). Students are asked to write associations they had to the word. After 2 minutes, the students were asked to write a brief explanation of an association or patterns of associations. After instructor introduces topic, students read what they have written. At end of discussion, students write another 3-5 minutes. They can write summary comments, things they didn't want to say in front of class, or general reactions to discussion. These can also be turned in for class partcipation grades. This is also a good technique to go to, according to the author, when lectures seem to be dull to the students.	any course	Brown	Inclass Activity, *Higher Cognitive Level, Large Class, *Intermediate Class, *Small Class
Wade, Carole	Using Writing to Develop and Assess Critical Thinking	Teaching of Psychology	1995	22	1	24-28	This article describes short writing assignments that tap eight elements of critical thinking skills. Wade adopts the definitionof critical thinking as "the ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons. Wade suggests several reasons why writing assignments surpasses oral expression in promoting critical thinking skills (i.e., greater self-reflection, ensuring participation of every student, gives students chance to revise and refine ideas). 8 elements of critical thinking & some examples of their corresponding writing exercises 1. ask questions and be willing to wonder: Students generate 3 questions they would like to see answered in the course after having the read the first chapter of the text. 2. define problems clearly: Students read various questions and then use their knowledge of methodology to judge when or not scientific research could provide the answers to these questions (i.e., Is abortion on demand bad for society?) 3. examine evidence: Students are given a scenario and asked to generate a list of the sort of evidence that would be useful for studying these questions. 4. analyze assumptions and biases: Students are given a scenario and asked to identify the assumptions that underlie a particular conclusion. 5. avoid emotional reasoning: Students are asked to identify appeals to emotion in political campaigns and commercial advertising. In addition, students are asked to consider an issue and generate evidence that someone opposing them may offer. 6. avoid oversimplification: Students are given a scenario that oversimplifies an issue and asked to make fine distinctions that identify the complexity of the behavior. 7. consider alternative interpretations: Ask students to generate alternative hypotheses to why people have different personality characteristics (i.e., Why are some people more emotional than others?) 8. tolerate uncertainty: Students are asked by professor to identify questions or issues that were not addressed in the textbook.	Improving Critical Thinking Skills through Writing	Christine R. Gray	*Out of Class Activity, *Higher Cognitive Level, *Application Level
Wann, D.	Performing Experiments in Undergraduate Social Psychology Classes	Teaching of Psychology	1993	20	4	235-236	Key word here is performing, as in, acting out or role playing. Assign groups of students to select a research article from an approved list, write an accurate script and act out the research for the class. Also suggested, video tape the simulations and use these as demonstrations for other classes.	any research based content course	Campbell, S.	*Inclass Activity, *Out of Class Activity, *Demonstration, *Higher Cognitive Level, *Application Level, *Basic Information Level, *Large Class, *Intermediate Class, *Small Class, *Materials
Washburn	What monkeys can do	Teaching of Psychology	1997	24	1	61-63	This article describes a computerized laboratory exercise that is available to clarify misconceptions of what primates are able to do. This exercise has been employed prior to students visiting a primate lab, but could also be applied to conditioning treatments where animals are involved or comparative cognition between humans and primates. Apparently, there are two schools of thought when thinking of the abilities of primates: either they are so remotely different from humans that any type of comparison is ridiculous or that they are essentially fuzzy human beings. This computerized question-and-answer forum seeks to clarify what one can expect of primate intelligence. In the computer program, the student is given a scenario and asked if a primate could engage in the given activity. Once an answer is entered by the student, the computer generates the correct response, documented species differences, cited work that supports this answer, and any controversy that may surround this topic. Class time is then used to discuss the answers in either small groups or as a class. Due to the variation in psychological testing subjects, this distinction between human and primate can be important. The authors believe that the interesting and effective way to provide this information may be helpful to the student and the response was generally positive.	Introductory and Learning course	Boettcher	Inclass activity; BasicIinformation level; any class size
Weisgerber, Robert A.	Successful Science for Students with Disabilities	College Teaching	1994	42	2	55-56	This article is a review of some useful strategies for engaging students with disabilities in the study of science, emphasizing that persons with a variety of disabilities can succeed in scientific studies and careers. These guidelines can enhance not only the achievement of students with disabilities but also the effectiveness of science instructors. Some of these include: 1. Check your own attitude and openness - be flexible and open to change, avoid premature judgment. 2. Plan jointly with the student with a disability. 3. Find out about available support services. 4. Use reason in adapting your teaching - for example, face the class when talking so a hearing-impaired person can read your lips. 5. Structure team activities so that the student with a disability can participate. 6. Use multisensory approaches to instruction. 7. Use technology to circumvent barriers.	Science	Douglas Barrett	Teaching methods, students with disabilities
Weiten, Guadagno, & Beck	Students' perceptions of textbook pedagogical aids	Teaching of Psychology	1996	23	2	105-107	This article reports the findings of a study designed to assess the perceived value of textbook pedagogical aids (e.g., chapter outlines, chapter learning objectives, chapter summaries, section summaries, boldface for technical terms, pronunciation guides, running glossaries, chapter glossaries, italics used for emphasis, chapter review exercises, learning checks, demonstrations, and discussion questions). Students report appreciating bold-faced technical terms, chapter summaries, and glossaries. They are indifferent to chapter outlines, learning objectives, learning checks, review exercises, discussion questions, and demonstrations. While this article focuses on textbook authors and suggests that they should consider eliminating these devices from future textbooks, it is also important for instructors to realize that students tend to neglect these aids in their textbooks.	any course	Stone	materials
Whitbourne, S. K & Cassidy, E.L.	Psychological Implications of Infantilization: A Class Exercise	Teaching of Psychology	1994	21	3	167-168	This article describes an in-class simulation meant to provide students with the experience of infantilization and assist students in overcoming or recognizing their own ageist stereotypes. The simulation requires that the instructor: announce that the class has been selected to do a project for the university or department, have students begin on the project and then behave, along with any teaching assistants, in a way that simulates the behavior of a nursing home activities director supervising the project. The simulation includes: patronizing students with high pitched voice, exaggerated tone, intrusion into students work, condescending comments to students, demands of compliance, scolding, and reprimands. The simulation is followed by class discussion of the phenomenon. Most students have a negative reaction to the simulation, but report greater awareness and positive evaluation of the demonstration.	Psychology of Aging, Life-Span Developmental, Introductory Psychology	A Griffin	*in class activity *demonstration *large class
Wieschenberg, Agnes Arvai	Overcoming Conditioned Helplessness in Mathematics	College Teaching	1994	42	2	51-54	This article discusses the underlying reasons for the large failure rate in college mathematics courses, and how to overcome this problem with classroom activities that can foster students' interest and success. It relates the failure rate to the phenomenon of "learned helplessness," in which a lack of control over a situation tends to make an individual give up trying to solve problems after a minimum of effort. The author posits a solution by motivating students to change their explanatory style from pessimistic to optimistic, making students feel good about their accomplishments, encouraging group work, offering them partial credit and alternative ways of looking at problems, and using brain teasers and interesting anecdotes from famous historical figures. In general, an emphasis on the process of problem solving and less on arithmetic and memorization will stimulate interest and a positive attitude towards mathematics.	Mathematics	Douglas Barrett	basic information level, higher cognitive level, inclass activity
Willingham, D. B.	Effective Feedback on Written Assignments	Teaching of Psychology	1990	17	1	10-13	This was a helpful article for when we must grade and critique student papers. The author stated that the most important goal in giving feedback on papers is to improve future drafts and encourage students to be their own editors. To do so, keep an open dialogue about the progress of the paper. You can do this by asking leading questions instead of just stating final comments. Also, you should say something positive about the paper, because students learn just as much when they know what they did right as when they know what they did wrong. Comments are not helpful when they are too specific or too vague. If too specific, students don't learn to be own editors, just mimic instructor. If too vague, the students are lost. If you don't know what is wrong with a paper, set it aside for several days, reread it, and ask a colleague to read it. If that doesn't work, ask the student. The author points out that we shouldn't concentrate too much on mechanics. Students should have learned them by now, and if not, more corrections aren't the solution. If the paper has many grammatical and spelling errors, just state that "You have many mechanical errors here. Please correct them. See me if you don't understand the mechanics of writing." Finally, the author points out that we should make the relative importance of the comments clear (e.g., strength of argument more important than spelling). To do so, you can write a long comment at end highlighting most important problems.	any course	Brown	Higher Cognitive Level, Application Level
Wortman, CB & Hillis, JW	Some "Thrilling" Short Articles for Use in an Introductoy Psychology Course	Handbook for Teaching Introductory Psychology: This is a BOOK availalbe in PCL: BF77H26 1985					The authors provide a short list of articles to supplement the usual material presented in Introductory Psychology courses. They report that their students most enjoyed reading the articles; indeed, half of the articles received ratings in the upper third of the scale used. The articles that received high ratings came from a many fields of psychology. Note to reader: This T o P article was really very low-level and skimpy, but I’m including it in the database because of the list of highly rated articles it includes in an appendix. Y’all may want to consider assigning a few of these article to be read if you teach an Intro to Psyc course.	Intro to Psyc	Barry Friedman	Out of Class Activity; Application Level
Young, Andy	Introducing Critical Thinking at the College Level with Children's Stories	College Teaching	1996	44	3	90-93	Andy Young uses children’s stories to teach critical thinking when reading in his philosophy class, but it could be used in any class requiring critical reading. He presents story such as Chicken Little, Cinderella, Hansel & Gretel, The Emperor’s New Clothes, or almost any other story depending on exactly what is being addressed. After presenting the story, he asks four questions. Each one is asked separately and students are guided as how to answer so no one gets the cart before the horse. 1. What was the author trying to prove (the thesis)? He encourages students to answer using a single sentence and not use the author’s words. Often there can be more than one thesis, but students need to agree on one. 2. What steps in the author’s line of reasoning prove this? If students have trouble finding steps, they have chosen an incorrect thesis. 3. How does each step help establish the thesis (not how does each step fit in the narrative)? If many of the steps listed in #2 seem irrelevant or there are too few steps, a new thesis needs to be chosen. 4. Are there any weaknesses in the line of reasoning? Students may hesitate on this since they were required to form a strong case in the previous steps. If they are aware of this last questions, be aware that they may try and “fudge” earlier work. Using this technique helps students come to the realization that winning a debate should not be the common goal, but mutual understanding should be. Using children’s stories creates a safe and less anxious environment to develop these critical thinking skills. Not only does this improve their critical thinking skills, but their writing skills improve as well. He recommends doing this more than once throughout the class, but the first time it is done needs to be monitored carefully! I think this a great way to teach and model critical thinking and would be great fun!	Critical Thinking	Rebekah Aldrich	*Inclass Activity, *Higher Cognitive Level, *Intermediate Class, *Small Class, *Materials
Zechmeister, E. B. & Reich, J. N.	Teaching Undergraduates About Teaching Undergraduates: A Capstone Course	Teaching of Psychology	1994	21	1	24-28	This article describes a seminar style Capstone course for undergraduate students about college teaching. The course was designed to attract good students to the profession and provide information and experience with aspects of college teaching through discussion, outside readings, practice with minilectures and/or tutoring, and observation of faculty members while teaching. The course included three written assignments related to teaching methods/lecturing and a reflection paper on learning about and teaching psychology. observation of two courses, the opportnuitity to work with a faculty member to learn about teaching, and two class reports on the academic job market and psychology major. The authors provided a course outline with descriptions for assignments and included reading assignments also. The reported benefits of this course were: focus group-like results that provided information and feedback from a student perspective that could be used by faculty members to improve class and teaching, an opportunity for the course instructor to self assess their own teaching philosophy and learn new teaching techniques from assigned readings and discussion, and enthusiasm on the part of faculty members who volunteered to teach the course.	College Teaching	A. Griffin	*in class activity *out of class activity *basic information level *application level*higher cognitive level *small class