How We Teach Now: The GSTA Guide to Transformative Teaching

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How We Teach Now: The GSTA Guide to Transformative Teaching

Description

Successful college teaching has the potential to change students’ lives for the better. Each of us remembers teachers who saw the potential in their students, set up appropriate challenges, and provided encouragement and support for students to push boundaries. But how can graduate students new to teaching achieve this while also juggling research, coursework, and other obligations? What steps are in reach that can put graduate students on the path to becoming transformative teachers? Through our involvement with the Graduate Student Teaching Association (GSTA) and interactions with pedagogy enthusiasts, we have come to view transformative teaching as instruction and course design that promotes student engagement, fosters personal growth and agency, and connects psychological science in relevant ways to issues of global and local concern. This volume offers evidence-based advice on transformative teaching practices and provides a handy reference for graduate students embarking on their teaching careers. The 34 chapters, authored by graduate students and expert teachers, emphasize the importance of getting to know your students, creating inclusive learning environments, designing instruction with learning objectives in mind, promoting active learning and community engagement, engaging students in authentic research and scientific inquiry, and fostering professional development, oral communication, and writing skills.

ISBN: 978-1-941804-58-2

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Table of Contents
Editors and Contributors	4
Acknowledgments	6
Introduction: How We Teach Now: Steps to Becoming a More Transformative Teacher
Jessica E. Brodsky, Teresa M. Ober, Elizabeth S. Che, Charles Raffaele, and Patricia J. Brooks	7
Chapter 1: A First Timer’s Guide to Being a High Impact Undergraduate Professor
Jane S. Halonen and Gage Moyer	17
Chapter 2: The Other Side of the Podium: Supporting Graduate Student Teaching Development
Melissa J. Beers, Kristin Dell’Armo, and Andre J. Plate	30
Chapter 3: Start Strong, Stay Strong: Aspiring to Model Teaching Across the Career Span
Regan A. R. Gurung, Raechel N. Soicher, Guy A. Boysen, and Aaron S. Richmond	42
Chapter 4: Teaching in the 21st Century: How Blogs and Other Alternative Outlets Can
Transform our Teaching
Jennifer M. Blush, Karly M. Schleicher, and Ciara K. Kidder	54
Chapter 5: When They Should, But They Don't: Scaffolding our Students into Transformational Learning
Lindsay C. Masland, Jessica M. Chambers, Faith Latimer,
Lakin Wingfield, and Tanner Carroll	68
Chapter 6: Deciding What to Cover in Intro Psych: The Neighbor Test
Sue Frantz	86
Chapter 7: Improving Learner Metacognition and Self-Regulation
Carole L. Yue	95
Chapter 8: Psychology Courses as Paradigm Changers: Faulty Frames of Reference
and Assignments That Challenge Them
Sarai Blincoe, Maxwell Hennings, and Timothy R. Ritzert	104
Chapter 9: “So, You’re New to This?” Teaching Counseling Psychology for the First Time
Hallie R. Jordan and Christopher M. Perez	116
Chapter 10: Creating Professional Identities: Graduate Student and
Professor Perspectives on Teaching Ethics
Mitchell M. Handelsman, Kaitlyn M. Vagnini, Kassie D. Flewelling, and Keegan S. Walker	130
Chapter 11: Teaching in a Flipped Classroom
Jillian Grose-Fifer	142
Chapter 12: Being Mindful of Diversity and Discrimination: Eight Lessons that Can Improve Your Teaching
Abby Corrington, Christine L. Nittrouer, Linnea C. Ng, Rachel Trump-Steele, Ivy Watson,
Carlos Moreno, and Mikki Hebl	154
Chapter 13: The Case for LGBTQ+ Inclusion in Undergraduate Psychology Courses
Sarah Frantz	165
Chapter 14: From Awareness to Acceptance: Transformative Approaches to Teaching Neurodiversity
Jennifer L. Stevenson and Nicole L. Dalasio	178
Chapter 15: Culture and Teaching: A Psychology of All People
Kenneth D. Keith	193
Chapter 16: Revolutionizing the Classroom: Transformative Teaching as an International Instructor
Marino A. Mugayar-Baldocchi, Soohyun (Ashley) Lee, and Stefanie Gisler	210
Chapter 17: Transforming Educational Alienation into Collective Agency in Community Colleges
Jeremy E. Sawyer and Mike Rifino	223
Chapter 18: Communities Twice Over: Fostering Research Skills and Civic Engagement among Community College Students
Tanzina Ahmed	238
Chapter 19: Interteaching: What It Is and How to Use It
Raechel N. Soicher	260
Chapter 20: An Introduction to Designing Game-Based Learning Experiences
Robert O. Duncan and Carolyn J. Stallard	268
Chapter 21: Psychology for the Workforce: Using the Classroom to Help Students Develop and
Market Their Employable Skills
Natalie J. Ciarocco and David B. Strohmetz	286
Chapter 22: Developing Employment-Related Skills for Psychology Majors
Daniel A. Hrubes, Paige H. Fisher, Amy S. Joh, Katherine E. Alexander, Patricia J. Brooks, and Ethlyn S. Saltzman	298
Chapter 23: Transformative Teaching: Infusing Quantitative Reasoning Across the Curriculum
Kelly M. Goedert, Susan A. Nolan, and Sean Bogart	315
Chapter 24: Using Open-Source Data from OSF, ICPSR, and CHILDES to Scaffold
Quantitative Reasoning in Psychology Coursework
Patricia J. Brooks, Jessica E. Brodsky, and Elizabeth S. Che	329
Chapter 25: Developing Scientific Literacy Skills
Melissa A. Birkett and Amy Hughes	349
Chapter 26: Transforming Writing Instruction in the Teaching of Psychology
Charles Raffaele and Patricia J. Brooks	357
Chapter 27: Transforming Students’ Thinking Through Innovative Writing
Suzanne C. Baker and Dana S. Dunn	371
Chapter 28: Enhancing Academic Writing Skills using a Peer Review Process
Teresa Ober and Roseanne Flores	382
Chapter 29: How Undergraduate Research Can Be Transformative
Richard L. Miller and Tyler Collette	397
Chapter 30: In Defense of Labs: Maximizing Academic, Cognitive, and Interpersonal Skills
through the Teaching of Psychology Labs
Jennifer C. Parada and Melissa A. Birkett	413
Chapter 31: The CURE for Broadening Participation in Undergraduate Research
Viji Sathy, Mahfuz Nasiri, Chris Strauss, and Bryant Hutson	429
Chapter 32: Turning the Undergraduate Classroom into a Research Conference: Using
Poster Presentations to Target the APA Guidelines 2.0
Anna M. Schwartz, Rita Obeid, Christina Shane-Simpson, Kasey L. Powers,
and Lee Thompson	445
Chapter 33: Why Your Students Should Publish in Undergraduate Journals: Benefits of
Engaging Students in the Research Process
Danielle DeNigris, Shirantha Stanislaus, and Krista Sheets	470
Chapter 34: Teaching Research Transparency in Psychological Science: How and Why
Morton Ann Gernsbacher	487

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Feedback regarding the editorial content of this book or any of its essays should be directed toward the individual authors or the book’s editors. They (authors and editors) are solely responsible for the substance of the text. Feedback regarding technical matters of formatting or accessibility of this text via the online environment of the Internet should be directed to the Internet Editor. If you have any complaints or difficulties in accessing these materials, be sure to provide as detailed a description of your problem(s) as you can; you should include information about the browser you are using and the type of computer you are using.

Copyright and Other Legal Notices
The individual essays and chapters contained within this collection are Copyright © 2020 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2020 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author’s name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use). No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials. ISBN: 978-1-941804-58-2

Suggested Reference Format

We suggest that the overall text be referenced in this fashion:

Ober, T. M., Che, E., Brodsky, J. E., Raffaele, C. & Brooks, P. J. (Eds.). (2020). How We Teach Now: The GSTA Guide to Transformative Teaching. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/howweteachnow-transformative

Individual chapters may be referenced in this fashion:

Halonen, J. S. & Moyer, G. (2020). A first timer’s guide to being a high impact undergraduate professor. In T. M. Ober, E. Che, J. E. Brodsky, C. Raffaele, & P. J. Brooks (Eds.). How We Teach Now: The GSTA Guide to Transformative Teaching (pp. 17-29). Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/howweteachnow-transformative