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

Feedback
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
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