This volume provides thoroughly updated guidelines for preparing and teaching an entire course in psychology. Based on best principles and effective psychological and pedagogical research, it offers practical suggestions for planning a course, choosing teaching methods, integrating technology appropriately and effectively, developing student evaluation instruments and programs, and ideas for evaluation of your own teaching effectiveness.
While research-based, this book was developed to be a basic outline of "what to do" when you teach. It is intended as a self-help guide for relatively inexperienced psychology teachers, whether graduate students or new faculty, but also as a core reading assignment for those who train psychology instructors. Experienced faculty who wish to hone their teaching skills will find the book useful, too.
Table of Contents
1. Introduction. 2. Preparing Your Courses. 3. The First Few Days of Class. 4. Developing Your Teaching Style. 5. Evaluating Student Learning. 6. Faculty-Student Relationships. 7. Teaching with Technology. 8. Assessing and Improving Your Teaching. 9. Integrating Teaching Into Your Academic Life.
Sandra Goss Lucas was Director of Introductory Psychology at the University of Illinois at Urbana-Champaign from 1998 until 2009, and continues to teach psychology courses. She has received numerous awards for excellence in teaching and has been a member of the National Institute on the Teaching of Psychology steering committee since 1986. She has authored textbooks and several published articles on teaching psychology.
Douglas A. Bernstein is Professor Emeritus at the University of Illinois at Urbana-Champaign and Courtesy Professor of Psychology at the University of South Florida. For 35 years he served as a member of the planning committee, and then as committee chairman, for the National Institute on the Teaching of Psychology. He has received numerous awards for excellence in teaching and has authored textbooks in a range of topics in psychology and on teaching psychology.
"There is nothing quite like sitting down with experts in the unending quest to create the perfect course. The guidance offered by Goss Lucas and Bernstein in this 'Step-by-Step Guide' is invaluable in helping even seasoned psychology professionals come that much closer to crafting the optimal experience for all concerned." -Jane Halonen, Ph.D., University of West Florida
"Goss Lucas and Bernstein have updated their already thorough, practical, step-by-step guide to teaching, from preparing a course to integrating teaching into a healthy academic life. This is the book most of us wish we’d had when we began teaching, but can also serve as a booster shot for experienced teachers."-Jane Noll, Ph.D., University of South Florida
"This book makes teaching anxiety-proof by providing practical, friendly, research-grounded advice. It takes the first-time college teacher from the first day to the final exam, providing specific suggestions for how to design, assess, reflect, grade, and grow." -Beth Morling, Ph.D., University of Delaware
"What a marvelous research for all teachers of psychology—graduate student, new professors, and seasoned veterans! As a teacher of teachers, I will keep my copy of this new edition close by to share with my graduate student TAs and Teachers of Record as well as for use in my classes on the teaching of psychology." -Bill Buskist, Ph.D., Auburn University
"Sandy Goss Lucas and Doug Bernstein helped pioneer the modern, research-driven approach to teaching psychology. All of their wisdom and knowledge is represented here, from the nuts-and-bolts of course preparation to using assessments to improve teaching. Both new and seasoned teachers will find much of value in this book." -Stephen Chew, Ph.D., Samford University
"Sandra Goss Lucas and Douglas Bernstein encouraging and realistic approach to training and preparing teachers of psychology permeates the second edition of their step-by-step guide...An excellent reference for novice and experienced teachers of psychology." - Melissa Birkett, Psychology Learning & Teaching, 2015, Vol. 14(2)