A Guide to Teaching Introductory Psychology

A Guide to Teaching Introductory Psychology focuses on the critical aspects of teaching introductory psychology to undergraduate students. It includes ideas, tips, and strategies for effectively teaching this course and provides useful answers to commonly asked questions.

• A concise and accessible guide to teaching introductory courses in Psychology
• Begins with an orienting history of the course· Evaluates current trends in teaching and offers suggestions for developing personal techniques
• Addresses a number of relevant issues, including how to teach difficult topics; linking course content to everyday experience; developing and using class presentations, lectures, and active learning ideas; and increasing interest in course topics
• Supported by a website that provides links to useful websites and handouts that instructors can use in their classes (http://www.blackwellpublishing.com/teachpsychscience/lucas/)

Series Editors’ Preface viii

Acknowledgments xi

1. An Introduction to Introductory Psychology 1

What is Introductory Psychology? 2

What Do I Teach? 3

How Do I Teach? 11

Who Are Your Introductory Psychology Students? 15

Using This Book 17

In Summary 21

References and Further Reading 21

2. Getting Ready to Teach 24

Beginning to Plan 24

The Course Syllabus 26

Evaluating Student Learning 28

Managing Your Classroom 35

The First Days of Class 40

Summary 44

References and Further Reading 44

3. Introduction, Research Methods, Culture 48

Getting Started 48

Teaching the Content 52

Classroom Tips 55

References 61

Additional Suggested Readings for Instructors 61

4. Human Development 62

Getting Started 62

Teaching the Content 65

Classroom Tips 70

References 74

Additional Suggested Readings for Instructors 75

5. Biological Psychology 76

Getting Started 76

Teaching the Content 79

Classroom Tips 81

References 91

Additional Suggested Readings for Instructors 91

6. Sensation and Perception 92

Getting Started 92

Teaching the Content 96

Classroom Tips 103

References 115

Additional Suggested Readings for Instructors 116

7. Consciousness, Motivation, and Emotion 117

Getting Started 117

Teaching the Content 122

Classroom Tips 132

References 140

Additional Suggested Readings for Instructors 143

8. Learning and Memory 144

Getting Started 144

Teaching the Content 147

Classroom Tips 155

References 166

Additional Suggested Readings for Instructors 167

9. Cognition, Language, and Cognitive Abilities 168

Getting Started 168

Teaching the Content 172

Classroom Tips 183

References 192

Additional Suggested Readings for Instructors 195

10. Health, Stress, Coping, and Personality 196

Getting Started 196

Teaching the Content 201

Classroom Tips 209

References 220

Additional Suggested Readings for Instructors 221

11. Mental Disorders and Therapies 222

Getting Started 222

Teaching the Content 227

Classroom Tips 235

References 242

Additional Suggested Readings for Instructors 243

12. Social Psychology 244

Getting Started 244

Teaching the Content 248

Classroom Tips 256

References 267

Additional Suggested Readings for Instructors 270

13. Ending Your Course, Reflecting on it, and Getting Ready for the Next Time 271

Reflections During the Semester 271

The Last Class Session 274

End-of-Term Reflections 276

Self-Evaluation 278

Tips From Experienced Teachers 279

Some Final Thoughts 282

References 283

Appendix: Professional Development Resources in the Teaching of Psychology 285

Index 292

“We are pleased to recommend this book as a meaningful addition to instructors' resource libraries. The activities presented are clearly suitable for introductory and advanced courses. Moreover, the suggested readings and an appendix that delineates teaching organizations and related conferences provide numerous opportunities for professional development.” (PsycCRITIQUES, March 2009) Sandra Goss Lucas is Director of Introductory Psychology in the Department of Psychology at the University of Illinois. Her teaching awards include the University of Illinois Campus Award for Excellence in Undergraduate Teaching and the Alpha Lambda Delta Award for Outstanding Teacher of Freshmen. Her publications include Teaching Psychology: A Step by Step Guide (with Douglas A. Bernstein, 2004). A Guide to Teaching Introductory Psychology focuses on the critical aspects of teaching introductory psychology to undergraduate students. The volume begins with an orienting history of the course and evaluates current trends in teaching, as well as offering suggestions for developing personal techniques. Sandy Goss Lucas addresses a number of relevant issues, including how to teach difficult topics; linking course content to everyday experience; developing and using class presentations, lectures, and active learning ideas; and increasing interest in course topics. The book is supported by a website that provides links to useful websites and handouts that instructors can use in their classes (www.blackwellpublishing.com/teachpsychscience/lucas). "No course is more important to our discipline than the introductory psychology class. Sandra Goss Lucas, the coordinator for Introductory Psychology at the University of Illinois, brings together the collective wisdom of her years of experience in teaching and teacher training to deliver a wonderfully useful book. If department heads want to evidence a genuine commitment to teaching, they should give this book to all faculty and graduate students involved in the teaching of this course. It is a treasure house of good ideas from a great teacher."
–Ludy T. Benjamin, Jr., Texas A&M University

"Sandra Goss Lucas's book, A Guide to Teaching Introductory Psychology will be invaluable for those teaching intro psych for the first time, and even old codgers who have taught intro psych more than 50 times will find new useful and interesting ideas. My copy has 'Good', 'Neat' and other laudatory comments on the margins of many pages."
–W. J. McKeachie, University of Michigan

“Sandy Goss Lucas offers instructors of Introductory Psychology a fully-equipped, functional toolbox, filled with specific, concrete details that can immediately be applied in teaching. This toolbox will be most helpful to instructors teaching the course for the first time, who will undoubtedly breathe a sigh of relief when they realize that, far from being alone and isolated, they are part of large group of people who readily share their approaches, innovations, practices, and challenges. Seasoned instructors will also find much in this book that will be valuable to them, because the advice offered by Goss Lucas, the selection of topics, and her concrete suggestions are all deeply informed by classroom experience—she knows what works and what does not. ”
–Robert W. Hendersen, Professor & Chair, Psychology, Grand Valley State University