Best Practices for Teaching Beginnings and Endings in the Psychology Major: Research, Cases, and Recommendations by Dana S. DunnBest Practices for Teaching Beginnings and Endings in the Psychology Major: Research, Cases, and Recommendations by Dana S. Dunn

Best Practices for Teaching Beginnings and Endings in the Psychology Major: Research, Cases, and…

EditorDana S. Dunn, Bernard C. Beins, Maureen A. Mccarthy

Hardcover | February 12, 2010

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Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses inpsychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educators examine issues around teaching the introductory or careers course and developing a psychology-specific orientation program. The authors also provide concrete suggestions for building capstone experiences designed to fit the needs ofa department, its pedagogical philosophy, or the educational agenda of the college or university. Undergraduate psychology curriculum designers and instructors can benefit from learning innovative and effective strategies for introducing the major to first-year students and, at graduation, forbringing closure, reinforcing the overall departmental learning outcomes, and helping students apply their disciplinary knowledge in capstone experiences and post-graduate life.In this collection of articles, psychology instructors involved in the improvement of teaching and learning review the research and share their own successes and challenges in the classroom. Discussions include effective practices for helping students become acclimated to and engaged in thepsychology major, application of developmental knowledge and learning communities to course design, and use of quality benchmarks to improve introductory and capstone courses. Other chapters describe innovations in the design of stand-alone courses and offer concrete advice on counseling psychologygraduates about how to use what they have learned beyond their higher education experiences.
Dana S. Dunn is Professor of Psychology and Director, Learning in Common Curriculum at Moravian College. Bernard C. Beins is Professor of Psychology and Chair at Ithaca College. Maureen A. McCarthy is Professor of Psychology at Kennesaw State University. G. William Hill, IV is Professor of Psychology and Director, Center for Excellence...
Title:Best Practices for Teaching Beginnings and Endings in the Psychology Major: Research, Cases, and…Format:HardcoverDimensions:416 pages, 9.2 × 6.3 × 1.2 inPublished:February 12, 2010Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0195378210

ISBN - 13:9780195378214

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Table of Contents

Contributor ListAbout the EditorsJames C. Goodwin: ForewordPrefaceAcknowledgements1. Dana S. Dunn, Bernard C. Beins, Maureen A. McCarthy, and G. William Hill IV: Undergraduate Education in Psychology: All's Well that Begins and Ends WellPart I: Beginnings2. Michael L. Stoloff: Addressing the Multiple Demands of Teaching Introductory Psychology3. Brian T. Loher, Karri Verno, Francis W. Craig, and Peter A. Keller: Reading from the Same Page: Building an Integrated Curriculum4. Drew C. Appleby: Advising in the Classroom: A Career Exploration Class for Psychology Majors5. Brian T. Loher and R. Eric Landrum: Building a Psychology Orientation Course: Common Themes and Exercises6. Regan A. R. Gurung and Georjeanna Wilson-Doenges: Engaging Students in Psychology: Building on First-year Programs and Seminars7. Kenneth R. Barron, Kim Buch, Jeffrey T. Andre, and Sue Spaulding: Learning Communities as an Innovative Beginning to the Psychology Major: A Tale of Two Campuses8. Charles M. Harris and S. Lynn Cameron: Displacing Wikipedia: Information Literacy for First-Year Students9. Eric Goederis and Stanley Cohen: Crafting and Implementing a Career Development Course in PsychologyPart II: Endings10. Dana S. Dunn and Maureen A. McCarthy: The Capstone Course as Liberal Education Opportunity11. Ludy T. Benjamin, Jr.: History of Psychology as a Capstone Course12. Bernard C. Beins and Phil D. Wann: Research Teams: Developing a Capstone Experience with Programmatic Research13. Sherry L. Serdikoff: Honors Thesis as a Capstone Experience: A Possible Perfect Ending14. Wayne S. Messer and David B. Porter: The Capstone Research Course: A Case Study in the Evolution of Educational Efficacy15. Tracy E. Zinn, Monica J. Reis-Bergan, and Suzanne C. Baker: Ten Things I Hate about My Capstone Course-And a Few Ways to Fix Them16. Bernard C. Beins, Randolph A. Smith, and Dana S. Dunn: Writing for Psychology Majors as a Developmental Process17. Joann Grayson: Capping the Undergraduate Experience: Making Learning Come Alive Through Fieldwork18. Paul I. Hettich: Helping Undergraduates Transition to the Workplace: Four Discussion Starters19. Brennan D. Cox, Kristin L. Cullen, William Buskist, and Victor A. Benassi: Helping Undergraduates Make the Transition to Graduate School20. Neil Lutsky: Teaching Psychology's Endings: The Simple Gifts of a Reflective ClosePart III: Coda21. Suzanne C. Baker, Maureen A. McCarthy, Jane S. Halonen, Dana S. Dunn, and G. William Hill IV: Developing Scientific Reasoning Skills in Beginning and Ending StudentsAuthor IndexSubject Index