Teaching of Psychology

Kelly, Alison E.; Laurin, Jenna N.; Clinton-Lisell, Virginia

doi: 10.1177/00986283221108129pmid: N/A

BackgroundHistorically marginalized psychologists are underrepresented in history of psychology textbooks, which contributes to their poor recognition by psychology students. Open Educational Resources (OERs) offer a viable solution to inadequate pioneer representation.ObjectiveThis study sought to replicate and extend prior research by examining whether diverse and inclusive OERs related to students’ pioneer recognition and perceptions of course material identity representation (recognitive justice).MethodUndergraduate students (N = 50) enrolled in a History of Psychology course completed a pioneer recognition test at the beginning and end of the semester. Students’ perceptions of recognitive justice and the OERs were also assessed.ResultsInitial pioneer recognition benefitted white pioneers and pioneering men. Follow-up recognition significantly improved for all pioneer groups. Students reported positive perceptions of OERs, and feelings of recognitive justice were associated with final grades.ConclusionUndergraduate psychology students need exposure to marginalized pioneers prior to taking a history of psychology course. A more inclusive history of psychology curriculum improves students’ marginalized pioneer recognition and may benefit their course performance.Teaching ImplicationsGiven the absence of women and pioneers of color in commercial textbooks, teachers of the history of psychology should consider using OERs to achieve more diverse pioneer representation in their curricula.

Price, Paul C.; Crisosto, Kiana; Carvalho, Anthony; Jones, Constance J.; McCready, Meaghan; Shaver, Amber; Wiemann, Andrea N.

doi: 10.1177/00986283221101850pmid: N/A

BackgroundUtility-value (UV) classroom interventions typically involve students completing assignments that involve writing about the usefulness of the course material. They are widely recommended and have received some empirical support.ObjectiveThis study tested the effectiveness of a UV intervention in an online research methods course. It was a conceptual replication of a study by Hulleman et al. (2017, Study 2).MethodStudents (N = 264) were randomly assigned to complete three assignments that required them to write about the usefulness of course material or three assignments that required them to summarize course material. The groups were compared in terms of their scores on a research methods knowledge test, their final papers, their final exams, and their final point totals, along with measures of the interestingness and usefulness of the course material.ResultsThere were no differences between conditions on any of the outcome variables.ConclusionThe UV intervention was ineffective. Further research is needed to establish the conditions under which such interventions are and are not effective.Teaching ImplicationsUV interventions do not necessarily improve student performance. Instructors who use them should consider doing so in a way that allows for an assessment of their effect in their local context.

Beaudry, Jennifer L.; Williams, Matt N.; Philipp, Michael C.; Kothe, Emily J.

doi: 10.1177/00986283221100276pmid: N/A

BackgroundUnderstanding students’ naive conceptions about the norms that guide scientific best practice is important so that teachers can adapt to students’ existing understandings.ObjectiveWe examined what incoming undergraduate students of psychology believe about reproducibility and open science practices.MethodWe conducted an online survey with participants who were about to start their first course in psychology at a university (N = 239).ResultsWhen asked to indicate how a researcher should conduct her study, most students endorsed several open science practices. When asked to estimate the proportion of published psychological studies that follow various open science practices, participants’ estimates averaged near 50%. Only 18% of participants reported that they had heard the term “replication crisis.”ConclusionDespite media attention about the replication crisis, few incoming psychology students in our sample were familiar with the term. The students were nevertheless in favour of most open science practices, although they overestimated the prevalence of some of these practices in psychology.Teaching ImplicationsTeachers of incoming psychology students should not assume pre-existing knowledge about open science or replicability.

Wenze, Susan J.; Charles, Thalia K.

doi: 10.1177/00986283221103473pmid: N/A

BackgroundFew studies have examined the effects of later class start times in college, even though developmentally driven sleep phase changes persist into the mid-20s.ObjectiveWe hypothesized that sleepiness would be higher in an 8 a.m. versus 10 a.m. section of Introductory Psychology, and grades, engagement, enjoyment, attendance, assignment completion, ease of waking and staying awake, and student evaluations of teaching (SETs) would be lower.MethodEighty-two students enrolled in an 8 a.m. (n = 39) or 10 a.m. (n = 43) section of Introductory Psychology reported their GPA and completed the Stanford Sleepiness Scale, Likert-scale items from the College’s SET form, and other questions.ResultsStudents in the 8 a.m. section reported lower GPA, class grade, and assignments completed; more sleepiness; and a harder time waking up and staying awake for class. Several findings held when controlling for GPA.ConclusionResults extend previous research and suggest the importance of offering later classes in college. Limitations include a small sample size, quasi-experimental design, and use of self-report data. Future researchers should test whether findings replicate with other kinds of classes and in other subjects.Teaching ImplicationsTo maximize student success and well-being, later courses should be offered at the college level whenever feasible.

Slade, Joseph J.; Gurung, Regan A. R.

doi: 10.1177/00986283221111749pmid: N/A

BackgroundTextbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choice.ObjectiveThe purpose of this study was to conduct an analysis of five commonly used introductory psychology textbooks and examine the extent of overlap in their content coverage.MethodTwo trained readers identified 3878 key terms after performing a page-by-page content analysis. Commonality among texts was assessed by determining how many textbooks included each term.ResultsCoverage of psychology topics differed significantly across textbooks with 2766 terms (71%) unique to a single textbook. There were 494 terms (13%), 263 terms (7%), and 201 terms (5%) appearing in two, three, and four books, respectively. Only 154 terms (4%) were common to all five.ConclusionGiven our results and how reliant course instructors are on textbooks, it appears introductory psychology students may not be exposed to similar vocabulary.Teaching ImplicationsIntroductory psychology textbooks may be similar at a chapter and topic level but do not share as much specific content as may be commonly believed. Instructors should take the time to check if the content matches course goals and expectations.

Miller, Leonie M.; Favelle, Simone

doi: 10.1177/00986283221083867pmid: N/A

BackgroundCognitive psychology is challenging for both teachers and learners due to the abstract and complex nature of mental processes and variation in student motivation.ObjectiveTo test the effectiveness of an approach that seeks to motivate students to engage and successfully complete a cognitive psychology course by highlighting transferrable skills.MethodA cognitive psychology course was redesigned to emphasize the transferability of skills. It involved providing students with scaffolded assessments, just-in-time learning, and drawing explicit connections between knowledge, skill development, and real-world applications.ResultsComparison of student performance before and after course modifications showed a significant increase in learning outcomes, especially for students at the lower end of the performance spectrum.ConclusionA program of scaffolded assessment with just-in-time skills reinforcement and explicit discussion of the broader application of those skills is an effective approach to teaching cognitive psychology.Teaching implicationsThis program produced a reliable improvement in learning outcomes in a course with a high level of theoretical and abstract content. The improvement was most noticeable in lower achieving students; however, all students benefit from a better developed transferable skill base and an awareness that can be used to articulate skills to potential employers.

Shane-Simpson, Christina; Obeid, Rita; Prescher, Manna

doi: 10.1177/00986283221117621pmid: N/A

BackgroundStudent perceptions of inclusion have been predicted by rapport, and belongingness in face-to-face courses, although these relationships have not been studied across course delivery formats.ObjectiveThis study clarified relationships among course multimedia characteristics, student–professor rapport, instructor and student presence, classroom climate, quality of teaching behaviors, and perceptions of an inclusive classroom in varied course delivery formats.MethodA total of 479 students from two universities completed an online survey assessing their course delivery format, multimedia characteristics, rapport, instructor and student presence, classroom climate, teaching behaviors, and perceptions of an inclusive classroom.ResultsStudents’ perceptions of inclusion were predicted by course multimedia characteristics (e.g., videos), student–professor rapport, instructor presence, course structure, course clarity, student connectedness, and the quality of teaching behaviors.ConclusionInclusive classrooms reflect a myriad of instructor-, student-, and classroom-level characteristics and behaviors. However, the predictive value of these characteristics can change based on the course delivery format.Teaching ImplicationsFaculty professional development opportunities for inclusive pedagogy should include skill development for course design (multimedia characteristics, structure), professor–student rapport-building and classroom community building, and high-quality teaching behaviors that align with specific course delivery formats.

Alea, Nicole; Osfeld, Michael J.

doi: 10.1177/00986283221081008pmid: N/A

BackgroundThe teaching and learning and autobiographical memory literatures both suggest that personal stories can serve a teaching and learning function.ObjectiveStudy 1 explored students’ perceptions about whether an instructor’s personal stories to enhance learning were mediated by how much the stories were liked and created a positive learning environment. Study 2 explored whether the learner’s cognitive processing style moderated the teaching and learning function of personal stories.MethodStudy 1 was correlational and conducted as an end-of-quarter course survey. Study 2 manipulated whether a pre-recorded lecture included or not an instructor’s personal stories.ResultsStudents perceived that the instructor’s personal stories helped them to learn course material better via a more positive learning environment (Study 1). This teaching and learning function was not found in the experiment but cognitive style was a moderator (Study 2)ConclusionDue to the mixed results, the boundaries for when instructor’s personal stories will and will not serve a teaching and learning function needs further exploration.Teaching ImplicationsInstructors should share personal stories with students because students like them and it enhances the classroom environment. However, the efficacy of stories for learning needs further exploration and may depend on the learner.

Landrum, R. Eric; Cramblet Alvarez, Leslie D.; Jones, K. Nicole; Burton, Laura

doi: 10.1177/00986283211072853pmid: N/A

BackgroundGraduate admissions in psychology continue to be a popular and competitive venture, with the demand for new graduate student opportunities exceeding the annual supply.ObjectiveOur present work was a partial replication and extension of Appleby and Appleby (2006). We added closed- and open-ended questions regarding social media to gauge how graduate admissions committees utilize social media to evaluate applicants.MethodWe asked U.S. graduate admissions directors to answer six open-ended questions and then rate the frequency and fatality/harmfulness of 17 potential applicant errors. From the population of 467 graduate admissions directors, 56 provided complete responses (12.0% response rate).ResultsWe examine the closed-ended quantitative results presenting descriptive data and combining the frequency and fatality scales into a scatterplot; outcomes from the open-ended qualitative results provide rich and nuanced advice about graduate admissions errors.ConclusionPoorly written application materials are to be avoided (obviously), but the evidence-informed advice offered here is much more nuanced and complex.Teaching ImplicationsMentors and faculty advisors can use information from this study to provide data-informed advice to students interested in improving their chances for admission to graduate programs in psychology, offering specific tips on the most harmful/fatal mistakes to avoid.

Fuegen, Kathleen; Hatchett, Gregory T.

doi: 10.1177/00986283231178242pmid: N/A

BackgroundResearch on the experiences of tenured faculty employed at teaching-intensive institutions is lacking.ObjectiveWe gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction.MethodWe surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position.ResultsTime typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction.ConclusionIn contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction.Teaching ImplicationsTenured psychology faculty allocated time to teaching activities in ways consistent with their preferences.