Intro Psych Series #4: Can you do that in a big class? Course-based undergraduate research (CURE) in introductory psychology at CSU Monterey Bay
We've spent the last two weeks here at The Novice Professor teaming up with several wonderful guest posters who are sharing their takes on teaching the general survey course in psychology. Even if you don't teach this course, there are lots of great ideas you can modify for your classroom. Join us as we get into the nitty gritty from textbook selection to favorite assignments to assessment strategies!
For our final post, Jen Dyer-Semour discusses how she plans to incorporate research into her Intro Psych class at CSU Monterey Bay.
This is week two of our series on teaching the general survey course in psychology. We've teamed up with several wonderful guests posters to share their take. Even if you don't teach this course, there are lots of great ideas you can modify for your classroom. Join us as we get into the nitty gritty from textbook selection to favorite assignments to assessment strategies!
For our third post, Keri Kytola (@DrKytola) discusses her take on Intro to Psych at Wilson College.
Back in February, Dr. Sean Fitzpatrick shared his plans to "gamify" his Sports Psychology class he taught this spring. Now, he's back to share reflect on the experience and provide some tips for others thinking about this teaching strategy.
To read his original post, click here.
This is Part 2 of a guest post by Eric Landrum, were he discusses careers for Psychology Majors, and how we can better support them. In Part 1, he covered some of the basic groundwork for how we should approach this conversation (with our colleagues AND with our students). Check out Part 1, but here are some of the highlights:
1) According to the APA, out of the 3.5 million people in the US with a Bachelor's in psychology, 56% went straight into the workforce after completing their undergraduate degree.
2) If we know that the majority of our students are going straight into a career, we need more detailed data on where they are going and what they need when the get there.
In Part 2 of Eric´s guest post, he presents some new data about how students utilize career resources. This data is from a study he and his student conducted and presented at the 2019 Eastern Psychological Association meeting (Abellera & Landrum, 2019).
I’m always so pleased when my friends at The Novice Professor asked me to write about – well, anything. I believe in their mission and I’m happy to support their cause in whatever ways that I can.
I was asked a while back to write about how to talk to undergraduate students about their preparation for careers with a bachelor’s degree in psychology. For the sake of this blog post, I’ll divide this topic into two parts: some basic foundational ideas that I believe can be helpful to the conversation, and then share some new data that was reported at the 2019 Eastern Psychological Association meeting with my student Cierra Abellera (Abellera & Landrum, 2019).
In this guest post, Brenda Yang introduces us to a Daily Writing Challenge. Brenda and her colleagues developed this challenge as a way to hold one another accountable for their writing and turn writing into a daily habit rather than an occasional task. If you are like me, it is easy to save writing for "when there is time", when in reality, every day should have a block of time (be it small or large) dedicated to writing. I am excited to share Brenda's writing tool with you, and to start using it myself. Read more below to learn how the Daily Writing Challenge works, and find links to templates so you can start your own Daily Writing Challenge!