Journals and Websites

• Educational Psychologist

• Journal of Educational Psychology

• Teaching of Psychology

Articles, Papers, and Books

Halpern DF (Ed). (2010). Undergraduate education in psychology: A blueprint for the future of the discipline. American Psychological Association.

Abstract: “This book presents the findings and recommendations of the 2008 National Conference on Undergraduate Education in Psychology. For this conference, 80 psychologists and other academics charged with the task of designing the best possible future for undergraduate education in psychology spent a week at the University of Puget Sound during the summer of 2008. We met in working groups and plenary sessions in which ideas were debated and visions of quality programs in psychology were created. We envisioned a future for higher education in which change could be brought about in a sound, scientific way that would yield long-lasting positive benefits for all of the stakeholders.”

Gier VS and Kreiner DS. (2009). Incorporating Active Learning With PowerPoint-Based Lectures Using Content-Based Questions. Technology and Teaching 36, 134–139.

Abstract: “Instructors often use Microsoft PowerPoint lectures and handouts as support tools to provide students with the main concepts of the lectures. Some instructors and researchers believe that PowerPoint encourages student passivity. We conducted 2 studies to determine whether the use of content based questions (CBQs) would enhance learning when combined with traditional PowerPoint lectures. Our results indicated significantly higher quiz scores and exam scores when students used CBQs in comparison to using only the traditional PowerPoint lecture and handouts. The results suggest that it is possible to incorporate effective active learning methods into PowerPoint-based lectures.”

Marsh HW. Perry RP and Smart JC (Eds). (2007). Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness. Springer. The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, 319–383.

Abstract: “Students’ evaluations of teaching effectiveness (SETs) have been the topic of considerable interest and a great deal of research in North America and, increasingly, universities all over the world. Research reviewed here indicated that SETs are: multidimensional; reliable and stable; primarily a function of the instructor who teaches a course rather than the course that is taught;  relatively valid against a variety of indicators of effective teaching; relatively unaffected by a variety of variables hypothesized as potential biases; and seen to be useful by faculty as feedback about their teaching, by students for use in course selection, and by administrators for use in personnel decisions.”

Ball CT and Pelco LE. (2006). Teaching Research Methods to Undergraduate Psychology Students Using an Active Cooperative Learning Approach. International Journal of Teaching and Learning in Higher Education 17(2), 147-154. 

Abstract: “Many undergraduate degree programs require students to develop a basic understanding of research methodology. Unfortunately, methods courses are typically unpopular with students because the course material is complex and technical in nature. Consequently, some instructors supplement traditional lecture-text classes with active learning experiences such as a student-developed research project. This paper describes a research methods course in the social sciences (psychology) based solely on multiple student-developed research projects. The paper highlights the strengths and weaknesses of this non-traditional approach to teaching research methods.”

Mayer RE and Moreno R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist 38(1), 43–52.

Abstract: “First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner’s intended cognitive processing exceeds the learner’s available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instruction.”

Trimble JE et al. (2003). Toward an Inclusive Psychology: Infusing the Introductory Psychology Textbook with Diversity Content. American Psychological Association.

Abstract: “Continuing changes in North American demographic distributions and patterns call into question the relevance of a psychology field that historically has not been inclusive of underrepresented and diverse populations. To promote accuracy and appropriate representation in psychology, the focus of the discipline must be expanded to include diverse groups that accurately reflect population distributions. How will psychology programs handle the teaching of an increasingly diverse student population? How will the science of psychology build a knowledge base that can be generalized to the population as a whole? New priorities for research, teaching, and practice must be developed so that the body of knowledge within psychology will be more accurate, relevant, and applicable. Changing demographics inevitably will move the field toward the full consideration of diversity in ways that are inclusive and truly reflect the varied contexts of our changing population.”

Benjamin LT. (1991). Personalization and Active Learning in the Large Introductory Psychology Class. Teaching of Psychology 18(2), 68.

Excerpt (Page 1): “Addressing selected issues and strategies in teaching the large introductory psychology class, this article focuses on personalizing the large class, making large classes into small classes to facilitate active learning, and incorporating active learning into the large class. This article discusses issues inherent in teaching large sections of introductory psychology and strategies for dealing with them. Specifically, I (a) discuss the importance of personalizing the large class, (b) describe ways to make large classes into small classes to facilitate active learning, and (c) describe strategies to promote active learning in the large class.”