Bernstein, D. A. (1997). Reflections on teaching introductory psychology. In R. J. Sternberg (Ed.), Teaching introductory psychology: Survival tips from the experts (pp. 35-47). Washington, DC: American Psychological Association.

Polick A. S., Cullen, K. L. & Buskist, W. (2010, September). How teaching makes a difference in students' lives. APS Observer, 23, 31-33.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass. (Note that this book is available in the Teaching Resource Room adjacent to my office. It may be checked out overnight.)

(pp. 3-20): Designing or revising a course
(pp. 21-36): The comprehensive course syllabus
(pp. 491-496) Holding office hours
(pp. 497-503): E-mail, text messages, and instant messages
(pp. 37-47): First days of class
(pp. 278-289): Motivating students

Gerow, J. R. (2009, December). Learning objectives for introductory psychology: May I object? E-xcellence in Teaching (Newsletter sponsored by the Society for the Teaching of Psychology).

Resources for constructing your syllabus

UA guidelines for syllabus construction. Required and suggested elements of course syllabi.

Prentice-Dunn, S., & Clements, C. B. (2008). Primary learning goals for introductory psychology. Unpublished manuscript.

E-Learning Tutorials. Instructions for setting up and using the University's online course support software.

Sample PY 101 course contract. One way to ensure that students read the syllabus and understand the course requirements is to have them submit a signed course contract. Here's an example.

A study skills guide for psychology students and How to study for a psychology class (ppt slides). Helpful resources for students on note-taking and studying. You may want to post them or have them available to give to struggling students.

Guidelines for critical thinking in psychology. Many instructors emphasize the development of critical thinking skills in their teaching. Carol Wade developed this set of guidelines for students.

Plagiarism tutorial for students.The University of Southern Mississippi's online tutorial. Students may print a certificate of completion. 

Turnitin plagiarism prevention tool. Information on A&S's software for detecting plagiarism. There is no requirement to use it; it is listed here to make you aware of its availability.

Jan 5: Assignment: Send a draft of your syllabus to me as an e-mail attachment. Team teachers: Send a draft agreement of responsibilities.

Jan 9: Final details (Monday, 9:30am-11:00am, 351 GP)

Assignment: Be prepared to (a) identify themes in the course preparation articles that affected how you are approaching your PY 101 course, (b) discuss plans for your first PY 101 class meeting, and (c) identify points in the Wimer et al. and Prentice-Dunn articles that are noteworthy to you..

Wimer, D. J., Prieto, L. R., & Meyers, S. A. (2004). To train or not to train; that is the question. In W. Buskist, B. C. Beins, & V. W. Hevern (Eds.), Preparing the new psychology professoriate: Helping graduate students become competent teachers (pp. 2-9). Syracuse, NY: Society for the Teaching of Psychology. Retrieved February 10, 2005 from http://www.teachpsych.org/teachpsych/pnpp/

Prentice-Dunn, S. (2006). Supervision of new instructors: Promoting a rewarding first experience in teaching. Teaching of Psychology, 33, 45-47.

Jan 10: Lectures (9:30am-11:30am, 351 GP)

Assignment: Be prepared to offer answers to the following questions: How do you decide what to present when covering a particular chapter? What tips did you pick up about creating a lecture? What are some techniques for beginning a class? What advice about delivering a lecture did you find helpful? What are some problems associated with using “weak language?”

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

(pp. 135-147): Preparing to teach the large-enrollment course
(pp. 148-156): Delivering a lecture
(pp. 157-161): Explaining clearly
(pp. 162-167): Personalizing the large-enrollment course
(pp. 259-272): Helping students learn
(pp. 48-51 only): Classroom conduct and decorum

Middendorf, J., & Yandell, S. (2002). Replacing weak language with strong: Transforming your teaching persona. National Teaching and Learning Forum, 11, 7-9.

Jan 11: Deadline for posting PY 101 syllabus on the Office of Intitutional Research & Assessment's (OIRA) site.

Jan 17: Discussions and groups

Assignment: Be prepared to discuss: What is active learning? Why should we use active learning techniques in the classroom? What helpful advice did you get about asking questions and conducting discussions? How can you make use of King's critical thinking questions? Provide examples of how small groups and minute papers can be used in your teaching.

“Don’t tell students what you can show them, and don’t show them when they can do it themselves”. (Barbara Davis)

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

(pp. 97-105): Leading a discussion
(pp. 106-111): Encouraging student participation in a discussion
(pp. 112-117): Online discussions
(pp. 118-126): Asking questions
(pp. 127-132): Fielding student questions
(pp. 207-213): Informal groups
(pp. 222-228): Case studies
(pp. 290-297): Informally assessing students' learning

King, A. (1995). Critical thinking question stems.

Yoder, J. D., & Hochevar, C. M. (2005). Encouraging active learning can improve students' test performance on examinations. Teaching of Psychology, 32, 91-95.

Jan 24: Tests and grades

Assignment: By 8:30 am today, submit one question for discussion in today's seminar that is based on the readings.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

(pp. 362-374): Quizzes, tests, and exams
(pp. 375-389): Allaying students' anxieties about tests
(pp. 390-400): Multiple-choice and matching tests
(pp. 401-408): Short-answer and essay tests
(pp. 409-418): Grading practices

McBurney, D. H. (1999). Cheating: Preventing and dealing with academic dishonesty. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.) (1999). Lessons learned: Practical advice for the teaching of psychology (pp. 213-217). Washington, DC: American Psychological Society.

Gurung, R. A. R., & McCann, L. I. (2011, April). How should students study? Tips, advice, and pitfalls. APS Observer, 24. Retrieved may 3, 2011 from http://www.psychologicalscience.org/index.php/publications/observer/2011/april-11/how-should-students-study-tips-advice-and-pitfalls.html

Jan 25-Feb 1: Assignment: Peer observations

1. Attend two classes, each one taught by a different colleague.
2. Write a one-page summary of your observations.
3. Send (via e-mail attachment) copies to the instructor and me.

Jan 31: Consultation information

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

(pp. 472-480): Video recordings and classroom observations

Feb 1-Feb 10: Assignment: Consultation preparation

1. Record your class using the department's video camera.
2. Review your video. Optional: You may want to use the checklist on pp. 474-477 of the Davis textbook to guide your viewing.
3. Administer the 24-item evaluation form to your class. Take response sheets to Testing Services (205 Student Services) for scoring.
4. Pick up the summary printout from Testing Services.
5. Administer a narrative evaluation form to your class.
6. Review the numerical and narrative evaluations from your PY 101 class. For the 24-item form, there are three primary dimensions.
7. Send me (via e-mail attachment) a summary of the themes in the student evaluations and your reaction to the video.
8. Give the video and evaluations to me. If possible, email any handouts or PowerPoint slides used in class on the day of the video. Schedule consultation appointment.

Feb 7: Critical thinking and student writing

Assignment: Identify suggestions that you think are valuable in each of the following areas: Creating written assignments, scoring written assignments, and preventing plagiarism. In addition, identify a "take-home point" from the Drabick et al. article on brief, ungraded assignments and suggest how Wade's critical thinking guidelines might be used in teaching.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

(pp. 314-324): Designing effective writing assignments
(pp. 325-334): Evaluating students' written work
(pp. 349-354 only): Plagiarism

Wade, C. (1997). Critical thinking guidelines.

Drabick, D. A. G., Weisberg, R., Paul, L., & Bubier, J. L. (2007). Keeping it short and sweet: Brief, ungraded writing assignments facilitate learning. Teaching of Psychology, 34, 172-176.

Feb 14: Consultation (No group meeting; only individual appointments during this week)

Feb 21: No class

Feb 28: Ethical issues in teaching

Assignment: By 8:30 am today, submit one question for discussion in today's seminar that is based on the readings.

Keith-Spiegel, P., Whitley, JR., B. E., Perkins, D. V., Balogh, D. W., & Wittig, A. F. (2001). Ethical dilemmas confronting graduate teaching assistants: Issues and cases. In L. R. Prieto & S. A. Meyers (Eds.), The teaching assistant training handbook: How to prepare TAs for their responsibilities (pp. 133-147 only). Stillwater, OK: New Forums Press.

Schwartz, H. L. (2009, September 28). Facebook: The new classroom commons? Chronicle of Higher Education. Retrieved October 14, 2009 from http://chronicle.com/article/Facebook-The-New-Classroom/48575/

Keith-Spiegel, P., Whitley, Jr., B. E., Balogh, D. W., Perkins, D. V., & Witting, A. F. (2002). Afterword: Prevention and peer intervention. In The ethics of teaching: A casebook (2nd ed., pp. 260-265). Mahwah, NJ: Lawrence Erlbaum Associates.

Feb 29: Deadline for posting PY 101 midterm grades

Mar 6: No class

Mar 13: No class (Spring Break)

Mar 20: Evaluation of teaching

Assignment: Be prepared to answer the following: (a) What aspects of your teaching can students and colleagues legitimately assess? (b) What general statement can be made about the validity of student ratings? What do you think is the biggest worry of instructors about student ratings? What does the evidence suggest? (c) Hundreds of studies have examined whether or not certain variables are related to student ratings. Do any of the findings surprise you? (d) What was noteworthy about the teaching philosophy statements that you read? What tips did you pick up on writing your own? (e) What is a teaching portfolio? What elements do you think are important to include in a portfolio?

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

(pp. 461-471): Early feedback to improve teaching and learning
(pp. 534-550): Student rating forms
(pp. 485-487 only): Teaching portfolios

Teaching philosophy statements. All of these individuals are excellent teachers and some have won college and/or university teaching awards: Rachel Baden, Joe Chandler, Brad Okdie.

Montell, G. (2003, March 27). How to write a statement of teaching philosophy. Chronicle of Higher Education. Retrieved November 17, 2003 from http://chronicle.com/jobs/2003/03/2003032702c.htm

Mar 21: Last day to drop a course with a grade of W

Mar 27: Bringing closure to the course; trends in higher education

Assignment: Be ready to discuss: Why should you think about what to do on the final day of the semester? In your own words, what is a learner-centered college? What are some of the arguments for and against documenting student learning through learning outcomes and assessment? What points stand out from the article, “Why teaching is not priority #1”? What is your reaction to the article, “Tomorrow’s college”?

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

(pp. 531-532 only): Providing closure

Final day activity for PY 101 . Note: Here is a possible exercise for the last day of class.

UA College of Arts & Sciences (2010). The learner-centered college. Retrieved January 10, 2010 from http://web.as.ua.edu/home/faculty_and_staff/learner_centered_college/index.php. Note: Read the paragraph describing A&S's approach to the learner-centered college.

Sample learning outcomes matrix. Note: Here is Philip Gable's example of an outcomes and assessment matrix.

Wilson, R. (2010, September 10). Why teaching is not priority no. 1. Chronicle of Higher Education. Retrieved September 8, 2010 from http://chronicle.com/article/Why-Teaching-Is-Not-Priority/124301/

Perry, M. (2010, November 5). Tomorrow's college. Chronicle of Higher Education. Retrieved November 10, 2010 from http://chronicle.com/article/Tomorrows-College/125120/

Apr 3: No class. Assignment: Write a 1-2 page summary of your teaching philosophy. It should be single-spaced, with double spacing between paragraphs. Send it to me as an e-mail attachment by 1:00 pm. today.

Apr 4-Apr 13: Assignment: Consultation preparation

1. Record your class using the department's video camera.
2. Review your video. Optional: You may want to use the checklist on pp. 474-477 of the Davis textbook to guide your viewing.
3. Administer the 24-item evaluation form to your class. Take response sheets to Testing Services (205 Student Services) for scoring.
4. Pick up the summary printout from Testing Services.
5. Administer a narrative evaluation form to your class.
6. Review the numerical and narrative evaluations from your PY 101 class. For the 24-item form, there are three primary dimensions.
7. Send me (via e-mail attachment) a summary of the themes in the student evaluations and your reaction to the video.
8. Give the video and evaluations to me. If possible, email any handouts or PowerPoint slides used in class on the day of the video. Schedule consultation appointment.

Apr 10: Transition from graduate student to new faculty member

Assignment: By 8:30 am today, submit one question for discussion in today's seminar that is based on the readings.

Vernon, L. L. (2004). It's a wonderful life. In W. Buskist, B. C. Beins, & V. W. Hevern (Eds.), Preparing the new psychology professoriate: Helping graduate students become competent teachers (pp. 152-156). Syracuse, NY: Society for the Teaching of Psychology. Retrieved May, 5, 2009 from http://www.teachpsych.org/resources/e-books/pnpp/

Ghodsee, K. (2008, April 25). A research career at a liberal-arts college. Chronicle of Higher Education. Retrieved May 24, 2008 from http://chronicle.com/cgi-bin/printable.cgi?article=http://chronicle.com/weekly/v54/i33/33c00101.htm

Prentice-Dunn, S. (2012).Teaching in the context of professional development and work-private life balance. In W. Buskist & V. A. Benassi (Eds.), Effective college and university teaching: Strategies and tactics for the new professoriate (pp. 39-47). Thousand Oaks, CA: Sage.

Cottingham, K. L. (2009). Questions to ask (or be prepared to answer) during an academic interview. Retrieved November 2, 2010 from http://www.dartmouth.edu/~gradstudy/careers/services/interview/acad.html Note: Browse this list to get a sense of the various audiences and range of questions.

Zakrajsek, T. (2007). Effective teaching when class size grows. APS Observer, 16. Retrieved December 13, 2007 from http://www.psychologicalscience.org/observer/getArticle.cfm?id=2169

TBA: UA's SOI (Student Opinions of Instruction) online instructor/course evaluation becomes available (Please inform your PY 101 students. In addition, please complete the form for PY 695.)

Apr 17: Consultation (No group meeting; only individual appointments during this week)

Apr 24: Meet with next semester’s instructors

Apr 30: Assignment: Submit an evaluation of the PY 695 course. (See guidelines)

May 8 : Deadline for posting PY 101 course grades

End of term: Post PY 101 course grades on myBama or e-Learning. Give hard copy of submitted grades to main office staff (Robin Bonner) and to me. Keep a copy for yourself.