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. Note: This symbol signifies that the article is in .pdf format and requires Adobe Reader.

Grineski, S. (1999). Visiting as a student. National Teaching and Learning Forum, 8, 7-10. (Note: Once opened, scroll down to the Grineski article.)

Lucas, S. G., & Bernstein, D. A. (2005). Teaching psychology: A step by step guide. Mahwah, NJ: Lawrence Erlbaum Associates. (Note that this book is available in the Teaching Resource Room adjacent to my office. It may be checked out overnight.)

(pp. 1-6): Basic principles of effective teaching
(pp. 15-39): Creating a syllabus, setting up a grading system, communicating with students
(pp. 40-54): Getting familiar with the classroom, learning names, setting the stage for group work
(pp. 55-59): Characteristics of effective teachers
(pp. 169-175): Helping 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).

Perlman, B., & McCann, L. I. (2004). The first day of class. APS Observer, 17. Retrieved February 10, 2005 from http://www.psychologicalscience.org/observer/getArticle.cfm?id=1501

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 Unpublished manuscript.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.

Dec 30: Assignment: Send a draft of your syllabus to me as an e-mail attachment. Team teachers: Send a draft agreement of responsibilities.

Jan 5: Final details (1:00 pm, Faculty Lounge)

Assignment: Be prepared to identify themes in the course planning articles that affected how you are approaching your PY 101 course. Be ready to discuss plans for your first PY 101 class meeting. Be prepared to discuss the Wimer et al. and Prentice-Dunn articles.

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 11: Deadline for posting PY 101 syllabus on the UA Online Profile System (UAOPS).

Jan 12: Lectures

Lucas, S. G., & Bernstein, D. A. (2005). Teaching psychology: A step by step guide. Mahwah, NJ: Lawrence Erlbaum Associates.

(pp. 59-69): Creating and delivering lectures

Stanford University Center for Teaching and Learning (2005). How to create memorable lectures.Speaking of Teaching, 14.

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

Jan 19: Active learning strategies: Demonstrations and discussions

Lucas, S. G., & Bernstein, D. A. (2005). Teaching psychology: A step by step guide. Mahwah, NJ: Lawrence Erlbaum Associates.

(pp. 69-81, 86-89): Promoting active learning, conducting class discussions, using case examples

Cooper, J. L., & Robinson, P. (2000). Getting started: Informal small-group strategies in large classes. In J. MacGregor, J. L. Cooper, K. A. Smith, & P. Robinson (Eds.), Strategies for energizing large classes: From small groups to learning communities (pp. 17-24). San Francisco: Jossey-Bass.

King, A. (1995). Critical thinking questions.

VanderStoep, S. W., Fagerlin, A., & Feenstra, J. S. (2000). What do students remember from introductory psychology? Teaching of Psychology, 27, 89-92.

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

Jan 25: Assignment: By 3:00 pm today, submit one question for discussion in tomorrow's seminar.

Jan 26: Tests

Lucas, S. G., & Bernstein, D. A. (2005). Teaching psychology: A step by step guide. Mahwah, NJ: Lawrence Erlbaum Associates.

(pp. 99-114): Creating and scoring exams

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.

Buskist, W., & Howard, C. (2009, December). Helping failing students-Part 1: The actively failing student. APS Observer, 22. Retrieved December 14, 2009 from http://www.psychologicalscience.org/observer/getArticle.cfm?id=2595

Buskist, W., & Howard, C. (2010, January). Helping failing students-Part 2: Understanding, reaching, and helping passively failing students. APS Observer, 23. Retrieved January 9, 2010 from http://www.psychologicalscience.org/observer/getArticle.cfm?id=2609

Jan 27-Feb 5: 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.

Feb 2: Check-in (We'll meet, but there are no assigned readings.)

Feb 3-Feb 12: Assignment: Consultation preparation

1. Record your class using the department's video camera.
2. Review your video. You may want to use the optional Weimer et al. (1988) checklist 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 9: Active learning strategies: Critical thinking and student writing

Lucas, S. G., & Bernstein, D. A. (2005). Teaching psychology: A step by step guide. Mahwah, NJ: Lawrence Erlbaum Associates.

(pp. 90-93): Encouraging critical thinking
(pp. 112, 114-121): Papers and journals

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.

Taylor, S. M. (2009, October). Writing comments that lead to learning. The Teaching Professor. Retrieved October 1, 2009 from http://www.magnapubs.com/issues/magnapubs_tp/23_8/news/602896-1.html?type=pf

Landau, J. D. (2003). Understanding and preventing plagiarism. APS Observer, 16. Retrieved July 10, 2003 from http://www.psychologicalscience.org/teaching/tips/tips_0403.html

Feb 16: Consultation (No group meeting; only individual appointments during this week)

Feb 23: Check-in (We'll meet, but there are no assigned readings.)

Mar 1: Assignment: By 3:00 pm today, submit one question for discussion in tomorrow's seminar.


Mar 2: Ethical issues in teaching

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.

Mar 3: Deadline for posting PY 101 midterm grades

Mar 9: Evaluation of teaching

Lucas, S. G., & Bernstein, D. A. (2005). Teaching psychology: A step by step guide. Mahwah, NJ: Lawrence Erlbaum Associates.

(pp. 208-235): Student ratings, peer evaluation, 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

Final day activity for PY 101 (Here's a suggestion for the last day of class.)

Mar 16: No class (Spring break)

Mar 23 : No class

Mar 29: 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 3:00 pm. today.

Mar 30: Learner-centered education (Steve will provide lunch.)

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

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). (You read this article prior to the semester, but it would be useful to read again for this topic.)

Apr 5-Apr 16: Assignment: Consultation preparation

1. Record your class using the department's video camera.
2. Review your video. You may want to use the optional Weimer et al. (1988) checklist 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 6: No class

Apr 12: Assignment: By 3:00 pm today, submit one question for discussion in tomorrow's seminar.

Apr 13: New faculty

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

Cottingham, K. L. (2009). Questions to ask (or be prepared to answer) during an academic interview. Retrieved December 14, 2009 from http://www.dartmouth.edu/~gradstdy/careers/services/interview/acad.html

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

Apr 20: Consultation (No group meeting; only individual appointments during this week)

Apr 27: Meet with next semester’s instructors

May 3: Assignment: Submit an evaluation of the PY 695 course. (See guidelines)

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 me. Keep a copy for yourself.