Teaching of Psychology 2009: Vol 36 Index

2009·0.94 MB·English

5» Routledge
Teachingo f Psychology, 36: 302-304, 2009
Copyright © Taylor & Francis Group, LLC
ISSN: 0098-6283 print / 1532-8023 online Taylor & Francis Group
DOI: 10.1080/00986280903372569
Teaching of Psychology Index to Volume 36, 2009
Adler, J. M., & Matthews, E. A. Encouraging Episte- du Pré, A. (see Belter, R. W.)
mological Exploration: Impacts on Undergraduates’ Foels, R. (see Tomcho, T. J.)
Retention and Application of Course Material. 122 Folmsbee, L. (see Tomcho, T. J.)
Amel, E. L. (see Conway, J. M.) Freng, S., @ Webber, D. Turning Up the Heat on On-
Baker, S. C., Wentz, R. K., & Woods, M. M. Using line Teaching Evaluations: Does “Hotness” Matter?
Virtual Worlds in Education: Second Life® as an 189
Educational Tool. 59 Garcia, A. L. (see Riggio, H. R.)
Balch, W. R. Using an Exemplification Exercise to Gerwien, D. P. (see Conway, J. M.)
Teach Psychological Disorders. 55 Gier, V. S., & Kreiner, D. S. Incorporating Active
Beins, B. C. (see Holmes, J. D.) Learning With PowerPoint-Based Lectures Using
Belter, R. W., G du Pré, A. A Strategy to Reduce Content-Based Questions. 134
Plagiarism in an Undergraduate Course. 257 Herbert, D. (see Prieto, L. R.)
Bopp, K. (see Tomcho, T. J.) Holmes, J. D., & Beins, B. C. Psychology Is a Science:
Boysen, G. A., & Vogel, D. L. Bias in the Classroom: At Least Some Students Think So. 5
Types, Frequencies, and Responses. 12 Huscher, C. (see Thaler, N.)
Burkley, E., & Burkley, M. Mythbusters: A Tool for Isbell, L. M., & Cote, N. G. Connecting With Strug-
Teaching Research Methods in Psychology. 179 gling Students to Improve Performance in Large
Burkley, M. (see Burkley, E.) Classes. 185
Buskist, W. The Compleat Teacher-Scholar: An In- Johnson, B. C., & Kiviniemi, M. T. The Effect of On-
terview with Stephen F. Davis. 212 line Chapter Quizzes on Exam Performance in an
Case, K. A., Stewart, B., & Tittsworth, J. Transgender Undergraduate Social Psychology Course. 33
Across the Curriculum: A Psychology for Inclusion. Kay, T. S., @ Rangel, D. K. National Depression
117 Screening Day: An Undergraduate Practicum Ex-
Christopher, A. N. Editorial. 1 perience. 126
Christopher, A. N., & Marek, P. A Palatable Intro- Kazemi, E. (see Thaler, N.)
duction to and Demonstration of Statistical Main Kiviniemi, M. T. (see Jonhson, B. C.)
Effects and Interactions. 130 Koch, E. J., & Lomore, C. D. “This Is a Public Ser-
Clary, E. G. (see Thieman, T. J.) vice Announcement”: Evaluating and Redesigning
Collura, M. J. (see Shaffer, D. M.) Campaigns to Teach Attitudes and Persuasion. 270
Conway, J. M., Amel, E. L., & Gerwien, D. P. Teach- Koenig, C. S. New Tips from ToP. 70, 148, 219, 285
ing and Learning in the Social Context: A Meta- Konheim-Kalkstein, Y. L. (see Stellmack, M.)
Analysis of Service Learning’s Effects on Academic, Korn, J. H. Development of the Fund for Excellence in
Personal, Social, and Citizenship Outcomes. 233 the Teaching of Psychology. 42
Cote, N. G. (see Isbell, L. M.) Kowalski, P., & Taylor, A. K. The Effect of Refut-
Daniel, D. Scholarship in Teaching and Learning: An ing Misconceptions in the Introductory Psychology
Interview With John Mitterer. 65 Class. 153
Dauner, R. C. (see Thieman, T. J.) Kreiner, D. S. (see Gier, V. S.)
Dietz-Uhler, B., & Lanter, J. R. Using the Four- Kreiner, D. S. Problem-Based Group Activities for
Questions Technique to Enhance Learning. 38 Teaching Sensation & Perception. 253
302 Teaching of Psychology
5» Routledge
Teachingo f Psychology, 36: 302-304, 2009
Copyright © Taylor & Francis Group, LLC
ISSN: 0098-6283 print / 1532-8023 online Taylor & Francis Group
DOI: 10.1080/00986280903372569
Teaching of Psychology Index to Volume 36, 2009
Adler, J. M., & Matthews, E. A. Encouraging Episte- du Pré, A. (see Belter, R. W.)
mological Exploration: Impacts on Undergraduates’ Foels, R. (see Tomcho, T. J.)
Retention and Application of Course Material. 122 Folmsbee, L. (see Tomcho, T. J.)
Amel, E. L. (see Conway, J. M.) Freng, S., @ Webber, D. Turning Up the Heat on On-
Baker, S. C., Wentz, R. K., & Woods, M. M. Using line Teaching Evaluations: Does “Hotness” Matter?
Virtual Worlds in Education: Second Life® as an 189
Educational Tool. 59 Garcia, A. L. (see Riggio, H. R.)
Balch, W. R. Using an Exemplification Exercise to Gerwien, D. P. (see Conway, J. M.)
Teach Psychological Disorders. 55 Gier, V. S., & Kreiner, D. S. Incorporating Active
Beins, B. C. (see Holmes, J. D.) Learning With PowerPoint-Based Lectures Using
Belter, R. W., G du Pré, A. A Strategy to Reduce Content-Based Questions. 134
Plagiarism in an Undergraduate Course. 257 Herbert, D. (see Prieto, L. R.)
Bopp, K. (see Tomcho, T. J.) Holmes, J. D., & Beins, B. C. Psychology Is a Science:
Boysen, G. A., & Vogel, D. L. Bias in the Classroom: At Least Some Students Think So. 5
Types, Frequencies, and Responses. 12 Huscher, C. (see Thaler, N.)
Burkley, E., & Burkley, M. Mythbusters: A Tool for Isbell, L. M., & Cote, N. G. Connecting With Strug-
Teaching Research Methods in Psychology. 179 gling Students to Improve Performance in Large
Burkley, M. (see Burkley, E.) Classes. 185
Buskist, W. The Compleat Teacher-Scholar: An In- Johnson, B. C., & Kiviniemi, M. T. The Effect of On-
terview with Stephen F. Davis. 212 line Chapter Quizzes on Exam Performance in an
Case, K. A., Stewart, B., & Tittsworth, J. Transgender Undergraduate Social Psychology Course. 33
Across the Curriculum: A Psychology for Inclusion. Kay, T. S., @ Rangel, D. K. National Depression
117 Screening Day: An Undergraduate Practicum Ex-
Christopher, A. N. Editorial. 1 perience. 126
Christopher, A. N., & Marek, P. A Palatable Intro- Kazemi, E. (see Thaler, N.)
duction to and Demonstration of Statistical Main Kiviniemi, M. T. (see Jonhson, B. C.)
Effects and Interactions. 130 Koch, E. J., & Lomore, C. D. “This Is a Public Ser-
Clary, E. G. (see Thieman, T. J.) vice Announcement”: Evaluating and Redesigning
Collura, M. J. (see Shaffer, D. M.) Campaigns to Teach Attitudes and Persuasion. 270
Conway, J. M., Amel, E. L., & Gerwien, D. P. Teach- Koenig, C. S. New Tips from ToP. 70, 148, 219, 285
ing and Learning in the Social Context: A Meta- Konheim-Kalkstein, Y. L. (see Stellmack, M.)
Analysis of Service Learning’s Effects on Academic, Korn, J. H. Development of the Fund for Excellence in
Personal, Social, and Citizenship Outcomes. 233 the Teaching of Psychology. 42
Cote, N. G. (see Isbell, L. M.) Kowalski, P., & Taylor, A. K. The Effect of Refut-
Daniel, D. Scholarship in Teaching and Learning: An ing Misconceptions in the Introductory Psychology
Interview With John Mitterer. 65 Class. 153
Dauner, R. C. (see Thieman, T. J.) Kreiner, D. S. (see Gier, V. S.)
Dietz-Uhler, B., & Lanter, J. R. Using the Four- Kreiner, D. S. Problem-Based Group Activities for
Questions Technique to Enhance Learning. 38 Teaching Sensation & Perception. 253
302 Teaching of Psychology
Lanter, J. R. (see Dietz-Uhler, B.) Saville, B. K. 2009 Teaching Award Winners. 225
Lashley, S. L. (see Sullivan, M. P.) Schmitz, J. A. P. (see Stellmack, M.)
Legg, A. M., & Wilson, J. H. E-Mail From Professor Schomburg, A. (see Prieto, L. R.).
Enhances Student Motivation and Attitudes. 205 Schénrock-Adema, J., Van der Molen, H. T., & van
Levesque-Bristol, C., & Stanek, L. R. Examining Self- der Zee, K. I. Effectiveness of a Self-Instruction Pro-
Determination in a Service-Learning Course. gram for Microcounseling Skills Training. 246
262 Segrist, D. J. What’s Going on in Your Professor’s Head?
Lewandowski, G. W. (see Sizemore, O. J.) Demonstrating the Id, Ego, and Superego. 51
Lilly, D. R. (see Mastin, D.) Shafter, D. M., & Collura, M. J. Evaluating the Ef-
Lissman, R. (see Tomcho, T. J.) fectiveness of a Personal Response System in the
LoSchiavo, F. M. (see Poling, D. A.) Classroom. 273
Lomore, C. D. (see Koch, E. J.) Shatz, M. A. (see Poling, D. A.)
Mahon, K. (see Nevid, J. S.) Simpson, K. E. “Beautiful Minds”: A Seminar Course
Manor, J. E. (see Stellmack, M.) on the Psychology of Genius. 46
Marek, P. (see Christopher, A. N.) Sizemore, O. J., & Lewandowski, G. W., Jr. Learning
Massey, A. R. (see Stellmack, M.) Might Not Equal Liking: Research Methods Course
Mastin, D., Peszka, J., & Lilly, D. R. Online Academic Changes Knowledge but Not Attitudes. 90
Integrity. 174 Slavich, G. M. On 50 Years of Giving Psychology
Matthews, E. A. (see Adler, J. M.) Away: An Interview With Philip Zimbardo.
Matulewicz, R. (see Tomcho, T. J.) 278
Morgan, D. L. Using Single-Case Design and Person- So, D. (Prieto, L. R.)
alized Behavior Change Projects to Teach Research Sommer, B. A. (see Sommer, R.)
Methods. 267 Sommer, R., & Sommer, B. A. The Dreaded Essay
Muir, G. M., & van der Linden, G. J. Students Teach- Exam. 197
ing Students: An Experiential Learning Opportunity Stanek, L. R. (see Levesque-Bristol, C.)
for Large Introductory Psychology Classes in Collab- Stellmack, M., Konheim-Kalkstein, Y. L., Manor, J. E.,
oration With Local Elementary Schools. 169 Massey, A. R., & Schmitz, J. A. P. An Assessment
Nevid, J. S., & Mahon, K. Mastery Quizzing as a Sig- of Reliability and Validity of a Rubric for Grading
naling Device to Cue Attention to Lecture Material. APA-Style Introductions. 102
29 Stewart, B. (see Case, K. A.)
Noble, L. Paying It Forward as a Teacher-Mentor: An Strapp, C. M. (see Roscoe, L. J.)
Interview With Bill Hill. 140. Sullivan, M. P., & Lashley, S. L. Developing Informed
Ocampo, C. (see Prieto, L. R.) Research Participants in an Introductory Psychology
Olson, A. M. (see Thieman, T. J.) Participant Pool. 24
Peszka, J. (see Mastin, D.) Taylor, A. K. (see Kowalski, P.)
Poling, D. A., LoSchiavo, F. M., & Shatz, M. A. Re- Thaler, N., Kazemi, E., & Huscher, C. Developing a
gional Campus Success: Strategies for Psychology Rubric to Assess Student Learning Outcomes Using
Faculty. 194 a Class Assignment. 113
Prieto, L.R., Whittlesey, V., Herbert, D., Ocampo, C., Thieman, T., J., Clary, E. G., Olson, A. M., Dauner,
Schomburg, A., & So, D. Dealing With Diversity R.C., & Ring, E. E. Introducing Students to Psycho-
Issues in the Classroom: A Survey of the STP Mem- logical Research: General Psychology as a Laboratory
bership. 77 Course. 160
Rangel, D. K. (see Kay, T. S.) Thomas, N. R. Comparative Psychology as an Effec-
Rice, D. (see Tomcho, T. J.) tive Supplement to Undergraduate Core Psychology
Riggio, H. R., & Garcia, A. L. The Power of Situations: Courses. 200
Jonestown and the Fundamental Attribution Error. Tittsworth, J. (see Case, K. A.)
108 Tomcho, T. J., Rice, D., Foels, R., Folmsbee, L., Vlade-
Ring, E. E. (see Thieman, T. J.) scu, J., Lissman, R., Matulewicz, R., & Bopp, K.
Roscoe, L. J., & Strapp, C. M. Increasing Psychology APA’s Learning Objectives for Research Methods
Students’ Satisfaction with Preparedness Through a and Statistics in Practice: A Multi-method Analy-
Professional Issues Course. 18 sis. 84
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Vol. 36, No. 4, 2009
Tomcho, T. J., & Foels, R. The Power of Teaching Vogel, D. (see Boysen, G. A.)
Activities: Statistical and Methodological Recom- Webber, D. (see Freng, S.)
mendations. 96 Wentz, R. K. (see Baker, S. C.)
Vladescu, J. (see Tomcho, T. J.) Whittlesey, V. (see Prieto, L. R.).
Van der Molen, H. T. (see Schénrock-Adema, J.) Wilson, J. H. (see Legg, A. M.)
van der Linden, G. J. (see Muir, G. M.) Woods, M. M. (see Baker, S. C.)
van der Zee, K. I. (see Sch6nrock-Adema, J.)
Teaching of Psychology