Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (5th, Ellenville, New York, March 13-15, 1991).

Sonst. Personen	Levine, Judith R. (Hrsg.); Feist, Stanley C. (Hrsg.)
Institution	State Univ. of New York, Farmingdale. Coll. of Technology.
Titel	Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (5th, Ellenville, New York, March 13-15, 1991).
Quelle	(1991), (132 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Techniques; Community Colleges; Course Content; Curriculum Development; Ethical Instruction; Higher Education; Holistic Approach; Instructional Innovation; Instructional Leadership; Psychology; Role Playing; Student Projects; Student Research; Teaching Methods; Undergraduate Study + Suchen Sie Ihr Suchwort? Klassenführung; Community college; Community College; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ethics instruction; Teaching of ethics; Ethikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Holistischer Ansatz; Educational Innovation; Bildungsinnovation; Instruction; Leadership; Bildung; Erziehung; Führung; Psychologie; Rollenspiel; Schulprojekt; Studentenforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium
Abstract	Selected proceedings are presented from the Fifth Annual Conference on Undergraduate Teaching of Psychology. The proceedings includes: (1) "Multimodal Self-Management: A Holistic Approach to Teaching Self-Improvement," by Edward J. O'Keefe and Donna Berger; (2) "Undergraduate Research: Statistics to Senior Presentations," by Glena L. N. Schubarth; (3) "An Integrated Methods and Statistics Course for the Beginning Major," by George C. Fago; (4) "Relevance and Research: Using a Survey of Campus Environmental Attitudes in a Research Methods Course," by Bruce E. Rideout; (5) "Student Perceptions of Short, In-Class Experiences for Social Psychology," by Karen O'Quin; (6) "The Use of Student Presentations in Developmental and Social Psychology Classes," by Donna L. Reittinger and Kathleen Crowley-Long; (7) "Assessing the Value of Firsthand Knowledge in a Developmental Psychology Classes: Learning through Observation, a Comparison of Methods," by Linda L. Dunlap; (8) "Teaching Ethics," by Kathleen Harring, Laura Snodgrass, Dana S. Dunn, and Stacey B. Zaremba; (9) "Student Brainstorming: Undergraduate Teaching--Personal Dimension," by Albert H. Gardner; (10) "Introduction to SYMLOG and Its Uses in an Experiential Group Dynamics Course," by Thomas Rywick; (11) "Using Role-plays to Enhance Empathy for Patients in the Study of Abnormal Psychology," by Amy Herstein Gervasio; (12) "Designing and Teaching a Course on the Psychology of Women," by Kathleen Crowley-Long; (13) "Reading, Writing, and Research: Introductory Skills for the Empirical Psychologist," by Patricia McKeegan; (14) "Using Hypertext to Provide On-Line Help for Statistical Packages," by David S. Malcolm; and (15) "Conditioning Software," by Ann Gilchrist. (JMC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01