bluuebunny/crossref_metadata_2025 huggingface dataset:
Are All of Your Students Represented in Their Textbooks? A Content Analysis of Coverage of Diversity Issues in Introductory Psychology Textbooks
Authors: Hogben Matthew , Waterman Caroline K.
Published: January 2006

Introductory psychology is the gateway course for further study in psychology for minority as well as majority group members. We examined text and photographs in 28 introductory textbooks published between 1990 and 1992 for coverage of diversity issues (e.g., minority group members and lesbian and gay lifestyles). Although women are not a minority in the population, we also included an analysis of gender issues. Results indicated that diversity-related content in 1990s textbooks is limited, although more extensive than in older textbooks. Analysts of content as a function of gender of author(s) revealed that female authors covered some diversity issues to a significantly greater extent than male authors or mixed-gender coauthors. Regarding photographs, Latinos/Latinas and women were significantly underrepresented. Implications of these findings for college students, instructors, authors, and publishers are discussed.
A Senior Exit Survey and its Implications for Advising and Related Services
Authors: Nelson Eileen S. , Johnson Kelly A.
Published: January 2006

The Department of Psychology at James Madison University conducted an assessment of undergraduate courses and instruction-related services. A 148–item questionnaire was administered to 196 graduating seniors majoring in psychology. Students assessed advising services, career services, departmental communications, research and field experiences, personal growth, and departmental courses. Questionnaire responses were based on a 4–point scale, and space was provided for written comments following each of the areas. The open-ended portions allowed students to clarify their responses and offer suggestions for improvement. Our goal was to assess and improve departmental services.
Increasing Student Participation and Productivity in Small-Group Activities for Psychology Classes
Authors: Meyers Steven A.
Published: January 2006

This article consolidates suggestions about ways to increase individual student involvement in small-group activities for psychology classes. First, the literature on group productivity and social loafing is reviewed. Findings are organized through the discussion of 3 critical domains for increasing effectiveness of small groups. Second, articles published in Teaching of Psychology that describe small-group activities are reviewed, giving attention to techniques that authors have recommended to ensure student participation.
Future of the Introductory Psychology Textbook: A Survey of College Publishers
Authors: Cush David T. , Buskist William
Published: January 2006

Editors from 12 major publishing houses completed a survey examining 5 aspects of the introductory psychology textbook market: the current and future number of introductory texts the changing content of introductory texts, the effects of fewer introductory textbook publishers, custom publishing, and computer technologies. Editors reported that (a) their companies now offer and will continue to offer an average of 4–8 texts; (b) introductory texts will likely become more cross-cultural, biological, cognitive, and scientific in orientation; (c) the shrinking number of publishers will reduce the number of texts but increase their overall quality; (d) custom-published texts are unlikely to replace traditional texts; and (e) CD-ROM-based materials will be used more in the future and may eventually replace the traditional text.
Self-Knowledge as an Outcome of Application Journal Keeping in Social Psychology
Authors: Miller Stuart
Published: January 2006

Students enrolled in Social Psychology kept application journals, in which they applied course concepts to their daily social experiences. A content analysis of the entries revealed evidence of the acquisition of 12 possible farms of self-knowledge, defined by applying each of 4 cognitive operations (labeling, explaining, educing consequences, and self-assessing) to each of 3 different aspects of the self (thoughts, feelings, and actions). This analysis provides instructors with a framework for assessing various dimensions of an important component of student psychosocial development: understanding the self.
Unique Invulnerability: A Classroom Demonstration in Estimating Personal Mortality
Authors: Snyder C. R.
Published: January 2006

People believe that “Bad things will not happen to me,” thereby displaying a sense of unique invulnerability. To vivify the role of such illusions, students in a graduate course covering self-illusions received information based on actuarial tables about the average age of dying and then reported their estimated ages of death. In Class 1, students overestimated their age of death by 9 years. In Class 2, in which students were expressly told that the demonstration would show their sense of unique invulnerability, they again overestimated their age of death by 9 years. Closing comments explore the tenacity of unique invulnerability.
Technologically Assisted Instruction and Student Mastery, Motivation, and Matriculation
Authors: Forsyth Donelson R. , Archer C. Ray
Published: January 2006

Computer-based teaching methods can improve the transfer of information, increase instructional focus on conceptual and methodological skills, enhance motivation, and stimulate the development of expressive skills. After reviewing a number of studies of computer-based applications, we report a correlational study of psychology students' attitudes and achievement in a technologically enhanced classroom. The results indicated that (a) students rated the computer-based instructional components positively, (b) those with weak academic backgrounds who consistently used the technology achieved higher test scores than weak students who did not use the technology, and (c) students who dropped out of college the following semester tended to be low users of technology. We also discuss the implications of computer technology for teaching.
Presentation of Women and Gilligan's Ethic of Care in College Textbooks, 1970–1990: An Examination of Bias
Authors: Hurd Tracey L. , Brabeck Mary
Published: January 2006

A content analysis of the presentation of women and the ethic of care in 1,206 sections from 69 college textbooks published between 1970 and 1990 reveals that the increased attention to gender and moral development following Gilligan's (1982) In a Different Voice may not have resulted in a substantially broadened presentation of gender. Tallies of citations of research evidence, attention to sex and ethnicity of participants, and presentation style that either exaggerates (alpha bias) or minimizes (beta bias) gender were examined. College textbooks published after 1982 presented greater coverage, citation of research, and alpha bias in sections on the ethic of care and related constructs than did texts published before 1982. The need for textbook authors to discuss gender from the perspective of social constructionism is explored.
The Vital Role of Psychology's History in Introductory Courses: An Interview with Ludy T. Benjamin, Jr.
Authors: Goodwin C. James
Published: January 2006

C. James Goodwin (CJG) is Professor and Chair of the Psychology Department at Wheeling Jesuit University (Wheeling, WV). He has published research on human memory processes, the history of psychology, and the teaching of psychology. He has written Research in Psychology: Methods and Design (Wiley, 1995) and is currently completing A History of Modem Psychology (Wiley, in press). Ludy T. Benjamin, Jr. (LTB) holds a chair in Distinguished Teaching at Texas A & M University (College Station, TX) where he teaches courses in general psychology, history of psychology, and a graduate course on the teaching of psychology. His research interests are in the history of psychology, especially the history of American-applied psychology. Currently, he is working on a book on the history of psychology in American business. He is a recipient of the Distinguished Teaching Award from the American Psychological Foundation and several teaching awards from his university.
A Faculty Perspective on Teaching Assistant Training
Authors: Mueller Amy , Perlman Baron , McCann Lee I. , McFadden Susan H.
Published: January 2006

The quality and type of instruction teaching assistants (TAs) receive provide basic preparation for a faculty career. We sampled 249 chairs of psychology departments offering doctoral programs. Questionnaire results show that faculty respondents (a) identify TA responsibilities in a variety of pedagoical areas, (b) describe a diverse set of TA training components, and (c) rate TA supervisors as experienced in both working with TAs and as undergraduate teachers. Faculty respondents describe a pedagogical base from which new faculty with TA experience may continue to develop as teachers.
Integrating Research Ethics into the Introductory Psychology Course Curriculum
Authors: Fisher Celia B. , Kuther Tara L.
Published: January 2006

Faculty at 2 universities integrated 6 case studies on research ethics into their introductory psychology curricula. Students who received the ethics modules were better able to identify ethical issues and consider moral ambiguities them students who received standard instruction. Students and faculty favorably evaluated the curriculum, and students indicated that ethics instruction increased their interest in research psychology and scientific ethics.
Value of a Master's Degree for Gaining Admission to Doctoral Programs in Psychology
Authors: Bonifazi Deartne Zotter , Crespy Scott D. , Rieker Patrick
Published: January 2006

American Psychological Association-accredited clinical doctor of philosophy (PhD), clinical doctor of psychology (PsyD), counseling, and school psychology doctoral programs were surveyed to assess the importance placed on various admission criteria, including having a master's degree in clinical psychology. In addition, potential benefits of obtaining a master's degree before enrolling in a doctoral program were assessed. Results indicated that clinical PhD programs view a terminal master's degree significantly more negatively than do the other programs. Benefits for terminal master's degree holders included credit transfer and, for those pursuing a PsyD, a more positive view toward the PsyD degree by some academicians. Although all programs reported Graduate Record Examination combined scores, undergraduate grades, and letters of recommendation as clearly important criteria when making admissions decisions, differences were found across programs in the value placed on research experience, journal publication, and work and life experience.
Hindsight Bias and the Simpson Trial: Use in Introductory Psychology
Authors: Demakis George J.
Published: January 2006

The Simpson criminal trial provided an excellent opportunity to illustrate the hindsight bias, the tendency to exaggerate one's ability to have foreseen the outcome of an event after learning the outcome. As hypothesized, introductory psychology students who estimated their prediction of the outcome of the trial post verdict were more accurate than students who predicted the outcome pre verdict. In this article, I illustrate how the hindsight bias can be demonstrated in the classroom and how it can highlight the need for the scientific method in psychology.
Inaccurate Representation of the Electra Complex in Psychology Textbooks
Authors: Kilmartin Christopher T. , Dervin Daniel
Published: January 2006

In their discussion of Freud's theory, authors of introductory psychology, developmental psychology, and personality textbooks often refer to the female version of the Oedipus complex as the Electra complex. However, it was actually Carl Jung who coined this term, which was later rejected by Freud and even ignored by Jung himself. A survey of a sample of recent psychology textbooks reveals that a substantial number of authors attribute the Electra complex term to Freud. Teachers of psychology would do well to correct this common distortion for students.
Elaborating Cognitive Psychology through Linkages to Psychology as a Helping Profession
Authors: Sternberg Robert J. , Dennis Martin J.
Published: January 2006

Many psychology students are interested in psychology as a helping profession. Teachers of cognitive psychology can establish links from the cognitive course to psychology as a helping profession that will motivate students both to take the course and to learn more effectively in the course because of personal meaningfulness. Teachers of cognitive psychology can establish at least 6 major links throughout the course.
An Undergraduate Course in American Popular Psychology
Authors: Fried Stephen B.
Published: January 2006

In this article, I describe a special topics course in American popular psychology. Course objectives are to (a) trace the history of the popularization of psychology in America; (b) discuss the efforts of the “great popularizers,” including William James, G. Stanley Hall, Hugo Münsterberg, and J. B. Watson; and (c) evaluate the quality of various examples of popular psychology. I emphasize active learning throughout the course. Students read original sources, participate in a variety of exercises, and prepare historical papers or content analyses of popular psychology. I recommend that interested faculty offer such a course or incorporate some of the material on popular psychology into existing history of psychology courses.
Unique Challenges in Teaching Undergraduate Statistics
Authors: Conners Frances A. , McCown Steven M. , Roskos-Ewoldsen Beverly
Published: January 2006

The statistics instructor faces 4 major challenges unique to this course: motivating students to study material they think is uninteresting, handling math anxiety, dealing with performance extremes, and making the learning memorable. We discuss each challenge along with solutions offered in the literature.
A Life Stress Instrument for Classroom Use
Authors: Renner Michael J. , Mackin R. Scott
Published: January 2006

Most introductory psychology textbooks describe Holmes and Rake's Social Readjustment Rating Scale (SRRS; 1967) instrument, which generates stress scores as life change units. Although students seem willing to entertain the possibility that stressors can affect their health, the SRRS does not include many common events that act as stressors for college students and includes many items not meaningful to most college students. This article describes an instrument intended for use in classroom demonstrations, the College Undergraduate Stress Scale (CUSS), and reports a local set of norms for a population of traditional-age college students. The CUSS is useful in teaching concepts within health psychology that are associated with stress and its cumulative effects.
Piagetian Conservation in College Students: A Classroom Demonstration
Authors: Shimoff Eliot
Published: January 2006

College students are often surprised to learn that a preoperational child can be misled by a Piagetian conservation task. A simple demonstration can show how the students themselves can be misled into assuming that deforming a circle into an ellipse with the same circumference does not change its area.
Student Projects Embracing New Computer Technologies: Opportunities for Student Scholarship on the World Wide Web
Authors: Newcomb Andrew F. , Berkebile Nicole M. , Newman Julie E. , Parker Susan W.
Published: January 2006

In this article, we demonstrate how faculty can integrate World Wide Web projects into course assignments, We explore: (a) implementation of electronic term papers (ETP), (b) pedagogical objectives of the assignment, (c) educational benefits of the ETP, (d) an exemplar ETP, (e) grading of ETPs, (f) resource and copyright issues, and (g) student evaluations of the approach. Our goal is to demonstrate how students and faculty can join together to use new technologies in a collaborative fashion that results in student self-discovery and self-construction of knowledge.
Using the Macintosh as an Oscilloscope in Psychology Courses
Authors: Shoemaker Allen L.
Published: January 2006

The Digital Oscilloscope (Boer, 1996) program allows most Macintosh computers to dynamically display the waveform of any sound recorded by a microphone. I describe how the program can be used to graphically illustrate the concept of timbre as well as to reinforce concepts of frequency, amplitude, and wavelength. I also indicate how the program can be obtained at no charge.
Don't Take Touch for Granted: An Interview with Susan Lederman
Authors: Verry René
Published: January 2006

Susan Lederman (SL) is an invited member of the International Council of Research Fellows for the Braille Research Center and a Fellow of he Canadian Psychology Association. She was also an Associate of the Canadian Institute for Advanced Research in the Robotics and Artificial Intelligence Programme for 8 years. A Professor in the Departments of Psychology and Computing & Information Science at Queen's University at Kingston (Ontario, Canada), she has written and coauthored numerous articles on tactile psychophysics, haptic perception and cognition, motor control, and haptic applications in robotics, teleoperation, and virtual environments. She is currently the coorganizer of the Annual Symposium a Haptic Interfaces for Teleoperation and Virtual Environment Systems. René Verry (RV) is a psychology professor at Millikin University (Decatur, IL), where she teaches a variety of courses in the experimental core, including Sensation and Perception. She chose the often-subordinated somatic senses as the focus of her interview, and recruited Susan Lederman as our research specialist.
Looking for a Job as a Psychology Professor? Factors Affecting Applicant Success
Authors: Sheehan Eugene P. , McDevitt Teresa M. , Ross Heather C.
Published: January 2006

Little systematic data exist regarding the hiring process in academic psychology departments. In this study 98 chairs of search committees responded to a survey that examined the procedures used to hire faculty. Data revealed typical search processes, criteria used to rate candidates, and factors determining who was ultimately hired. Search committees emphasized fit between candidates' research and leaching experience and the needs of the department. Respondents also rated letters of recommendation as highly important in the evaluation of applicant materials. Applicants should heed these factors, practice their job talk before an on-campus interview, and he aware of how others may perceive their interpersonal skills.
Coordinating the Psychology Human Research Participant Pool
Authors: Roskos-Ewoldsen Beverly , Burton Philip , Bichsel Jacqueline , Willis Sandra , Spruill Jean
Published: January 2006

In this article, we discuss procedures for coordinating the psychology human participant pool for research purposes. We describe our research retirement and the mechanics of how we recruit participants and report credit for research participation. We also provide an evaluation of the procedures from the viewpoints of experimenters, instructors, and students. Although we identify some problems, the procedures have worked well for us. We discuss areas needing improvement.
Learning Ethics the Hard Way: Facing the Ethics Committee
Authors: Johnson W. Brad , Corser Rioh'det
Published: January 2006

This article describes an approach to enhancing the value of case study material in teaching professional ethics in psychology. The mock committee approach involves a series of hearings convened fry students who rotate membership on a class ethics committee. Members of the class participate randomly as psychologists accused of various ethical violations. While the class observes, formal complaint hearings occur that result in official rulings and the setting of appropriate penalties and remedial requirements. The larger class then joins in active feedback and exchange with the committee to highlight and discuss salient ethical issues. We present and discuss student evaluation data for this technique and comment on the potential advantages of this teaching approach.
A Valid Demonstration of the Missing Fundamental Illusion
Authors: Larsen Janet D. , Fritsch Klaus
Published: January 2006

When 2 tones occur together, a 3rd tone, with a pitch corresponding to the difference in their frequencies, is sometimes heard. This tone is referred to as the missing fundamental because the lister***er perceives this lower tone (fundamental) although there is no actual vibration at this frequency. This effect is discussed in many sensation and perception textbooks. The nonlinearities of recording arid playback equipment may actually restore the supposedly missing fundamental in recorded demonstrations of this effect. In this article, we describe an inexpensive and valid demonstration of the missing fundamental, using a British police whistle.
You Can't Judge a Measure by Its Label: Teaching the Process of Instrumentation
Authors: Brockway Jennifer Howard , Bryant Fred B.
Published: January 2006

In this article, we describe an exercise in instrument selection applicable to both undergraduate and graduate courses. The exercise consists of 5 progressive steps that involve choosing and defining a theoretical construct (Steps 1 and 2), using computer-based technology to obtain 2 distinct instruments that measure this construct (Steps 3 and 4), and comparing and contrasting these 2 instruments along multiple dimensions (Step 5). This activity generates awareness of the issues involved in measuring latent constructs and teaches at least 3 lessons: (a) The 1st step to accurate instrumentation is precisely conceptualizing the construct of interest; (b) there is more than 1 way to measure latent constructs, and these multiple approaches should be compared; and (c) it is crucial to measure a construct in a way that best matches its underlying definition.
Adding Structure to Unstructured Research Courses
Authors: Horner David T. , Stetter Kathleen R. , McCann Lee I.
Published: January 2006

In this article, we describe techniques for clarifying goals, improving organization, and evaluating students in research courses that are typically unstructured. We include methods for assisting students in designing experiments, creating evaluation tools, and encouraging and monitoring student progress throughout the course. These techniques motivate students to avoid procrastination and become immediately involved in the research process. The methods are simple, have a wide range of usefulness, and are appropriate for any graduate or undergraduate course with an independent study or seminar format.
Coming to Terms with the Keyword Method in Introductory Psychology: A “Neuromnemonic” Example
Authors: Carney Russell N. , Levin Joel R.
Published: January 2006

An introductory psychology course presents extensive new terminology to beginning students—a lexicon that may prove difficult to master. A useful technique in this regard is the mnemonic keyword method. However, because textbook examples often focus on the acquisition of foreign vocabulary, students and instructors may not see the relevance of the keyword method for the learning of terminology in psychology. To illustrate this connection, we provide a set of “neuromnemonic” material that we developed for terminology relaxed to the central nervous system. Furthermore, we describe a simple experiment in which we compared 2 versions of our keyword approach to a repetition condition. The 2 mnemonic approaches produced advantages on an immediate definition-memory test as well as on a task that required application of the material learned. These findings provide additional evidence that mnemonic strategies facilitate more than just rote memorization of facts.
Capturing the Fervor of Cognitive Psychology's Emergence
Authors: Weaver Kenneth A.
Published: January 2006

Giving students a sense of the fervor surrounding cognitive psychology's rapid emergence between 1950 and 1970 is difficult when examining the discrete events presented in cognitive psychology textbooks. The following small-group activity requires students to tabulate the references in Neisser (1967) by decade of publication. The resulting frequency histogram visually portrays the explosive growth of cognitive research in the 1960s, provides students with a richer sense of cognitive psychology's recent history, and reflects Neisser's monumental achievement of publishing his seminal book.
Using a Videotape Clip to Demonstrate the Fallibility of Eyewitness Testimony
Authors: Gee Nancy R. , Dyck Jennifer L.
Published: January 2006

This classroom demonstration uses a readily available videotape clip of a robbery to introduce the topic of eyewitness testimony. Students view the videotape clip and, after a delay, complete a multiple-choice memory test for the witnessed event. Students generally perform more poorly than they expect on the test, which leads to a discussion of the fallibility of memory for witnessed events.
Teaching Students to Write Literature Reviews: A Meta-Analytic Model
Authors: Froese Arnold D. , Gantz Brandon S. , Henry Amanda L.
Published: January 2006

We present an integrated model for teaching students to write psychology literature reviews. Students receive instruction in a sophomore-level research methods class about 5 writing tasks: (a) focusing research topics by linking several variables in a computer literature search, (b) systematically coding information from selected studies, (c) developing common measures to describe outcomes in the selected studies, (d) searching for potential variables that moderate those outcomes, and (e) evaluating research quality. We use these tasks, derived from meta-analysis, to teach students to write creative, integrated literature reviews. We argue that such instruction, presented early in undergraduates' training, prepares students to write formal papers in advanced courses.
Propagation of Action Potentials: An Active Participation Exercise
Authors: Felsten Gary
Published: January 2006

In this article, I describe an active participation exercise that demonstrates the propagation of action potentials along unmyelinated and myelinated axons. This activity helps students visualize processes involved in the generation and propagation of action potentials and demonstrates the advantages of myelination. Students may also use the exercise to review the ionic basis of neural signaling. Students in 2 courses perceived the exercise to be among the most helpful, interesting, and fun approaches to learning this material. Objective tests provided limited support for the efficacy of the exercise.
Name Seven Words: Demonstrating the Effects of Knowledge on Rate of Retrieval
Authors: Muir-Broaddus Jacqueline E.
Published: January 2006

A simple exercise, designed to demonstrate how content knowledge facilitates the rate of retrieval of domain-specific information is described and validated. Music expert and novice class volunteers quickly name any 7 words that relate to music. Reliably, the experts complete the task more quickly. Students rated this demonstration as both educational and interesting.
Demonstrating Scientific Reasoning
Authors: Stadler Michael A.
Published: January 2006

A game called Black Box is a useful tool for introducing various features of scientific reasoning to introductory research methods classes. The rules of the game are straightforward and it uses little time, thus allowing a real-time demonstration of processes such as induction and deduction. Instructors can also make other analogies between aspects of the game and various concepts commonly mentioned in discussions of scientific reasoning, such as serendipity or falsification.
Mentoring Programs for New Faculty: Unintended Consequences?
Authors: Selby James W. , Calhoun Lawrence G.
Published: January 2006

Formal mentoring programs for new faculty have grown in recent years. Such programs, although having laudable goals, may have unintended undesirable consequences; in this article, we identify several. If individuals who begin careers as faculty members in psychology are deficient in their competence or in the interpersonal skills needed to proactively seek the help of senior colleagues, then the problem may lie in how doctoral programs prepared them.
Using the World Wide Web to Teach Everyday Applications of Social Psychology
Authors: Sherman Richard C.
Published: January 2006

The potential benefits of the World Wide Web (Web) in teaching college courses in psychology stem from the wealth of information available to instructors and students, the ease of access to that information, and the hypermedia richness of Web documents. In this article, I describe the introduction of the Web into an advanced course in social psychology using activities that entailed collaboration and knowledge sharing, direct experience with information in various formats, and manipulation of information into new forms. The activities included Web Assignments associated with assigned readings, a Social Psychology and Humor project, a Social Psychology in the News project, and the development of a Web Tutorial on a social psychological topic. I discuss both the strengths and weaknesses of using the Web in this context.
Statistics Lessons from the Study of Mate Selection
Authors: Day H. D. , Marshall David D. , Rubin Linda J.
Published: January 2006

DYASIM is a FORTRAN program that performs various statistical computations that assess the degree of similarity of dyadic data. In this article, we describe the demonstration of DYASIM in classroom settings to illustrate the specific conceptual difficulties associated with measuring dyadic similarity. Presented within the context of the similarity-complementarity debate pertaining to mate selection, the demonstration shows the relevance of abstract statistical concepts to a problem that is important in the lives of most students.
Developing and Enhancing Successful Intelligence in Introductory Psychology Students: An Interview with Robert J. Sternberg
Authors: Fujitsubo Lani C.
Published: January 2006

Lani C. Fujitsubo (LCF) is an Associate Professor and the Director of Testing at Southern Oregon University. Her teaching interests are in General Psychology, Abnormal Psychology, Human Sexuality, Ethics, and Counseling. Her research has included cross-cultural issues within counseling and academia, celibacy and sexual choices among college students, and issues pertaining to women who have chosen to remain childless. Robert J. Sternberg (BJS) is a Professor of Psychology and Education at Yale University. He is a fellow of the American Association for the Advancement of Science and was recognized by Science Digest as one of the 100 top young scientists in the United States. He is the recipient of numerous grants and awards and has written more than 500 articles and 40 books.
The Dialectic as a Tool for Teaching Psychology
Authors: Sternberg Robert J.
Published: January 2006

In this article, I present dialectical thinking as a useful tool in teaching psychology. The basic notion of dialectical thinking is that ideas evolve in a cycle, by which the statement of an idea—the thesis—is followed by the statement of a seemingly contrary or contradictory idea—the antithesis—that is in turn followed by a synthesis that incorporates the best elements of both of the original ideas. I also contrast the dialectical model for teaching about the history of psychology with the more traditional model.
Assessing the Essay Feedback Technique of Providing an Example of a Full-Credit Answer
Authors: Carkenord David M.
Published: January 2006

In this article, I describe the essay test feedback technique of selecting a very good (full-credit) essay answer from a student in class and distributing an anonymous copy of this answer to all students. For the assessment, students in 4 psychology classes that used the technique responded anonymously. Results indicated that students believe this form of feedback is helpful.
Students' Pet Peeves about Teaching
Authors: Perlman Baron , McCann Lee I.
Published: January 2006

Knowing students' concerns about teaching can improve one's pedagogy. Pet peeves about teacher behavior gathered from 671 undergraduates in psychology classes revealed that organization and planning, mechanics, lecture styles and techniques, and testing were the concerns most frequently mentioned and easily remedied. Eleven of 13 participating faculty members made voluntary changes in their teaching within I week of collecting data and that continue 2 semesters later.
Teaching Students about Hate and Changing Awareness
Authors: Craig Kellina M.
Published: January 2006

In this article, I encourage psychology teachers to consider the ways a course on hate crimes encourages students to adopt a more integrated view of the world by experiencing themselves differently. I present information about a course on hate crimes and discuss the awareness changes that occur in students. I describe the process by which students confront and come to understand the subject matter and its relation to real-world problems. I also highlight the way this course incorporates the contributions, expertise, and perspectives of groups historically excluded from the academy.
Tying it Together: Two Comprehensive Projects for Adult Development and Aging Courses
Authors: McGuire Lisa C. , Zwahr Melissa D.
Published: January 2006

In this article, we outline 2 projects that highlight the multidimensionality of aging processes for adult development and aging courses. These projects tie together biological, psychological, and sociocultural aspects of aging by creatively integrating and applying course materials to real-world situations. In the first project, students design an age-appropriate retirement community using buildings on the local college campus. In the other, students present products they design to remedy specific age-related problems.
Some Thoughts on Teaching a Pluralistic History in the History and Systems of Psychology Course
Authors: Dagenbach Dale
Published: January 2006

In this article, I discuss the possible advantages of focusing more extensively on the history of selected areas or fields of psychology and following that history to the present time as the conclusion of the History and Systems course. The use of this topical approach may allow students to see more clearly the different insights and advantages provided by a historical perspective because they already have some knowledge of the areas being reviewed. It also may provide a more germane history for the actual discipline they are learning and lay a better foundation for the kind of integrative insights one hopes occur in this course. A short annotated bibliography of source materials for lectures and readings is provided.
In-Class Collaborative Learning: Practical Suggestions from the Teaching Trenches
Authors: Giordano Peter J. , Hammer Elizabeth Yost
Published: January 2006

In this article, we supplement Meyers's (1997) article on the use of collaborative learning groups. We provide additional practical suggestions on starting in-class groups, maintaining their effectiveness, and anticipating common problems. With careful attention to their development, in-class collaborative groups can be a rewarding addition to lectures.
Development of a Psychology Department Diversity Newsletter
Authors: Gibson Pamela Reed , Rey Amy M.
Published: January 2006

A small committee of psychology students and faculty published a student-written newsletter addressing diversity in psychology. The newsletter has been published once each semester for 4 semesters with the purpose of more directly involving and interesting students in multicultural issues. Content varies across issues but includes discussions of multiculturally relevant media and events such as plays, books, journal articles, legislative initiatives, student re-search, and classroom activities.
Suggestions on Teaching International Students: Advice for Psychology Instructors
Authors: Collingridge Dave S.
Published: January 2006

In this article, I alert psychology faculty to some pertinent but often overlooked issues regarding international students. These students sometimes face communication barriers and cultural differences in addressing professors. In addition, international students studying in the United States must adhere to American immigration laws regarding full-time study status and school employment (e.g., research and teaching assistantships). In this article, I discuss these issues and suggest solutions for overcoming various barriers.
Teaching Statistics to a Student who is Blind
Authors: Gibson William E. , Darron Chris
Published: January 2006

In this article, we describe the use of inexpensive, easily constructed, low-tech teaching devices constructed from cardboard and modeling clay for teaching statistics to a student who is blind. The student haptically explored these manipulatives and achieved a high level of conceptual understanding.
Searching for a Common Core: An Examination of Human Sexuality Textbook References
Authors: Hogben Matthew , Hartlaub Mark G. , Wisely Lauren R.
Published: January 2006

We examined a sample of 15 human sexuality textbooks published between 1989 and 1997 to determine the overlap in references among textbooks. We found that fewer than 20% of references were cited in more than 1 text and that less than 1% were cited in 11 or more of the 15 textbooks. We discuss possible reasons for these findings, including implications for the state of human sexuality research.
Classification Laboratory: A Computer Program Using Clip Art to Demonstrate Classification
Authors: Abramson Charles I. , French Donald P. , Huss Jeanine , Mundis Matthew
Published: January 2006

In this article, we illustrate the use of an interactive computer program to teach various aspects of classification. The program contains sections devoted to discussions of taxonomy, references to seminal papers, examples of taxonomies, and taxonomy exercises. A unique aspect of the program is the use of clip art to create taxonomies.
Psychology Research at Liberal Arts Colleges
Authors: Schmauder A. René , Robinson Michael D. , Hartley James E.
Published: January 2006

To assess the magnitude and scope of journal publications by faculty at liberal arts colleges, we used PsycLIT to compile a list of publications from 1984 to 1993 for which the first author's affiliation was among the 161 schools classified as liberal arts colleges by the Carnegie Foundation. We ranked schools by the total number of pages and articles, with adjustments for quality of journal and department size, to show the extent of journal publications from liberal arts colleges. Also, we broadly assessed what kind of research at liberal arts colleges resulted in journal publications by determining the journals that published the articles and the subject classification of the articles. Finally, we showed that mentoring students correlates with research output in the form of published journal articles.
Using Community-Based Research Projects to Teach Research Methods
Authors: Chapdelaine Andrea , Chapman Barbara L.
Published: January 2006

In this article, we describe the elements comprising a community-based research project conducted as part of an undergraduate research methods course and the project's positive impact on student learning. A community-based project provides a unique opportunity for students to learn the methodology of psychology, directly experience the research process, and make a significant societal contribution.
Teaching Introductory Psychology at a Distance by Two-Way Interactive Video
Authors: Andrews Emir-Anne , Gosse Verena F. , Gaulton Rennie S. , Maddigan Richard I.
Published: January 2006

In this article, we describe a project evaluating the academic effectiveness of 2-way interactive video as a means of delivery for Introductory Psychology from a television studio on a main campus to a remote site. Final grades assessed student achievement, and a short survey assessed their attitudes regarding aspects of course delivery. Performance at the remote site was not significantly different from performance in the same courses on the main campus. Students' attitudes toward the delivery method were generally positive. We also include feedback from the instructors and the studio production staff and recommend that future endeavors of this sort recognize potential constraints with such a delivery system and alleviate them as much as possible.
The Pairing Game: A Classroom Demonstration of the Matching Phenomenon
Authors: Ellis Bruce J. , Kelley Harold H.
Published: January 2006

This article describes 2 versions of an in-class simulation that allows students to directly experience the matching phenomenon and explore issues concerning mate selection, social exchange, and related psychological concepts. Students are randomly assigned a value (either a numerical value or a list of adjectives), which they place on their forehead so others can see it but the student cannot. The goal is to pair off with another student with as high a value as possible. The simulation, called the Pairing Game, illustrates how matching on similarity can occur, even in the absence of knowledge of one's own value and merely by seeking the highest value possible in a partner. Students in Development Psychology courses responded favorably to the simulation on an anonymous survey.
Entering the Politics of the Outside: Richard Wright's Critique of Marxism and Existentialism
Authors: Atteberry Jeffrey
Published: January 2006

Richard Wright articulated a political theory that reflected his engagements with both negritude and existentialism, while effectively challenging their ideological limitations. In his novel The Outsider, Wright critiques the Communist Party's racialized deployment of the strategy/tactic paradigm. The rigor of Wright's critique uncovers the structures of universalism and particularism as fundamental to Western political ontology, leading directly to a corresponding critique of Heideggerian existentialism. Opposed to any politics of authenticity, Wright proposes a politics of the outside which calls for a reconfiguration of the political structures of representation.
Assuming the Position: Fugitivity and Futurity in the Work of Chester Himes
Authors: Bell Kevin
Published: January 2006

The frequent critical evocation of expatriate novelist Chester Himes as an icon of social realist protest in 20th century African American literature has the customary effect of obliterating exactly those questions of poetic figurality by which his complex themes are able to surface so jarringly. This essay explores several of Himes' writings, investigating operations of tonality and timbre in their linguistic fabric. It argues that the darkly ironic opacity that characterizes much of what is unique about Himes as an artist also performs an unrelentingly sharp critique of the crass racialism, identity gamesmanship and commercialism that so pervasively defines his U.S.— doing so in ways that conceptually outstrip the flatly oppositional idioms of social realism to which his work is so often assigned.
Nos Ancetres, les Diallobes : Cheikh Hamidou Kane's Ambiguous Adventure and the Paradoxes of Islamic Negritude
Authors: Caplan Marc
Published: January 2006

This article examines the philosophical paradoxes of African negritude, as they determine and are scrutinized in the novel L'aventure ambigu� (1961). The primary means by which this narrative interrogates the logic of negritude is through the re-inscription of racial dialectics as an opposition between two "logi": the word of French modernity against the word of African Islam. To interrupt the irresolvable contest between Africa and Europe that initiates negritude, Kane portrays Islam as a cultural presence in Francophone Africa that is as significant as "blackness" and "whiteness," but which identifies with neither. With its tragic ending and persistent tone of elegy, L'aventure ambigu� can be seen as negritude's swansong, even as it offers the most sophisticated exposition of negritude values anywhere in the African novel.
Rene, Louis, and Leopold: Senghorian Negritude as a Black Humanism
Authors: Fabre Michel , Cherry Randall , Eburne Jonathan P. (Jonathan Paul)
Published: January 2006

Drawing from archival documentation of their long-standing literary relationship, this essay examines the correspondences between the negritude writings of Léopold Sédar Senghor and the assimilationist thought of his literary precursor René Maran. It traces the history of Senghorian negritude as a theory of cultural intermixture or métissage. As Fabre demonstrates, Senghor's ideas about the ethical and political significance of cultural hybridity, which emerged from his intellectual relations with transnational black figures of the 1920s and 1930s, aimed to counter biologically-rooted forms of racial essentialism with a notion of blackness—what Senghor referred to as the "black soul"—considered as a set of cultural properties.
Embodied Fictions, Melancholy Migrations: Josephine Baker's Cinematic Celebrity
Authors: Francis Terri
Published: January 2006

This interdisciplinary study incorporates a literary reading of Nella Larsen's Quicksand (1928) with a cultural history of Baker's cinematic celebrity in order to reconsider celebratory narratives of the St. Louis native's success in Paris. Did she transcend stereotypes of black womanhood or was she enmeshed in their discursive net? Analyzing Baker's dancing and film roles through Larsen's conception of exoticism, migration, bodily representation and cultural hybridity reveals the complications assembled in this dancer's seemingly transparent stardom and recasts her as an informed Black modernist.
Richard Wright's "Island of Hallucination" and the "Gibson Affair"
Authors: Gibson Richard
Published: January 2006

The "Gibson Affair" marked the height of Cold War paranoia that came to consume the group of black expatriates centered in Paris in the 1950s. In writing of the forgeries and surrounding events that bear his name, Richard Gibson argues that the economy of the scandal was determined as much by the question of political commitment to Algerian independence as it was to the question of affiliations to the United States and its government. The essay combines Gibson's informative memoir with a meditation upon Richard Wright's unpublished roman-a-clef (and only novel set in Paris), Island of Hallucination.
"The Only Real White Democracy" and the Language of Liberation: The Great War, France, and African American Culture in the 1920s
Authors: Whalan Mark
Published: January 2006

France became configured as a space and a cultural apparatus of democracy and 'color-blindness' by African American writers around World War I. W.E.B. Du Bois, Addie Hunton, and Gwendolyn Bennett identified French as replete with a democratic consciousness, and suggested learning French thereby challenges the racialized body politic of the U.SA. Despite the limited and strategic value of this position, as recognised by Rudolph Fisher and evident when juxtaposed to French colonial policy, the essay argues that France's role as a polemical lever for civil rights struggle in the U.S.A. is an important legacy for the New Negro Renaissance.
Writing Home: Comparative Black Modernism and Form in Jean Toomer and Aime Cesaire
Authors: Wilks Jennifer
Published: January 2006

Following a brief discussion of the critical genealogy of "modernity" and "modernism" vis-a-vis African American and Caribbean literature, this essay explores how Jean Toomer and Aim� C�saire use modernist forms to recreate and reclaim "home" in Cane (1923) and Cahier d'un retour au pays natal (Notebook of a Return to My Native Land; 1939), respectively. Although the two authors did not meet in interwar Paris, the resonance between their work demonstrates that the fruits of transatlantic artistic exchange between African diasporic writers stem not only from actual moments of encounter, but also from the circulation of ideas.