Return to Teaching Psychology Resources Page
Lowman, J. (1995). Mastering the techniques of teaching (2nd ed.). San Francisco: Jossey-Bass Publishers.
Mann, R. D., Arnold, S. M., Binder, J. L., Cytrynbaum, S., Newman, B. M., Ringwald, B. E., Ringwald, J. W., & Rosenwein, R. (1970). The college classroom: Conflict, change, and learning. New York: Wiley.
McGovern, T. V. (Ed.). (1993). Handbook for enhancing undergraduate education in psychology. Washington: American Psychological Association.
McKeachie, W. J., & Gibbs, G. (1998). Teaching tips : Strategies, research, and theory for college and university teachers (10th ed.). New York: Houghton Mifflin.
Perlman, B., McCann, L. I., & McFadden, S. H. (Eds.). (1999). Lessons learned: Practical advice for the teaching of psychology. Washington: American Psychological Society. (See, too, updates and additions posted at http://www.psychologicalscience.org/newsresearch/teach.html
Ware, M. E., & Johnson, D. E. (Eds.). (2000a). Handbook of demonstrations and activities in the teaching of psychology: Vol. I. Introductory, statistics, research methods, and history (2nd ed.). Mahwah, NJ: Erlbaum.
Ware, M. E., & Johnson, D. E. (Eds.). (2000b). Handbook of demonstrations and activities in the teaching of psychology: Vol II. Physiological-comparative, perception, learning, cognitive, and developmental (2nd ed.). Mahwah, NJ: Erlbaum.
Ware, M. E., & Johnson, D. E. (Eds.). (2000c). Handbook of demonstrations and activities in the teaching of psychology: III. Personality, abnormal, clinical-counseling, and social (2nd ed.). Mahwah, NJ: Erlbaum.
Course and Curriculum Planning and Development
Belar, C. D., & Perry, N. W. (1992). The national conference on scientist-practitioner education and training for the professional practice of psychology. American Psychologist, 47, 71-75 .
Benassi, V. A., & Fernald, P. S. (1993). Preparing tomorrow's psychologists for careers in academe. Teaching of Psychology, 20, 149-155 .
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. White Plains, NY: Longman.
Chickering, A.W., & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
Grasha, A. F. (1998). "Giving psychology away": Some experiences teaching undergraduates practical psychology. Teaching of Psychology, 25, 85-88 .
Halpern, D. F., Appleby, D. C., Beers, S. E., Cowan, C. L., Furedy, J. J., Halonen, J. S., Horton, C. P., Peden, B. F., & Pittenger, D. J. (1993). Targeting outcomes: Covering your assessment concerns and needs. In T. V. McGovern (Ed). Handbook for enhancing undergraduate education in psychology (pp. 23-46).Washington: American Psychological Association.
Levy, J., Burton, G., Mickler, S., & Vigorito, M. (1999). A curriculum matrix for psychology program review. Teaching of Psychology, 26, 291-294 .
McGovern, T. V., & Hawks, B. K. (1986). The varieties of undergraduate experience. Teaching of Psychology, 13, 174-181 .
McGovern, T. V., & Reich, J. (1996). A comment on the quality principles. American Psychologist, 51, 252-255 .
McGovern, T. V. (Ed.). (1993). Handbook for enhancing undergraduate education in psychology. Washington: American Psychological Association.
McGovern, T. V., Furumoto, L., Halpern, D. F., Kimble, G. A., McKeachie, W. (1991). Liberal education, study in depth, and the arts and sciences major: Psychology. American Psychologist, 46, 598-605.
Miller, B., & Gentile, B. F. (1998). Introductory course content and goals. Teaching of Psychology, 25, 89-96 .
Perlman, B., & McCann, L. I. (1999a). The most frequently listed courses in the undergraduate psychology curriculum. Teaching of Psychology, 26, 177-182 .
Quereshi, M. Y. (1988). Evaluation of an undergraduate psychology program: Occupational and personal benefits. Teaching of Psychology, 15, 119-123 .
Lecturing and Teaching Large Classes
Carbone, E. (1998). Teaching large classes. Thousand Oaks, CA: Sage.
Hilton, J. L. (1999). Teaching large classes. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 115-120). Washington: American Psychological Society.
Penner, J. G. (1984). Why many college teachers cannot lecture : how to avoid communication breakdown in the classroom. Springfield, Ill., U.S.A.: C.C. Thomas.
Sternberg, R. J. (1999). Twenty tips for teaching introductory psychology. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 37-41). Washington: American Psychological Society.
Zakrajsek, T. (1999). Developing effective lectures. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 81-86). Washington: American Psychological Society.
Zimbardo, P. G. (1997). A passion for psychology: Teaching it charismatically, integrating teaching and research synergistically, and writing about it engaging. In R. J. Sternberg (Ed.), Teaching introductory psychology: Survival tips from the experts (pp. 7-34). Washington, DC: American Psychological Association.
Developing Rapport with Students
Buskist, W., & Saville, B. K. (2001). Rapport-building: creating positive emotional contexts for enhancing teaching and learning. Observer, 14(3).
Poe, R. E. (2000). Hitting a nerve: When touchy subjects come up in class. Observer, 13(9), 18-19, 31.
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35, 25-37 .
Dunn, D. S. (2000). Letter exchanges on statistics and research methods: Writing, responding, and learning. Teaching of Psychology, 27, 128-130 .
Froese, A. D., Gantz, B. S., & Henry, A. L. (1998). Teaching students to write literature reviews: A meta-analytic model. Teaching of Psychology, 25, 102-105 .
Handelsman, M. M., & Krest, M. (1999). Improving your students' writing: arts and drafts. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 179-184). Washington: American Psychological Society.
Hettich, P. (1990). Journal writing: Old fare or nouvelle cuisine? Teaching of Psychology, 17, 36-39 .
Hinkle, S., & Hinkle, A. (1990). An experimental comparison of the effects of focused freewriting and other study strategies on lecture comprehension. Teaching of Psychology, 17, 31-35 .
McGovern, T. V., & Hogshead, D. L. (1990). Learning about writing, thinking about teaching. Teaching of Psychology, 17, 5-10 .
Nodine, B. F. (1999). Why not make writing assignments? In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 167-172). Washington: American Psychological Society.
Poe, R. E. (1990). A strategy for improving literature reviews in psychology courses. Teaching of Psychology, 17, 54-55 .
Procidano, M. E. (1991). Students' evaluation of writing assignments in an abnormal psychology course. Teaching of Psychology, 18, 164-167 .
Radmacher, S. A., & Latosi-Sawin, E. (1995). Summary writing: A tool to improve student comprehension and writing in psychology. Teaching of Psychology, 22, 113-115 .
Rosnow, R. L., & Rosnow, M. (1995). Writing papers in psychology. Pacific Grove: Brooks/Cole.
Scott, J. M., Koch, R. E., Scott, G. M., & Garrison, S. M. (1999). The psychology student writer's manual. Upper Saddle River, NJ: Prentice Hall.
Snodgrass, S. E. (1985). Writing as a tool for teaching social psychology. Teaching of Psychology, 12, 91-94 .
Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22, 24-28 .
Willingham, D. B. (1990). Effective feedback on written assignments. Teaching of Psychology, 17, 10-13 .
Gray, P. (1997). Teaching is a scholarly activity: The idea-centered approach to introducing psychology. In R. J. Sternberg (Ed.), Teaching introductory psychology: Survival tips from the experts (pp. 49-64). Washington, DC: American Psychological Association.
Mathie, V. A., Beins, B., Benjamin, L. T., Jr., Ewing, M. M., Iljima Hall, C. C., Henderson, B., McAdam, D. W., & Smith, R. A. (1993). Promoting active learning in psychology courses In T. V. McGovern (Ed). Handbook for enhancing undergraduate education in psychology (pp. 183-214).Washington: American Psychological Association.
Miserandino, M. (1999). Those who can do: Implementing active learning. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 109-114). Washington: American Psychological Society.
Sternberg, R. J. (1997). Teaching students to think as psychologists. In R. J. Sternberg (Ed.), Teaching introductory psychology: Survival tips from the experts (pp. 137-149). Washington, DC: American Psychological Association.
Benz, J. J., & Miller, R. L. (1996). Panel discussions as a means of enhancing student directed learning. Journal of Instructional Psychology, 23, 131-136 .
Bligh, D. A. (2000). What's the point in discussion? [Electronic version]. Exeter, England: Intellect Books. Retrieved from netLibrary ebooks.
Davis, S. F. (1999). The value of collaborative scholarship with undergraduates. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 201-205). Washington: American Psychological Society.
Horner, D. T., Stetter, K. R., & McCann, L. I. (1998). Adding structure to unstructured research courses. Teaching of Psychology, 25, 126-128 .
Kramer, T. J., & Korn, J. H. (1999). Class discussions: Promoting participation and preventing problems. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 99-104). Washington: American Psychological Society.
McBurney, D. H. (2000). The problem method of teaching research methods. In M. E. Ware & D. E. Johnson (Eds.). Handbook of demonstrations and activities in the teaching of psychology: Vol. I. Introductory, statistics, research methods, and history (2nd ed., pp. 134-136). Mahwah, NJ: Erlbaum.
Meyers, S. A. (1997). Increasing student participation and productivity in small-group activities for psychology classes. Teaching of Psychology, 24, 105-115 .
Plante, T. G. (1998). A laboratory group model for engaging undergraduates in faculty research. Teaching of Psychology, 25, 128-130 .
Zanna, M. P., & Darley, J. M. (1987). On managing the faculty-graduate student research relationship. In M. P. Zanna & J. M. Darley (Eds.), The compleat academic: A practical guide for the beginning social scientist (pp. 139-149). New York: Random House.
Gronlund, N. E. (1998). Assessment of student achievement (6th ed.). Boston: Allyn & Bacon.
Haladyna, T. M. (1997). Writing test items to evaluate higher order thinking. Boston: Allyn & Bacon.
Haladyna, T. M. (1994). Developing and Validating Multiple-Choice Test Items. Hillsdale, New Jersey: Erlbaum.
Martinez, M. E. (1999). Cognition and the question of test item format. Educational Psychologist, 34, 207-218 .
Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50, 741-749 .
Nitko, A. J. (2001). Educational assessment of students. Upper Saddle River, NJ: Prentice-Hall.
Renner, C. H., & Renner, M. J. (1999). How to create a good exam. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 43-47). Washington: American Psychological Society.
Scialfa, C., Legare, C., Wenger, L., & Dingley, L. (2001). Difficulty and discriminability of introductory psychology test items. Teaching of Psychology, 28, 11-15 .
Sechrest, L., Kihlstrom, J. F., & Bootzin, R. R. (1999). How to develop multiple-choice tests.
In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 49-56). Washington: American Psychological Society.
Shepard, L. A. (1993). Evaluating test validity. Review of research in education, 19, 405-450.
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103-112 .
Schweighart Goss, S. (1999). Dealing with problem students in the classroom. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 209-212). Washington: American Psychological Society.
Whitley, B. E., Jr., Perkins, D. v., Balogh, D. W., Keith-Spiegel, P., & Wittig, A. F. (2000). Fairness in the classroom. Observer, 13. Retrieved May 20, 2001, from http://www.psychologicalscience.org/newsresearch/tips/0700tips.html
Jordan, A. E., (2001). College student cheating: The role of motivation, perceived norms, attitudes, and honors codes. Ethics and Behavior, 11, in press.
Keith-Spiegel, P. C., Tabachnick, B. G., & Allen, M. (1993). Ethics in academia: Students' views of professors' actions. Ethics & Behavior, 3, 149-162 .
Keith-Spiegel, P., Tabachnick, B. G., Whitley, B. E., Jr., & Washburn, J. (1998). Why professors ignore cheating: Opinions of a national sample of psychology instructors. Ethics & Behavior, 8, 215-227 .
Kitchener, K. S. (2000). Foundations of ethical practice, research, and teaching in psychology. Mahwah, NJ: Erlbaum.
McBurney, D. H. (1999). Cheating: Preventing and dealing with academic dishonesty. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 213-217). Washington: American Psychological Society.
McCabe, D. L., Treviņo, L. K., Butterfield, K. D. (2001). Cheating in academic instititutions: A decade of research. Ethics and Behavior, 11, in press.
Stearns, S. A. (2001). The student-instructor relationship's effect upon academic integrity. Ethics and Behavior, 11, in press.
McCabe, Donald L. and William J. Bowers (1996). The Relationship between Student Cheating and College Fraternity or Sorority Membership, NASPA Journal, 33 (4) 280-291.
McCabe, D. L., & Trevino, L. K. (1997). Individual and contextual influences on academic dishonesty: A multicampus investigation. Research in Higher Education, 38(3), 379-396.
Murray, B., Gillese, E., Lennon, M., Mercer, P., & Robinson, M. (1996). Ethical principles for college and university teaching. Retrieved 07/18/2001 from University of Guelph, Society for Teaching and Learning in Higher Education Web site: http://www.tss.uoguelph.ca/stlhe/ethical.html
Roig, M. (2001). Plagiarism and paraphrasing criteria of college and university professors. Ethics and Behavior, 11, in press.
Tabachnick, B. G., Keith-Spiegel, P., & Pope, K. S. (1991). Ethics of teaching: Beliefs and behaviors of psychologists as educators. American Psychologist, 46, 506-515 .
Wajda-Johnston, V. A., Handal, P. J., Brawer, P. A., & Fabricatore, A. N. (2001). Academic dishonesty at the graduate level. Ethics and Behavior, 11, in press.
Whitley, B. E. (1998). Factors associated with cheating among college students: A review. Research in Higher Education, 39(3), 235-274.
Whitley, B. E., Jr., & Keith-Spiegel, P. (2001). Academic integrity as an institutional issue. Ethics and Behavior, 11, in press.
Allen, M. J. (2000). Teaching non-traditional students. Observer, 13(7), 16-17, 21, 23.
Puente, A. E., Blanch, E., Candland, D. K., Denmark, F. L., Laman, C., Lutsky, N., Reid, P. T., & Schiavo, R. S. (1993). Toward a psychology of variance: Increasing the presence and understanding of ethnic minorities in psychology. In T. V. McGovern (Ed). Handbook for enhancing undergraduate education in psychology (pp. 71-92).Washington: American Psychological Association.
Grading
Brookhart, S. M. (1999). The art and science of classroom assessment: The missing part of pedagogy. Washington, DC: The George Washington University.
Hill, G. W., Palladino, J. J., & Eison, J. A. (1993). Blood, sweat, and trivia: Faculty ratings of extra-credit opportunities. Teaching of Psychology, 20, 209-213 .
Ory, J. C., & Ryan, K. E. (1993). Tips for improving testing and grading. Thousand Oaks, CA: Sage.
Palladino, J. J., Hill, G. W., IV., & Norcross, J. C. (1999). Using extra credit. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (57-60). Washington: American Psychological Society.
Zlokovich, M. S. (2001). Grading for Optimal Student Learning. Observer, 14(1). Retrieved May 20, 2001, from http://www.psychologicalscience.org/newsresearch/tips/0101tips.html
Helping and Motivating Students
Bjork, R. A. (2001). How to succeed in college: Learn how to learn. Observer, 14(3), 3, 9-10.
Forsyth, D. R. (1986). An attributional analysis of students' reactions to success and failure. In R. Feldman (Ed.), The social psychology of education. New York: Cambridge University Press.
Forsyth, D. R., & McMillan, J. H. (1991). Some practical proposals for motivation students. In R. J. Menges & M. Svinicki (Eds.), Approaching Instructional Problems Through Theoretical Perspectives: New Directions for Teaching and Learning, 44, 53-66. San Francisco: Jossey-Bass.
McMillan, J. H., & Forsyth, D. R. (1991). Why do learners learn? Answers offered by current theories of motivation. In R. J. Menges & M. Svinicki (Eds.), Approaching Instructional Problems Through Theoretical Perspectives: New Directions for Teaching and Learning, 44, 39-52. San Francisco: Jossey- Bass.
Pastorino, E. E. (1999). Students with academic difficulty: Prevention and assistance. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 193-199). Washington: American Psychological Society.
Pauk, W. (1993). How to Study in College, 5th ed. Boston: Houghton Mifflin Company.
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73-86 .
Brems, C., Lampman, C., & Johnson, M. E. (1995). Preparation of applications for academic positions in psychology. American Psychologist, 50, 533-537 .
Cerbin, W. (2001). The course portfolio. Observer, 14(4), 16-17, 30-31.
Murray, J. P. (1995). Successful faculty development and evaluation: the complete teaching portfolio. ASHE-ERIC Higher Education Report No. 8. Washington, DC: The George Washington Univeristy, Graduate School of Education and Human Development.
O'Neil, C., & Wright, A. (1992). Recoridng teaching accomplishment: A Dalhousie guide to the teaching dossier (3rd ed.). Halifax, Nova Scotia: Dalhousie University Press.
Seldin, P. (1998) The Teaching Portfolio: A practical guide to improved perfomance and promotion/tenure decisions (2nd ed.). Boston, MA: Anker.
Stewart, K. E. (1997). Applying for academic positions: Guidelines from a survivor. Newsletter of the American Psychological Association of Graduate Students, 9(2), 1, 3-6.
Evaluating Teaching Effectiveness
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.
Armstrong, J. S. (1998). Are student ratings of instruction useful? American Psychologist, 53, 1223-1224 .
Braskamp, L. A., & Ory, J. C. (1994). Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey-Bass.
Cashin, W. E. (1995). Student ratings of teaching: The research revisited. IDEA Paper No. 32. Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development.
d'Apollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52, 1198-1208 .
Greenwald, A. G. (1997). Validity concerns and usefulness of student ratings of instruction. American Psychologist, 52, 1182-1186 .
Greenwald, A. G., & Gillmore, G. M. (1997). Grading leniency is a removable contaminant of student ratings. American Psychologist, 52, 1209-1217 .
Marsh, H. W. (1982). SEEQ: A reliable, valid, and useful instrument for collecting students' evaluations of university teaching. British Journal of Educational Psychology, 52, 77-95 .
Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52, 1187-1197 .
McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52, 1218-1225 .
Redding, R. E. (1998). Students' evaluations of teaching fuel grade inflation. American Psychologist, 53, 1227-1228.
Benjamin, L. T., Jr. (1988). A history of teaching machines. American Psychologist, 43, 703-712.
Bent, D. (1997). A neophyte constructs a Web site: Lessons learned. The Internet and Higher Education, 1(1), 21-30.
Chamberlin, J. (2001). Digital dissemination. Monitor on Psychology, 32(1), 64-67.
Ralston, J. V., & Beins, B. (1999). Thirteen ideas to help computerize your course.
In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 73-77). Washington: American Psychological Society.
Forsyth, D. R., & Archer, C. R. (1997). Technologically assisted instruction and student mastery, motivation, and matriculation. Teaching of Psychology, 24, 207-212.
Harris, P. C., Harris, M. H., & Hannah, S. A. (1998). Confronting hypertext: Exploring divergent responses to digital coursework. The Internet and Higher Education, 1(1), 45-57.
Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as a lever. AAHE Bulletin, 49(2), 3-6.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19 .
Rocklin, T. (2001). Do I dare? Is it prudent? The National Teaching & Learning Forum, 10(3), 1-3. Retrieved August 3, 2001, from National Education Association Web site: http://www.ntlf.com/html/pi/0103/v10n3smpl.pdf
White, K. W., & Weight, B. H. (Eds.). (1999). The online teaching guide: A handbook of attitudes, strategies, and techniques for the virtual classroom. Boston: Allyn & Bacon.
Worthington, E. L., Jr., Welsh, J. A., Archer, C. R., Mindes, E. J., & Forsyth, D. R. (1996). Computer- assisted instruction as a supplement to lectures in an introductory psychology class. Teaching of Psychology, 23, 175-180.
Interesting References on Teaching
Albom, M. (1997). Tuesdays with Morrie. New York: Doubleday.
Astin, A.W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
Axtell, J. (1998). The pleasures of academe: A celebration and defense of higher education. Lincoln: University of Nebraska Press.
Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass.
Dreeben, R. (1972). The nature of teaching. Glenview, IL: Scott, Foresman.
Gardiner, L. F. (1998). Why we must change: The research evidence. Thought and Action, 16, 71-88. Retrieved April 26, 2001 from National Education Association http://www.nea.org/he/heta98/spring98.html
Newman, J. H. (1852/1973). The idea of a university. New York: Doubleday. (Original work published 1852)
Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.
Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
Sykes, C. J. (1988). ProfScam: Professors and the demise of higher education. Washington, DC: Regnery Gateway.
Readings
The readings listed below are organized into the following categories:
Essential Sources on Teaching of Psychology