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ERIC Number: ED350058
Record Type: Non-Journal
Publication Date: 1992-Mar
Reference Count: N/A
Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (6th, Ellenville, New York, March 18-20, 1992).
Levine, Judith R., Ed.; Indenbaum, Gene, Ed.
This conference proceedings report includes: (1) "Grading Papers More Objectively and Effectively," by Anita M. Meehan; (2) "The Use of Student Workbooks in Introductory Psychology Courses," by Donna L. Reittinger and Kathleen Crowley-Long; (3) "Curriculum Integration and Cross-Cultural Psychology," by Susan B. Goldstein; (4) "Student Outcomes and Evaluation of an Undergraduate Course on Ethical Issues in Psychological Research and Practice," by John B. Morganti; (5) "Using Active Learning to Teach Critical Thinking," by James Bell; (6) "A Different Approach to Sensation and Perception in the Introductory Psychology Course," by Laura L. Snodgrass; (7) "Teaching the Reluctant Student: Coping with the Resistance," by Robert A. Bernstein; (8) "A Trans-Disciplinary Writing Project in Introductory Psychology," by Alan C. Tjeltveit; (9) "Who Is This Child? Children's Literature in a Human Development Class," by Joan C. Mulligan and Lynn A. Book; (10) "The Teaching of Psychology with a Gender-Balanced Curriculum," by Stacey Beth Zaremba; and (11) "Freud, Problem Solving, Ethnicity, and Race: Integrating Psychology into the Interdisciplinary Core Curriculum," by Dana S. Dunn. A copy of the complete conference program is provided. (PAA)
Descriptors: Childrens Literature, Classroom Research, Classroom Techniques, College Instruction, Course Content, Critical Thinking, Cross Cultural Studies, Curriculum Development, Ethical Instruction, Feminism, Grading, Higher Education, Instructional Innovation, Interdisciplinary Approach, Multicultural Education, Psychology, Student Motivation, Teaching Methods, Undergraduate Study, Workbooks, Writing Instruction
Publication Type: Collected Works - Proceedings
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: State Univ. of New York, Farmingdale. Coll. of Technology.