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Direct linkThompson, Jennifer L. W.; Richmond, Aaron S.; Barboza, Barika; Bradley, Jennifer; White, J. Noland; Landrum, R. Eric – Teaching of Psychology, 2020
Although many psychology departments and instructors are aware of the "American Psychological Association Guidelines for the Undergraduate Psychology Major Version 2.0," they are often less aware of the means by which to assess student mastery of the recommended goals. Our purpose is to discuss general principles for assessment, offer a…
Descriptors: Student Evaluation, Psychology, Undergraduate Students, Taxonomy
Landrum, R. Eric; Gurung, Regan A. R.; Amsel, Eric – Teaching of Psychology, 2019
We compared the performance of senior psychology majors, introductory psychology students, and similarly aged individuals with no college psychology on seven different outcome measures including multiple-choice knowledge tests, attitudes, and open-ended scenarios requiring qualitative responses. On all measures, both senior psychology majors and…
Descriptors: Psychology, Academic Achievement, Introductory Courses, Majors (Students)
Landrum, R. Eric – Teaching of Psychology, 2018
Challenges abound in providing accurate and useful information to prospective and declared psychology majors about their career options and how to make decisions that will lead to satisfying and rewarding postgraduate lives. One component of this challenge is that by majoring in psychology, career affordances (i.e., the opportunities and…
Descriptors: Affordances, Alignment (Education), Academic Advising, Undergraduate Students
Chew, Stephen L.; Halonen, Jane S.; McCarthy, Maureen A.; Gurung, Regan A. R.; Beers, Melissa J.; McEntarffer, Robert; Landrum, R. Eric – Teaching of Psychology, 2018
In traditional research areas within psychology, effective researchers stay up-to-date with the latest advances and new methodologies within a specialty area. Failure to do so limits one's effectiveness and potential impact on advancing that field of study. In our view, teachers of psychology possess the same responsibilities to stay current and…
Descriptors: Psychology, Teaching Methods, Evidence Based Practice, Instructional Improvement
Landrum, R. Eric – Teaching of Psychology, 2013
Over 5 semesters and 10 sections, students in a 300-level research methods course used clickers to respond to knowledge-based and opinion/attitude questions about clicker use, the effectiveness of assignments, self-confidence regarding skills and abilities, and more. Changes during the semester and student answers to questions about pedagogy and…
Descriptors: Scholarship, Teacher Effectiveness, Student Attitudes, Research Methodology
Landrum, R. Eric; Gurung, Regan A. R. – Teaching of Psychology, 2013
Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…
Descriptors: Psychology, Introductory Courses, Student Behavior, College Students
Landrum, R. Eric; Stowell, Jeffrey R. – Teaching of Psychology, 2013
Faculty members ("N" = 39) from two universities had their lectures recorded. From these videos, we selected 5-min vignettes centered on eight dimensions of the Teacher Behavior Checklist. Undergraduate students from two universities ("N" = 753) viewed three 5-min video clips of college teachers across various disciplines.…
Descriptors: Master Teachers, Student Evaluation of Teacher Performance, Teacher Behavior, Check Lists
Gurung, Regan A. R.; Daniel, David B.; Landrum, R. Eric – Teaching of Psychology, 2012
Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning,…
Descriptors: Psychology, Introductory Courses, Learning, Undergraduate Students
Landrum, R. Eric – Teaching of Psychology, 2011
A national sample of psychology instructors (N = 134) rated the appropriateness and frequency of 104 potential student behaviors, replicating and extending Parr and Valerius. The top 10 ratings for appropriateness and frequency differed from previous work. The author discusses the importance of clear communication of instructor expectations of…
Descriptors: Student Behavior, Teacher Attitudes, Incidence, Psychologists
Landrum, R. Eric; Hettich, Paul I.; Wilner, Abby – Teaching of Psychology, 2010
We surveyed psychology alumni (N = 78) about (a) their preparedness and competency on 54 areas of workforce readiness, (b) changes since graduation on 33 adjectives describing emotional states and personality qualities, and (c) suggestions for universities about how to provide opportunities that enhance workforce success. Among the highest rated…
Descriptors: Employment Potential, Alumni, Education Work Relationship, Attitude Change
Landrum, R. Eric; Mulcock, Stephen D. – Teaching of Psychology, 2007
We obtained data from pre- and postcourse questionnaires given in an Introduction to the Psychology Major course taught for 10 semesters and compared these data with institutional outcomes concerning the students' last known major and their graduation status. We found the questionnaire reliably measured (a) vocational identity, (b) knowledge of…
Descriptors: Majors (Students), Psychology, College Outcomes Assessment, Pretests Posttests
Landrum, R. Eric – Teaching of Psychology, 2007
Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half…
Descriptors: Tests, Psychology, Higher Education, Student Evaluation
Landrum, R. Eric; Clump, Michael A. – Teaching of Psychology, 2004
We surveyed directors of departmental search committees (N = 89) to ascertain which criteria have the most value in the faculty applicant selection process. Respondents used several methodological techniques, including rank order, agreement, and importance scale questions. Results indicated that match or fit with department is the most important…
Descriptors: Teaching Experience, Search Committees (Personnel), Job Applicants, Personnel Selection
