Contributor List
About the Editors
Foreword, James C. Goodwin
Preface
Acknowledgements
Chapter 1. Undergraduate Education in Psychology: All's Well that
Begins and Ends Well
Dana S. Dunn, Bernard C. Beins, Maureen A. McCarthy, & G. William
Hill IV
Part I: Beginnings
Chapter 2. Addressing the Multiple Demands of Teaching Introductory
Psychology
Michael L. Stoloff
Chapter 3. Reading from the Same Page: Building an Integrated
Curriculum
Brian T. Loher, Karri Verno, Francis W. Craig, and Peter A.
Keller
Chapter 4. Advising in the Classroom: A Career Exploration Class
for Psychology Majors
Drew C. Appleby
Chapter 5. Building a Psychology Orientation Course: Common Themes
and Exercises
Brian T. Loher & R. Eric Landrum
Chapter 6. Engaging Students in Psychology: Building on First-year
Programs and Seminars
Regan A. R. Gurung & Georjeanna Wilson-Doenges
Chapter 7. Learning Communities as an Innovative Beginning to the
Psychology Major: A Tale of Two
Campuses
Kenneth R. Barron, Kim Buch, Jeffrey T. Andre, & Sue Spaulding
Chapter 8. Displacing Wikipedia: Information Literacy for
First-Year Students
Charles M. Harris & S. Lynn Cameron
Chapter 9. Crafting and Implementing a Career Development Course in
Psychology
Eric Goederis & Stanley Cohen
Part II: Endings
Chapter 10. The Capstone Course as Liberal Education
Opportunity
Dana S. Dunn & Maureen A. McCarthy
Chapter 11. History of Psychology as a Capstone Course
Ludy T. Benjamin, Jr.
Chapter 12. Research Teams: Developing a Capstone Experience with
Programmatic Research
Bernard C. Beins & Phil D. Wann
Chapter 13. Honors Thesis as a Capstone Experience: A Possible
Perfect Ending
Sherry L. Serdikoff
Chapter 14 - The Capstone Research Course: A Case Study in the
Evolution of Educational Efficacy
Wayne S. Messer and David B. Porter
Chapter 15. Ten Things I Hate about My Capstone Course-And a Few
Ways to Fix Them
Tracy E. Zinn, Monica J. Reis-Bergan, & Suzanne C. Baker
Chapter 16. Writing for Psychology Majors as a Developmental
Process
Bernard C. Beins, Randolph A. Smith, and Dana S. Dunn
Chapter 17. Capping the Undergraduate Experience: Making Learning
Come Alive Through Fieldwork
Joann Grayson
Chapter 18. Helping Undergraduates Transition to the Workplace:
Four Discussion Starters
Paul I. Hettich
Chapter 19. Helping Undergraduates Make the Transition to Graduate
School
Brennan D. Cox, Kristin L. Cullen, William Buskist, and Victor A.
Benassi
Chapter 20. Teaching Psychology's Endings: The Simple Gifts of a
Reflective Close
Neil Lutsky
Part III: Coda
Chapter 21. Developing Scientific Reasoning Skills in Beginning and
Ending Students
Suzanne C. Baker, Maureen A. McCarthy, Jane S. Halonen, Dana S.
Dunn, & G. William Hill IV
Author Index
Subject Index
Dana S. Dunn is President-Elect of the Society for the Teaching of
Psychology. Professor of Psychology and Director, Learning in
Common Curriculum at Moravian College. Dana Dunn is winner of the
2013 Charles L. Brewer Award for Distinguished Teaching of
Psychology from the American Psychological Foundation (of the
APA).
Bernard C. Beins is Professor of Psychology and Chair at Ithaca
College.
Maureen A. McCarthy is Professor of Psychology at Kennesaw State
University.
G. William Hill, IV is Professor of Psychology and Director, Center
for Excellence in Teaching & Learning at Kennesaw State University.
Beins, McCarthy, and Hill are all past presidents of the Society
for the Teaching of Psychology.
"Given the practical approach, readers may be surprised at how enjoyable the book can be to read...This book is an excellent resource not because it explains how to teach orientation and capstone courses. The value of Best Practices for Teaching Beginnings and Endings in the Psychology Major is that it provides food for thought on how beginnings and endings can improve the psychology major."--PsycCRITIQUES
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