Stephen L. Chew

A Framework for Understanding Teaching and Learning Across Cultures

Stephen L. Chew, William Cerbin

Psychology in Your Life, 5th Edition

Sarah Grison, Stephen L. Chew, Ebony Glover

Psychology in Your Life, Fifth Edition, provides instructors and students with new research-based, inclusive solutions to today's teaching and learning challenges. Recognizing that many students need extra study skills support, Sarah Grison created the groundbreaking new IMPACT learning scaffold across the text …

Developing your teaching style

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

This chapter explores answers to questions such as how you should allocate your class time, how you should structure learning opportunities for your students outside the classroom, which in-person teaching techniques are most effective and which can be adapted for use in …

The first few days of class

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

The first few days of class establish the tone, norms, and expectations for students. Even experienced teachers may feel a bit nervous on the first day of class, especially if they are teaching a new course or if they are teaching a …

Teaching psychology abroad

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

This chapter provides an overview of the many things that a North American psychology teacher should take into account when contemplating teaching psychology in other countries. It includes coverage of foundational competencies such as (a) maintaining awareness of being an outsider in …

Introduction

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

Surveys show that about 65 percent of psychology graduate students in the United States have the opportunity to take courses on teaching, to get teaching supervision, mentoring, or both, and that this training is a requirement for teaching assistants in 84 percent …

Faculty–student relationships

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

Several large-scale studies have confirmed that meaningful relationships between students and faculty form the basis of student success, and that misunderstandings and miscommunication between students and faculty can undermine that success. So positive faculty-student relationships don&s;t just matter, they are crucial. Your …

Teaching Psychology

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

Now in its fourth edition, Teaching Psychology: A Step-By-Step Guide synthesizes the latest pedagogical research on effective teaching and translates it into recommendations for classroom application. It explores the rapidly changing academic landscape and offers innovative ideas for teaching psychology and creating …

us (code pays fourni par la source)

Integrating teaching into your academic life

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

In virtually every psychology department, faculty are expected to engage in at least two of three academic activities: teaching, research, and service. The mutually supportive functions of these activities operate even in departments where the clearest expectations and the most visible rewards …

Assessing and improving your teaching

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

This chapter discusses ways in which you can most profitably use evaluative feedback to improve your teaching. That feedback can come during a course (formative evaluation) or after it is over (summative evaluation), and arises from four main sources: students, colleagues in …

Evaluating student learning

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

The terms assessment and evaluation are often used interchangeably, even though they can have somewhat different meanings. Assessment in education refers to compiling information to help learners improve their performance; evaluation adds a layer of judgment about the quality of that performance. …

Preparing your courses

Douglas A. Bernstein, Sue Frantz, Stephen L. Chew

The first step in the course-planning process is to establish your goals because—just as when starting on a long trip—once you know where you want to go, it is easier to plan a route that will get you there. Your course goals …