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Gurung, Regan A. R.; Galardi, Noelle R. – Teaching of Psychology, 2022
Background: Mental health issues are increasing in higher education and finding ways for students to get help when needed is important. Objective: We tested if the tone of a short syllabus and the presence of a special statement addressing mental health would increase intentions to approach instructors for help. Method: We used a 2 (Tone: warm vs.…
Descriptors: Course Descriptions, Mental Health, Intention, Student Behavior
Maimon, Melanie R.; Howansky, Kristina; Sanchez, Diana T. – Teaching of Psychology, 2023
Background: Students with marginalized identities can experience identity threats in higher education. Instructors can help improve student outcomes by using identity safety cues (ISCs), which signal to marginalized groups that their identities are valued. Objective: The purpose of this study was to examine whether including ISCs in course syllabi…
Descriptors: Group Membership, Identification (Psychology), Safety, Cues
Nusbaum, Amy T.; Swindell, Samantha; Plemons, Anna – Teaching of Psychology, 2021
Strong faculty-student relationships are an important predictor of student retention and success in higher education. Faculty often work to establish these relationships by developing rapport with students in the classroom, but minimal research has been done on whether syllabus design and language can affect these relationships. The goal of…
Descriptors: Altruism, Course Descriptions, Teacher Student Relationship, College Students
Bringing Meaning to Learning: An Interdisciplinary Project for First-Year Community College Students
Rima, Brandi; Rodriguez, Crystal C. – Teaching of Psychology, 2021
Interdisciplinary pedagogy can enhance Introduction to Psychology curricula. We developed an interdisciplinary project to make meaning in a learning community (LC) clustering Introduction to Psychology with Introduction to Criminal Justice. Our purpose is to describe the project as a model and report on students' evaluations of the project and…
Descriptors: Psychology, Teaching Methods, Interdisciplinary Approach, Introductory Courses
Richmond, Aaron S.; Morgan, Robin K.; Slattery, Jeanne M.; Mitchell, Nathanael G.; Cooper, Anna Grace – Teaching of Psychology, 2019
Recent research suggests that designing a syllabus using learner-centered principles may increase students' perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the…
Descriptors: Course Descriptions, Student Centered Learning, Student Attitudes, Caring
Harper, Melinda S.; Allegretti, Christine L. – Teaching of Psychology, 2015
The purpose of this study was to demonstrate how a structured experiential course can be used to teach students to lead group discussions. Group dynamics and leadership skills were taught through two teaching strategies in the course: the first method required junior- and senior-level undergraduate students to participate in a process-oriented…
Descriptors: Teaching Methods, Group Dynamics, Leadership Training, Course Descriptions
Bies-Hernandez, Nicole J. – Teaching of Psychology, 2012
Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect…
Descriptors: Psychology, Course Descriptions, Grading, Preferences
Shatkin, Jess P.; Diamond, Ursula; Zhao, Yihong; DiMeglio, John; Chodaczek, Michaela; Bruzzese, Jean-Marie – Teaching of Psychology, 2016
This study tested the impact of the skills-building component of a two-semester risk and resilience (R&R) course on the stress, coping skills, and cognitive style of 36 undergraduates compared to 62 students enrolled in a child and adolescent psychopathology course. In the fall, students learned about risk taking and decision-making as well as…
Descriptors: Risk, Resilience (Psychology), Undergraduate Students, Intervention
Saville, Bryan K.; Zinn, Tracy E.; Brown, Allison R.; Marchuk, Kimberly A. – Teaching of Psychology, 2010
Although syllabi provide students with important course information, they can also affect perceptions of teaching effectiveness. To test this idea, we distributed 2 versions of a hypothetical course syllabus, a brief version and a detailed version, and asked students to rate the teacher of the course on qualities associated with master teaching.…
Descriptors: Teacher Effectiveness, Student Attitudes, Course Descriptions, Higher Education
Simpson, Kevin E. – Teaching of Psychology, 2009
Genius-level achievement is a natural draw for undergraduate students, both as a cultural phenomenon and as a topic domain within the science of psychology. Yet within the teaching of psychology literature, the psychology of genius has been largely ignored. I designed a course that combines primary source material drawn from existing empirical…
Descriptors: Undergraduate Students, Gifted, Primary Sources, Psychology
DiClementi, Jeannie D.; Handelsman, Mitchell M. – Teaching of Psychology, 2005
After we gave 2 classes of introductory psychology students the syllabus, the first class (the experimental group) generated rules for classroom behavior. The instructor presented the second class (the comparison group) with the list of rules and said they were instructor generated. Students rated the rules, several aspects of the course, and the…
Descriptors: Student Behavior, Experimental Groups, Psychology, Introductory Courses

Dullaert, John – Teaching of Psychology, 1977
A course on the psychology of the aged which emphasizes a humanistic approach and field trips to institutions housing the aged is described. Six frequently encountered factors which inhibit student learning are: negative feelings towards the aged, fear of aging, social conditioning, limited acquaintance with the aged, guilt, and teacher attitude.…
Descriptors: Course Descriptions, Field Trips, Higher Education, Humanistic Education

Heiney, W. Floyd, Jr. – Teaching of Psychology, 1977
Described is a course in which college senior psychology majors provide counseling for freshmen majors. The course was positively evaluated by freshmen for encouraging motivation and involvement and by seniors for allowing them to serve as paraprofessional psychologists. (Author/DB)
Descriptors: College Students, Counseling Services, Course Descriptions, Course Evaluation

Becker, Angela H.; Calhoon, Sharon K. – Teaching of Psychology, 1999
Asks students to rate their attention to 29 syllabus items before receiving their introductory psychology syllabus, and again at the end of the semester. Notes differences in responses for first-semester students, continuing students, and nontraditional students, as well as for students as a whole. (DSK)
Descriptors: Course Descriptions, Curriculum Research, Higher Education, Introductory Courses

Bibace, Roger; And Others – Teaching of Psychology, 1979
Presents a description of an undergraduate abnormal psychology course developed from a theory of instruction and active student participation, the theoretical basis for the course, student course evaluation, and an interpretation of the students' performances. (Author/CK)
Descriptors: Academic Achievement, Case Studies, Course Descriptions, Course Evaluation