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date: 18 September 2019

(p. 887) Index

(p. 887) Index

Note: Tables, figures, and footnotes are indicated by t, f, and n.

A
A (agreeableness, altruism, affection), 496
ABA design, 332, 333
abduction, indicators of, 353
Abilene Christian University, 268
abilities, evaluation of, 674–675
abnormal psychology, 453–4
abnormal psychology courses
classroom management, 464–465
content of, 454–458
discussing positive emotional states, 594
abortion, information related to, 536
abstinence, in sex education, 347, 534
Abstract Conceptualization, 158
abstract hypotheses, process of generating, 406
abuse, extreme types of, 635
abusive and exploitative supervision, 233
academic administrators, 859–860
academic-based assessment center (AC), 553
“academic buoyancy,” 868
“academic burnout,” student experiencing, 704
academic civic engagement (ACE), 366
academic credit, awarding for some MOOCs, 167
academic department. See department
academic dishonesty, 90, 114, 858
academic entitlement, sense of, 295–296
academic environments, complexity and force-field analysis, 770–772
academic integrity, 90–91
academic life work and relationships, well-being in, 729–739
academic performance, attendance and, 88
academic program review (APR)
central to the accreditation process, 834
future of, 840
inclusion of external review document from, 837
timeline for conducting, 836t
using external consultants, 810
academic programs, quality of, 798
academics, lack of experience with, 164
academic services
making available, 164–165
providing, 282
academic skills, 160–161, 702
academic standards, maintaining, 106–107
academic unit, chair as leader of, 798
academy, barriers to women in, 569
acceptances, lack of a specific recipe for, 767
accepted belief, deviations from as grounds for termination, 579
Accomplishment (A), 731
accountability
assessment for, 821
core curriculum relating to, 785
external demands for, 814
accreditation
advocacy, 40
program approval processes, 834
and program quality, 833
standards, 578, 834
Accreditation Board for Engineering and Technology (ABET), 829
“accuracy in teaching,” 116
acetylcholine, release of, 408
achieved credibility, 133
achievement, becoming its own reward, 15
across-curriculum diversity integration, 132
Action Potential-Human Model example, 414–415
action potentials, 368
action projects, 667
action verbs, examples of, 47
active and interactive approaches, to teaching, 47–48
active/collaborative learning, 119
active commitment stage, students in, 570
Active Experimentation, 158
active learning, 68, 159, 571
activities in culture and psychology, 605
environment, 73, 92
formalized varieties of, 308
framework for, 92
in human sexuality, 540
implying student engagement, 308
incorporating into forensic psychology, 616
incorporating principles of, 101
infusing into the introductory course, 307
innovative approaches to in statistics, 348
not always successful in every context, 479
as primary goal of any learning situation, 92
producing better student-learning outcomes, 335
promoting, 615
pursuing in large classes, 307
shown to improve student learning, 369
value of, 290
video resources increasing, 622
active-learning-driven experiences, 407
active participants, students as, 867
active testing, of abstract hypotheses, 406–407
activism, engaging students in social change movements, 183
activities
outside of the classroom, 694
promoting psychological literacy, 435
Activities Handbook for the Teaching of Psychology, 540, 631
Adams, Jack A., 387
adaptive cognition, 864, 865
Addams, Jane, 174
“add-on” approach, 569
ADDRESSING model, 665
adjunct faculty, serving NT students, 169
adjunct positions, 715–716
adjustment, 432, 433, 437
Adler, Alfred, 500, 501t
ADR (alternative dispute resolution), 631
ads, loaded with signals about fit, 720
adult learners, 115, 158
Adult Learning Focused Institutions (ALFI), 157
“adult student” population, 156
advanced courses
better served with essay questions, 76
developmental process solutions, 205
speaking performance, 213–219
advanced laboratory/research options, 229
Advanced Placement (AP) credits, 166
Advanced Placement (AP) Psychology Exam, being a reader for, 718
advanced research team, 148
Advanced Skills, 293
“adventures in learning,” sharing, 106
advisees, interactions with, 119
advising, 165, 167–168
(p. 888) advisors
assigning secondary, 694
building relationships with students, 856
considering students’ lives in broad contexts, 120
of NT students, 163
advocates, roles of pushing for change, 170
“affectability,” as women’s greatest weakness, 564
affective biases, debiasing, 72
affective domain, in the classroom, 476
affirmative action, discussion of, 555
age, as a defining characteristic of NT students, 156
agents, in a complex system, 770
aggression, 345, 562
aging. See also elderly population
declines in speed of processing, 160
effects on problem solving, 425
workforce, 549
agreement, between the mentor and the student, 231
The Aims of Education (Whitehead), 739
Air Play, 267
Alexander, Hartley Burr, 45, 50
Alfred P. Sloan Foundation, 848
“all of the above” response options, avoiding, 77
Allport, Gordon, 499t, 501t
alternate dispute resolution (ADR), 631
alternative service-learning designs, 182
Altman, William, 399
altruism, related to better adjustment, 437
alumni surveys, 684
Alzheimer’s disease, estimated cost of, 359
America, history of psychology, 26
American Association of Colleges & Universities LEAP initiative, 209, 488, 835
American Association of University Professors (AAUP), Ethics Statement of, 117
American Beauty (movie), 504
American Board of Forensic Psychology, 630
American Council on Education (ACE), 166, 167, 848
American Journal of Men’s Health, 660
American Men’s Studies Association, 660
American Psychological Association (APA)
accreditation procedures through, 40
clarifying student learning outcomes, 34
definitions of service learning, 176
Division 2, 25, 138, 157
divisions of, 580
Ethics Committee, complaints received, 115
guidelines. see APA Guidelines
law page, 640
resources of, 37–38
American Psychological Association Psychology Partnerships Project, 397
American Psychological Law Society (APA Division 41), 621
American Psychology-Law Society (AP-LS), 621, 629, 639
American Psychology-Law Society website, 625
Americans, number abducted by aliens, 353
Americans with Disabilities Act (1990), 124
amicus curiae briefs, 633
amnesia, theories of, 408
amygdala, putting a “stamp” on a memory, 407
analysis, multiple levels of, 770
analysis of variance (ANOVA), 348, 350
analysis strategy, 756
analytical thinking, teaching for, 423
analytic approach, 222
Analytic Writing Assessment, 697
Anastasi, Anne, 568
anatomy, basics of male and female, 535
ancillary materials, scrutinizing, 302
Andrews University, 579
androcentrism, 562
androgyny, 158, 567, 661
Angell, James Rowland, 29
anger, sharing, 570
“animal assisted therapy,” 380
animal behavior
in the context of psychological science, 375–377
course activities, 381–383
emerging topics, 379
as an interdisciplinary endeavor, 376
key topics, 377–378
methods and data collection techniques in, 378–379
study of, 375–384
teaching resources, 381
Animal Behavior Society, 381, 382
Animal Diversity Web, at the University of Michigan Museum of Zoology, 381
The Animal Mind: A Text-Book of Comparative Psychology (Washburn), 563
animal personality, 502
animals, having culture, 602
animal shelters, relationships with, 382
animated films, on Child and Adolescent Development concepts, 478
Animato, 281
annual evaluation, of faculty and staff, 807
annual report, producing the department’s, 800
anonymity, issue of, 498
anonymous questions, in human sexuality course, 540
anorexia nervosa, spreading throughout Asia, 457
anthropomorphism, 378
anthrozoology, emerging field of, 380
antinepotism laws, of universities, 565
anti-research bias, 470
anti-therapeutic effects, 620
anxiety, 56, 648
anxiolytic effects, of exercise, 646
APA Code, Standards, 116–117
APA core curriculum, health psychology in, 510
APA CyberGuide for Learning Goals & Outcomes in the Undergraduate Psychology Major, 821
APA Ethics Code, 115, 116
APA Guidelines, 235, 291–292
APA Guidelines 3.0, 39
APA Guidelines for the Undergraduate Psychology Major (2007), 291, 292t, 367–368, 488, 601, 683, 696, 784, 840
APA Guidelines for the Undergraduate Psychology Major Version 2.0, 202, 884
categories used in supervisor evaluation, 676, 677t
improvements in, 35
inclusive goals, 5
as quantitative literacy, 216
speaking competence, reaffirmed, 209
APA Learning Goal 3.2, on oral presentations, 210t
APA Principles for Quality Undergraduate Education, 835
APA Standard 4.07, 123
APA style, 146, 206, 338
aphasias, localization of within the brain, 408
AP-LS (American Psychology-Law Society), 621, 629, 639
appeal to tradition fallacy, 67
appearance and performance-enhancing drugs (APEDs), in sport, 650
appendices, showcasing existing internal reports, 837
Appleby, Drew, 458
application assignments, in positive psychology, 592–593
application facet, 441t, 445
application-level mastery, teaching, 477
applications
components of, 721
to everyday situations, 344
preparing standout, 720
for teaching-oriented positions, 726
application type assignments, NT students learning better with, 159
applied animal behavior, 379–380
applied exam questions, 620–621
applied research, 249, 421, 422, 818
apprenticeship model, 231
approachability, signaling, 107
archival research, 250
Area Concentration Achievement Test in Psychology (PACAT), 683
arguments, skills of analyzing, 67
(p. 889) Argyris, Chris, 771
Aristotle, 123, 525
Armstrong, A. C., 227
arousal, mediating the testing effect, 412
“art,” of psychology, 324
artful teaching, qualities or character of, 14–18
ascribed credibility, 133
assessing, student understanding, 415–416
assessment, 5
in an abnormal psychology course, 458–459
activities each year, 816
based on embedded assignments, 822t–823t
being included, 583
best practices for, 183
big picture, 814–815
categories of, 396–397
of a class, 56
continuous improvement efforts, 828
cycle of, 815–818, 816f
data, 814, 817–818, 825
defined, 337
designing to protect reputation, 821
driving pedagogical decision making, 686
external demands for, 814–815
findings, 825
focused on the cognitive domain, 476
goals of, 20
for health psychology courses, 515, 516t
importance of, 20–21
instruments and procedures, 820
master teachers engaging in, 108
measures, 815, 817
not always equal to testing, 48
not particularly popular among most faculty, 36
nuts and bolts of, 818–825
online procedures for, 515
questions, 815, 820
reports for public dissemination, 815
for research methods courses, 336–337
in SoTL, 194
of teaching and learning, 20
techniques, 181, 550
types of, 76, 429
Assessment All-Stars, 36, 37
assessment and accountability practices, 39–40
assessment center, for psychology majors, 553
The Assessment Cyberguide for Learning Goals and Outcomes, 37–38
assessment plan, implementing, 825–828
assessment process, for continuous improvement, 816f
assigned reading, quizzes over, 304
assignments, 219, 280, 281, 284
assimilators, 158
assistants, recruiting and delegating tasks, 746
Association for Applied Sport Psychology (AASP), 646, 654
Association for Career and Technical Education (ACTE), 682
Association for Psychological Science (APS), 472
Association for Psychological Sciences (APS) Annual Teaching Institute, 717
Association for Research in Personality, 505t
Association for Women in Psychology, 562
Association of America Colleges and Universities (AAC&U), 35, 235, 236
Association of Retirement Organizations in Higher Education, 848
“assumed” principles, 759
astronomy, at the edge of other disciplines, 875
asynchronous learner, 162
asynchronous mode, 279
Atkins v. Virginia (2002), 635
at-risk characteristics, 157
at-risk groups, in a capstone course, 868
at-risk students, reaching out to, 282
Attachment, evolution, and the psychology of religion (Kirkpatrick), 583
attachment style, in adulthood, 502
attendance apps, 312
attendance policies, 88–89
attention, 419, 809
attitudes
improving students’ toward science, 325
of NT students, 159–160
toward animals, 380
attitude scales, 631
Attitudes of Jurors in Civil Trials scale, 634
Attitudes of Prospective Jurors in a Criminal Trial scale, 634
attitudes/opinions, retrospective reports of, 192t
Attitudes Toward Children as Witnesses in Court questionnaire, 636
Attitudes toward Confessions scale, 633
Attitudes toward Entrapment scale, 633
Attitudes toward Jury Service scale, 634
Attitudes Toward the Competence of Children questionnaire, 636
Attitudes toward the Criminal Legal System, 631
Attitudes toward the Death Penalty, measure, 635
Attitudes toward the Insanity Defense questionnaire, 634
“attributes of a critical thinker inventory,” Ferrett’s, 336
attrition rates, in doctoral programs, 704–705
audience
considering, 499–500
feedback, 268
members selecting posters, 214
presence, relationship with task performance, 218
audio or video clips, describing reflections, 406
authentic assessment, incorporating, 476
Authentic Happiness (Seligman), 730, 738
authorship credit, with students, 120
authorship issues, 233–234
autobiographies, 460, 526
autonomy and dignity, respecting students, 122
availability, of support for emeriti faculty, 847
“availability bias,” 780
availability heuristic, 351
avoidance, as a way faculty address conflict, 136
Avoiding Harm (3.04), 116
avoiding normative incompetence, 413
awareness, about careers, 684–685
B
Babies (film), 605
baccalaureate indicators, 210, 210t
baccalaureates
unemployment rates of, 40
workplace expectations for, 681
back-up systems, storing files in the cloud, 281
backward design, 363, 440, 686
Backyard Brains, 366
bad news, irrational avoidance of, 815
Baird, John Wallace, 227
Baker, David B., 528
balance
achieving in an asset portfolio, 776
as key to being a successful teacher, 744
balanced contracts, 231, 232
Baldwin, James Mark, 226, 289
Banaji, Mahzarin, 780
Bandura, Albert, 501t
Barnum effect, generating, 234
Barr, Robert, 33
barriers
to infusing cutural diversity issues, 129
to mentoring students, 256–257
baseline data, gathering, 437
basic research, in cognitive science, 421
basics, of teaching and learning, 46
Basic Skills, 293
Baumeister, Roy, 497
Beck, Aaron, 501, 501t
Beck Anxiety Inventory, 458
Beck Depression Inventory, 458
beginner-level courses, 203
Beginning College Survey of Student Engagement (BCSSE), 819
beginning course, assessment with multiple-choice items, 76
(p. 890) behavior(s). See also ethical behavior; human behavior; social behavior; other specific behaviors
associated with excellence in teaching, 103–104
changing across a semester, 514, 518–519
creating a rift between faculty and students, 58
establishing a safe learning environment, 136
evolutionary perspectives on, 376
facilitating survival, 377–378
monitoring our own, 547
understanding of ethical and socially responsible, 885
use of models to elucidate, 379
behavioral criteria, for SLOs, 191
behavioral ecology textbooks, 381
behavioral economics and choice behavior, 546–547
behavioral explanations, many counterintuitive, 432
behavioral neuroscience, 360
behavioral observation, as a direct measure, 822t
“behavioral science,” 876, 877–878
behavior definition, 329
behavior modification project, 436–437
belief bias, difficult to overcome, 69
belief in a just world, measure, 631
beliefs, 66, 68, 69
Beliefs in a Just World, 631
belonging, establishing a sense of, 282
belongingness, question of, 346
Bem, Sandra, 567
Bem Sex Role Inventory, 661
benchmarks, for research design, 191, 192t–194t
bench trial, 633
benefits, available to emeriti faculty, 847
Ben-Shahar, Tal, 590
Bentley, Madison, 227
Berezow, Alex, 874
Berliner, Anna, 529
“Best Possible Selves” activity, 592
“Best Practice” Conference in Atlanta, 38
best practices, 37, 443, 809, 821
Best Practices for Teaching Beginnings & Endings in the Psychology Major, 685
Best Practices for Teaching with Emerging Technologies, 281
Best Practices for Technology-Enhanced Teaching &Learning: Connecting to Psychology and the Social Sciences, 281
“between-groups” manipulation, 328
biases
in Child and Adolescent Development courses, 470
existence of, 488
including and promoting those we know and like, 780
in thinking, 68, 69
understanding and working to avoid, 256
understanding one’s own, 604
bias-free investment decisions, making, 72
“Big Four” types, of validity, 330
“big picture” questions, 596
big questions, cultural psychology raising, 601–602
binary thinking, students utilizing, 664
binge drinking, 609
binge writing, 753, 755
“biographical approach,” 526
biological and evolutionary, 662
biological bases, of stress and anxiety, 648
biological evolution, 601
“biological gradient,” 334
biological methods, versus behavioral methods, 422
biological psychology, 360
biology
of positive states, 597
story of, 878–879
biology/psychology cross-listed course, managing, 378
BIOPAC, 366
biopsychology, 367
biopsychosocial model, 509
Birmingham-Southern College, 176
birth/contraception, information related to, 536
birthday paradox, demonstration of, 59
bivariate hypothesis tests, 192t
Blackboard online course-management application, 279, 280, 313
Black psychology, first history of, 527
Blair-Broeker, Charles, 393
blended courses, 787
blog/wiki sites, 163
blood oxygenation level dependent (BOLD) principles, 361
Bloom’s Taxonomy, 78–79, 278, 475, 818
Bob Jones University (BJU), 122
Bob Jones University v. Simon, Secretary of the Treasury, et al., 1974, 122
Bob Jones University v. United States, 1983, 122
body mass index (BMI), relation to health, 355
Bologna Accord, 35
Bonferroni adjustment, 192t
Bonner Foundation, 180
books
critical thinking skills regarding statistics and, 353, 353t
critique/review, 436
general overviews, 581–582
related to behavior economics, 546–547
for social psychology, 492
Boring, E. G., 389, 390
“both/and” form of a synthesis of views, 421
Boulder Conference on Graduate Education in Clinical Psychology, 442
boundaries and multiple relationships, power in terms of, 120–122
Boundaries of Competence (2.01), 116
boundary
blurring, 232
conditions for states such as happiness, 597
crossings or violations, 120–121
between mentor and mentee, 257
Box, 281
Boyatzis, Chris, 584
Boyer, Ernest, 833
brain
dissections, 366
female, 564
mapping, 372
organization of, 368
structures, connecting to behavior, 367
studying postmortem, 426
techniques for understanding as indirect, 407
tissue, interacting with actual, 366
brain and nervous system, human and non-human, 383
Brain Awareness Week (BAW), 366–367
“brain-based training” programs, efficacy of, 371
“Brain Bee,” holding, 366–367
Brain Research through Advancing Innovative Neurotechnologies (BRAIN) initiative, 372
brainstorming, 248
Brannon Masculinity Scale, 661
Bread and Tulips (movie), 504
Breaking Prejudice, 138
Breuning, Stephen, 327
brevity, important to a results section, 757
Brewer, Charles L., 38, 50, 109
brick-and-mortar schools, offering classes in the fully online format, 162
“Bringing Community College Teachers to the Table,” 397
Bring the Family Address, at annual convention of Association for Psychological Science (APS), 168
Broca’s aphasia, patient with, 408
Broken Child: Case Studies of Child Abuse (film), 622
Brown, Roger, 503
Brown’s Instructor Self-Assessment in Multicultural and Global Education, 133
brute force, program, 428
budgetary constraints, financial pressure of, 878
budgets, 40, 799
The Bunting Center for Engaged Study and Community Action, 176
bureaucracy, simple tasks as difficult, 802
(p. 891) Burt, Cyril, 327
Buss, David, 501
Buss, David M., 498, 501t
“by hand,” meaning of, 348
C
C (conscientiousness, control, constraint), 496
calculation, by hand, 347–348
California Critical Thinking Skills Test, 235
California State University, Chico, 277
Calkins, Mary, 290, 563
Calkins, Mary Whiton, 27, 29, 228, 529
“campus clearinghouse,” utilizing, 177
campus climate, as concern for NT students, 164–165
campus-community partnership, creating, 177
Campus Compact, 175, 180
campuses, sponsoring scholarship days, 216
campus life, NT students and, 163
campus problem-solving, 437
campus retiree or emeriti centers or organizations, 846
campus visit, timing for, 835–836
Camtasia, 281, 314
Canadian Society for Psychomotor Learning and Sport Psychology (SCAPPS) website, 654
cancellations, of minispeeches, 213
“canned” laboratory activities, 147
“canned labs,” not recommended, 428
“canned” study, 337
“canny” preparation, using, 744
“the canon of psychological skills,” 648
capstone courses, 865, 866
assessment of the impact of, 245
building on the cornerstone course, 867–868
history most often taught as, 525
history of psychology as, 524
instantiating for final-year students, 870
integrating all the diverse perspectives, 855
paper written for a, 822t
pre-requisites for, 247
rapid rise in prevalence of, 242
capstone experiences, 219, 244
CARE elements, of effective mentoring, 160
career
advancement, 769, 770
counseling for NT students, 165
exploration, 243, 674, 678
goals, 244, 716
mapping out an entire, 691
paths related to forensic psychology, 624
planning, 436
relatedness, 687
seeking balance in one’s early, 741–748
career development, 8, 685
career-development courses, 681–688, 690–691
caring, about students, 260
Carr, H. A., 227
Carrots and Sticks: Unlock the Power of Incentives to Get Things Done (Ayres), 547
case-based instruction (CBI), 616
cases
characteristics of effective, 619
simplifying by briefing, 632
case studies, 250, 426, 427, 444, 503–504
A Case Study in the Insanity Defense-The Trial of John W. Hinckley, Jr. (Bonnie, Jeffries, and Low), 634
case-study material, 459
case study methods, 408, 512
“cash cows,” psychology departments as, 202
Casto, Colleen, 622
categorical system, of diagnosis, 455
cats, trial-and-error learning, 332
Cattell, James McKeen, 29, 227, 228
Cattell, Raymond, 500, 501t
causality, 425, 426
causal relation, fitting with existing data, 335
causal statements, experiments allowing, 485
causation, 333–335, 346–347
CBI (case-based instruction), 616, 619
CBS Reports program, 633
cell phone policies, 266
Cengage learning, 300
Center for Citizenship and Community, 490
Centers for Disease Control and Prevention, 250, 355
“cerebral fibre,” women’s as softer, 564
chair
assessing the role of, 811
being an effective, 803–807
characteristics of, 798
at comprehensive universities, 801–802
power of, 803–804
reasons for becoming, 797–798
at research universities, 802–803
roles of, 795, 798–800
transitioning from, 810–811
variations in the role, 800–803
chairs, circular arrangement of, 572
challenges
in the research process, 248–252
in teaching neuroscience, 361–362
change
facilitating, 805–807
including NT students, 170
Change magazine, 33, 38
Chaos: Making a New Science (Glick), 770
chaos theory, 770
characteristics, 425
Characteristics of Excellence in Undergraduate Research (COEUR), 246, 365
character strengths
for academic life work and relationships, 733t–734t
composing a narrative from, 735
integrating virtues with academic life tasks, 737
literature on, 730
Character Strengths and Virtues: A Handbook and Classification (Peterson and Seligman), 594, 730, 734
“Character Strengths for Academic Life Work and Relationships,” 733t–734t, 735
Charles L. Brewer Distinguished Teaching in Psychology Award, 99
chat rooms, within course management systems, 313
cheating, 80–81, 90
checklist mentality, avoiding, 791–792
checks for understanding, in large classes, 307
chemical cues, mammals using, 379
chess, computer program playing, 428
Chickering principles, 159
child abuse, 622, 636
Child and Adolescent Development course
decisions on class content, 471–474
described, 469
engaging students in, 478–480
foundation to professional skills and judgments, 475
nature of, 470–471
teaching, 469–480
textbook(s), 473, 474
child care, offering on campus, 168
“The Child Cases,” 636
child custody, 618t
child-custody case, for mock trial, 638, 639
child neglect, 635
child protection/child abuse, 635–636
child-psychology classes, offering service learning for, 168
“chilly climate,” importance of avoiding, 60
“Christmas,” cultural practice of, 608
Christopher, Andrew N., 38
chronic illness, internet stories of, 512
Chudler, Eric, 367
circadian rhythms and sleep, 383
circumstantial multiple roles, 232
citations, preparing full, 762
citizenship
cultivating evidence of, 718–720
tasks, 736
“civic/citizenship engagement,” 183
civic communities, building, 738
civic competency, 634
civic disengagement, evident in students today, 183
(p. 892) civic engagement. See service learning
“civic learning,” 183
civil commitment, 618t
civil law, 619t, 631
civil trial, mock trial examples, 638–639
claims, cognitively demanding to reject, 69
clarifying lectures, in interteaching, 336
CLA scores, 200, 201f
class discussion board, 640
classes
choices for the first and last days of, 55–63
going beyond basic pedagogical rigor, 189
grade averages different across semesters, 190
reports on particular, 189
classical conditioning, Pavlov’s research on, 332
classical free enterprise business model, 554
classic obedience study, Milgram’s, 326
Classics in the History of Psychology website, 528
class-management software systems, as the norm, 857
class participation, 212, 306
class presentation, as a direct measure, 822t
classroom
activities, 48, 279, 435–437
arranging in a circle, 664
assessment, 75–78, 108
beyond, 125–126
business, 16
college, different from secondary education, 86
definition of the traditional, 265
demonstrations, 48, 309
discussions, 596
disruptions, 134
exercises, 234
experiments, 190
incivilities in, 89–90
management of, 85, 86
positive interactions in, 87
presence, 17
psychological literacy in, 865–868
response systems, 268, 269, 498
transfer of learning beyond, 684
classroom conflict, addressing, 119
class time, 163, 305, 309, 417
classwork-related activity, uses of FB for, 270
clearances, required for placements, 449
clickers, 312–313
demonstrating reaction time, 392
enhancing student learning and motivation, 370
in an immediate assessment, 268
improving student performance, 94
objective performance and, 313
polling the entire class, 409
responses to questions, 822t
use of, 857
client populations, direct contact with, 443
climate
campus, 164–165
chilly, 60
created on the basis of individuals’ experience, 125
for members of underrepresented groups, 131
Clinical and Counseling Psychology courses, 439–450
clinical aspects, of forensic psychology, 614
clinical experience, obtaining, 625
clinical-forensic psychologist, 630
clinical health psychology, 510
clinical or counseling program, forensic, 625
Clinical Psychological Science journal, 876
clinical psychologists, scientific training for, 876
clinical psychology, 260, 440, 701
clinical science, 447
clinical sport psychology, 650
clinical work, ethical dilemmas in, 115
clinicians, 439–440, 456, 457
closure, creating tension, 16
CNN, 478
Cochrane Database of Systematic Reviews, 444
co-curricular activities, for NT students, 163, 168
co-curricular approaches, to collaboration, 230–231
code of conduct, 136
code of ethics, service-learning, 445
Coe, Mark, 399
cognition
animal, 381
generally adaptive, 420
needing to be studied, 421
cognitive-behavioral therapy, 590
cognitive biases, 68, 72
cognitive changes, 444
cognitive dissonance, 325
cognitive moral development, 181–182
cognitive neuroscience, 360, 369, 372n3, 419
cognitive-neuroscientific research, 426
cognitive neuroscientist, 877
cognitive phenomena, clickers responses to, 313
cognitive processes
altered by the act of giving a report, 427
interacting, 420–421
in nonhuman species, 383
cognitive science
described, 419
fundamental ideas in, 420–421
key themes in, 421–422
pedagogy, 422–424
research methods, 424–428
teaching, 419–430
cognitive science courses
content of, 419–420
creating, 428–429
coherent causal interpretation, 335
Cold, Jeremy, 622
Collaborate, 165, 167, 168
collaboration
best practices, 237
building, 719
encouraging among students, 283
on research, 745–746
successful approaches to, 229
collaborative assignments and projects, 489
collaborative learning, 91
environment, 664–665
new and emerging technologies allow, 858
strategies, 736
collaborative research
with department colleagues, 778
student-faculty, 225–237
colleagues
expectations of, 580
looking for good, 713
obligations to, 125
college graduates, expectations for all, 682–684
college-level assignments, 434
College Level Examination Program (CLEP), 164, 167
college-level learning, from life or work experiences, 164
College of Physical Activity and Sport Sciences, at West Virginia University, 655
colleges, 12. See also institutions; universities
colleges and universities, bureaucratic rules, 847
college students, serving local communities, 175
college-wide policies, regarding attendance, 88–89
collegiality, promoting, 809
collegiality factor, 712
Collegiate Assessment of Academic Proficiency (CAAP) Writing Skills Test, 235
Collegiate Learning Assessment (CLA), 200, 434
scores, 200, 201f
Collegiate Level Assessment (CLA) Written Communication Test, 235
“Colossal Neuron,” 369
Comapping presentation tool, 267
commentary, developing present course content, 278
commercial standardized tests, 822t
commitment, 245, 247
“commitment contracts,” 547
(p. 893) Committee on the Teaching of Psychology, APA’s, 27
common core, for introductory psychology course, 291
“common ground,” among other fields, 875
common sense
insufficient, 60
social psychology as, 486
communication
effective, 235, 885
modes, 62
in relationships, 536
skills, 104–105, 683
understanding, 804
community
and family, 432
service learning benefiting, 182
community-based learning. See service learning
community-campus partnership model, 174–175
community college job, minimum (and desired) job requirements, 722
The Community College National Center for Community Engagement, 177
community colleges. See also institutions; two-year colleges
faculties in the service-learning landscape, 177
geographic representation of, 397, 398f
job advertisement for an instructor position at, 713f
as a melting pot, 723
students transferring from, 169
tending to be cost effective, 579–580
tending to seek excellent teachers, 714
undergraduates in the United States enrolled in, 856
community engagement. See service learning
community of excellence, fostering, 102
community of learners, creating, 307
community organization, educating students about, 178
community partners
committed to assist students, 666
coordination with, 182
enhancing communication with, 448–449
in service learning, 177–178
community-university partnerships, rise of, 175
companion animal behavior, 380
compare-and-contrast question, requiring critical thinking, 416
comparison groups, nonequivalent, 192t
compassion fatigue, students experiencing, 677
competence
activities, 634
in addition to basic knowledge, 550
assessment of, 550
building during courses, 549
of children, 636
as a continuum, 118
not making one an excellent teacher, 550
principles regarding, 117
of a psychology graduate, 551
of psychology teachers, 12
to teach abnormal psychology courses, 463
as a theme in ethics codes, 118–119
competency-based (CB) education, 166
competency resources, 634
competency to stand trial, 614
competitive classroom, avoiding, 572
complacency, about ethical behaviors, 115
complementary fit, 775
Complete College America initiative, 834
complex adaptive systems, features of, 770
complexity, 770, 771, 777–779
Complexity: Life at the Edge of Chaos (Lewin), 770
Complexity: The Emerging Science at the Edge of Order and Chaos (Waldrop), 770
complexity theory, 776
Complications (Gawande), 514
compromise, mediating and promoting, 808
computer-based neuron simulations, 365
computer components, exponential growth rates, 265
computer literacy, 282
computer models, of cognitive architecture, 427
computer program, playing chess, 428
computers, now the norm in many classrooms, 347
computer-simulated tasks, as a direct measure, 822t
computer simulations, 427
conative biases, debiasing, 72–73
concentration, in sports performance, 648
concepts, 271, 346, 420
concept tests, 300, 307
conceptualization, of fit, 775
conceptual replication, 249
concrete experiences, 158, 405, 416
concrete steps, taking, 747–748
conditional reasoning, graduate students and, 144
Conference on Undergraduate Quality, 36
conferences
hosted by regional psychology associations, 168
presenting work at, 719
on teaching of psychology, 38–39
confessions, false, 632–633
The Confessions (program), Frontline documentary, 633, 640
confidentiality, 123, 498
confirmation bias, 73
conflict
classroom, 119
managing, 136–137, 808
preparing students for, 665–666
conflicts of interest, 124, 234, 838
conformity to masculine norms, 662
Conformity to Masculine Norms Inventory, 663
confounding variables, 424
connections
building to faculty and students, 719–720
establishing, 60
consciousness, 419
consequences, understanding, 546
“consequential thinking,” 66
conservation, of wild populations, 379–380
“conservative resurgence,” of the Southern Baptist Convention of the 1980s, 579
consistent results, across studies, 334
consolidation theory, defining traditional, 408
construct validity, 330
consumers
of science, students as, 480
students seeing themselves as, 295
contact, maintaining with students, 62
content
avoiding being a slave to, 105
choosing a method for presenting, 91
incorporating transdisciplinary as culture, 47
pressure to cover, 304
selecting new, taking a broad view of diversity, 138
students receiving via text messages, 266
suitable and working knowledge of required, 471
content analysis, of gender training, 667
content area knowledge, as necessary but not sufficient, 65–66
“Content Competence,” in the STLHE guidelines, 118
content-focused instructors, 211
content knowledge, 130, 683
content mastery, 471, 472
content-relevant humor, 306
context
as culture, 12–15
value of, 525
context-based training, in ethical practices, 234
contextual conditions, for SLOs, 191
Continuing Education Programs, 156
continuous improvement
assessment for, 815, 821
evidence-based decision making for, 825
focus on assessment for, 829
continuum of activities, in active learning, 308
(p. 894) contracts
managing departmental, 799
for mentoring undergraduate student research, 231
contractual obligation, to serve on college and departmental committees, 723
contradictory findings or theories, 249
contradictory truisms, discussing, 60
control-question method, 633
control variables, 424
“controversial” issues, inviting debate and evaluation, 462–463
controversy, relating to teaching health psychology, 515
convergent thinking, 364
convergers, 158
“converging evidence,” 407–408
“cookie-cutter” education, core curriculum as, 787
cooperation, among students, 570
Cooperative Institutional Research Program (CIRP), 434, 819
co-operative learning groups, 164
coping responses, to help manage stress, 435
coping skills, of NT students, 163
coping strategies, 435–436
core courses, completing in a sequenced manner, 792
core curriculum, 783–784
future directions, 792
increased focus on, 291
need for, 784–785
not defining all aspects of students’ learning, 787
promoting psychological literacy, 786
requiring substantial resource investments, 791
core topics, connected, 486
Cornell Lab Ornithology, 381
cornerstone course, 865–867
cornerstone tasks, characteristics of, 684
corporate interest, valuing, 553–554
corporate organizations, field of I/O focusing on, 554
correctional psychology, 619t
correlation
causation and, 333–335
studies involving, 425–426
tables, 756
Costin, Frank, 387
co-teaching
seeking opportunities to, 717
with student preceptors as partners, 394
Council for Adult and Experiential Learning (CAEL)
Guideline 4, 165
Guideline 5, 159
Guideline 7, 162
guidelines, 157
national online portal run by, 166
recommendations, 165
Council for Higher Education Accreditation (CHEA), 834
Council for Standards in Human Services Education (CSHSE), 675
Council on Undergraduate Research (CUR), 242, 252
Council on Undergraduate Research’s (CUR) Characteristics of Excellence in Undergraduate Research (COEUR), 246, 365
counseling and life coaching, for NT students, 165
Counseling the Culturally Diverse (Sue & Sue), 606
“counterattitudinal advocacy” activity, 325
COURAGE, in market work, 733t, 734t
course announcements, via text messages, 266
course-assessment report, in psychology and law, 639
course concepts, in forensic psychology, 615
course content, ways to deliver, 512
course contract, creating, 536–537, 541
course design, resources for, 685–686
course-ending activities, listing of, 61
course improvement, informal processes for, 813
course management platform, quizzes on, 556
course management systems, 313
course materials, 284, 435
“course mentors,” 716
course objectives
determining, 583
developing for a laboratory course, 145
giving serious thought to, 534
psychology and law, 637
course orientation, to be students’ top priority, 57
course planning template, 278t
course policies, providing clear, 86
course portfolio, 550
course preparation, conscious under or moderate, 16
Coursera, 166
course readings, making the centerpiece, 304
course registration processes, activities during, 800
course-relevant humor, multiple forms of, 306
courses
aimed at improving writing, 205–206
curriculum maps describing connections, 825
developing and improving, 5
grouping, 745
having research-like features, 365
portability of, for NT students, 169–170
purpose and scope of, 46–47
recording, 162
course selection, preparing students for graduate school, 694
course SLOs, 819
course structure, 284, 584
course syllabus. See syllabus (syllabi)
course work, identifying strategies for improvement, 820
coverage, balancing depth and breadth of, 472–473
cover letter
to accompany manuscript submission, 764
documenting revisions, 766–767
importance of, 721
“covert curriculum,” explicit consideration of, 458
“cramming,” 18
“creation science,” 325
creativity, 420, 423, 549
credibility, 352
credit hour, federal definition of, 641
credits, portability for NT students, 169–170
criminal and civil competence, 618t
criminal competency, 634
criminal law, textbooks concentrating on, 631
criminal profiling, 614, 619t
criminal trial, mock trial example, 638
criteria, for a correlation, 334–335
criterion referenced grading system, 571
critical commentary, on posters, 216
critical discussions, engaging students, 584
critical history, 523
critical reflection, by NT learners, 159
critical thinkers
activities of, 205
alert to imperfect extent of one’s knowledge, 73
characteristics of, 66
determining value in spite of flaws, 352
nature of, 71
critical thinking
defined, 66–67, 788
encouraging, 60
engaging, 570
essential to a quality education, 68
focusing on sociocultural issues fostering, 131
format in which best taught, 70
gained from participating in research, 235
as hard work, 67
important in psychology, 68
during interteaching and lecture, 336
key competencies, 603
measures of, 235
model proposed by Halpern to teach, 70
more important than knowledge alone, 46
most important for predicting improvement, 788
(p. 895) not a natural consequence of learning, 70
opportunities for, 504–505
people adept at, having fewer negative life outcomes, 73
as a priority for students, 66–67
to promote learning, 67–68
relationship to learning, 67
relying on metacognition, 72
skills, 66, 70–71, 884
teaching for, 423
teaching to promote learning, 65–73
workplace readiness and, 683
cross-cultural differences, 603–604
cross-cultural discussions, 137
cross-cultural psychology, 130, 600–601
Cross-cultural Psychology: Critical Thinking and Contemporary Applications (Shiraev & Levy), 606
Cross-cultural Psychology: Research and Applications (Berry, Poortinga, Breugelmans, & Chasiotis), 606
“cross-gender identification,” 456
“cross-sectional” approach, 526
cross-sectional research, 192t
CROW (Course Resources on the Web), 138
“crowdsourcing,” 366
Crucible Moment (National Task Force on Civic Learning and Democratic Engagement), 35
Cultivating Humanity: A Classical Defense of Reform in Liberal Education (Nussbaum), 738
“cultural animal” theory, 602
cultural awareness, 130, 134
cultural backgrounds, influencing students, 135
cultural bases, for differences between the sexes, 566
cultural bias, awareness of, 604
cultural competence, 124, 133, 601, 885
cultural contexts, placing women’s experiences in, 569
cultural differences, as means and standard deviations, 608
cultural dimensions, incorporating as many as possible, 130
cultural diversity, 131, 132
cultural entanglements, 526
cultural group memberships, 133
cultural habit, changing, 607
culturally different settings, 608
culturally inclusive teaching, model of, 137
cultural memberships
of instructors, 134
of students, 135–137
Cultural Nature of Human Development (Rogoff), 606
cultural products and patterns, 599
cultural psychology, 865
described, 599–600
engaging students, 602–603
reaching students, 603
reasons for teaching, 601–604
strategies for achieving student learning in, 604–608
teaching, 599–609
texts and teaching resources, 605–606
writing in, 606–608
Cultural Psychology (Heine), 606
cultural self-awareness, knowledge, and skills, appraising levels of, 133
cultural shaping, forms of, 602
cultural understanding, lack of, 457
culture
changing in your department, 880
changing more quickly than human genome, 604
defined, 125, 130
of an institution, department, or program, 121
as not race or nationality, 130
shared knowledge forming foundation for, 877
Culture and Cognition: Implications for Theory and Method (Ross), 606
culture and context, role in diagnostic and treatment process, 446
Culture and Psychology (Matsumoto & Juang), 606
“culture and the self,” 600
“Culture as Superpower” theme, 604
culture centrism, 603
culture of teaching, 114
cultures
changing and evolving over time, 602
working with people from multiple, 546
culture-shapes-psyche-shapes-culture, 604
culture-shaping-psyche dynamic, 605
“culture shock” dealing with, 570
cumulative tests, taking throughout the semester, 189
curare, blocking nicotinic acetylcholine receptors, 368
CUR Quarterly, 246, 252
Current Directions in Psychological Science, 502
current events, integrating, 383
current movements, 662
Current Psychotherapies (Corsini & Wedding), 503
curricular approaches, to collaboration, 229
curricular goals, 583, 601
curricular model, proven, 147–149
curriculum
adding additional science requirements, 878
assessing, 813–829
changes to over time, 25
departments revising, 817
designing and aligning, 819
preference for balance, 785
of psychology programs, 859
structuring, 783–792
supportive of undergraduate research, 247
“curriculum infusion” strategy, 569
curriculum maps, 825, 826t, 827
curriculum vitaes (CVs), from professors, 552
customer-driven approach, to higher education, 742
cutoff, differentiating health from disorder, 456
cycle of learning, four-stage, 158
D
Daniel, Robert S., 25, 30n1, 38
data
collecting wisely, 746
learning as much from as possible, 756
relying on, 433
selective reporting of, 353
data-based empirical outcomes, appreciation for, 854
database searching, ending prematurely, 204
data collection
of baseline, 437
conducting via a variety of methods, 145
exercises, 355
requests for additional, 765
through clickers, 313
wise, 746
“data integrity,” 765
data screening, proper, 194t
data sets, 348, 746
dating chat room simulation, 345
Davidson College, 148
Davis, Steve, 99, 100
deadlines, setting for manuscript writing, 754
dean
communicating with each department, 804
keeping happy, 809–810
“Death by PowerPoint,” 267
death penalty, 635
debates
in advanced classes, 218–219
engaging students, 584
formats, 216
in human sexuality, 540
involving the place of mind, body, and behavior in psychological science, 389
debiasing, 70–71, 72
debriefing, 251, 311, 312
decision letter, 764–766
decision making, 420, 545
decisions, having consequences, 69
deconstructionist approach, 102
deep, elaborative encoding, 412
(p. 896) deep explanatory processing, 858
deep learning, 67–68
deep processing
of information, 412
of social psychological content, 486
deficit model approach, 675
definable organization, lecture following, 101
defined benefit plans, 844
defined contribution plans, 844
definitions, shaping concepts, 346
degree programs, in distance-learning format, 162
Delabare, E. B., 226
delivery
of excellent teachers, 101
practicing, 105
demands-abilities fit, 775
democratic process, promoting, 183
demographic changes, in the US population, 131
demographic groups, critical mass of various, 856
demonstrational laboratory, of William James, 29
demonstrations, for personality psychology classes, 503
Denmark, Florence, 562
department. See also psychology departments
chairing, 795–811
chairs versus department heads, 796–797
changing the name of, 878
considering, 499–500
developing the “right” type of, 809
familiarity with, 721
financial condition of, 799
head, 796
managing the overall, 798
as an organization, 551
representing, 798
with an unstructured curriculum, 827
departmental citizens, 712–713, 723
departmental citizenship, 714–725
Departmental Consulting Service (DCS), 838
departmental level, meetings and social events, 719
departmental politics, 772–774
department colloquia, presenting your work at, 719
departure, of a faculty or staff member, 807
dependent variables, 193t, 424, 425
depth-of-processing effect, 412
descriptive statistics, 350
desirable difficulties, creating, 415, 858
desktop computers, ownership decreasing, 266
detailed course schedule, providing students with, 281
Developing Skills, 293
developmental approach, taking, 203
developmental differences, discussing, 479
developmental issues, in sport, 650
developmental-personality model, 735
developmental process, illustrating, 203–206
developmental psychology, 865
Developmental Science, field of, 470
“devious experimenter” paper, 491
Dewey, John, 50, 174, 289
d-family, of effect sizes, 351
diagnoses
challenges inherent in, 462
manipulated for financial reasons, 456
“diagnostically useful information,” criterion of, 821
diagnostic codes, necessary to receive reimbursement from insurance companies, 456
diagnostic evidence, 817
diagnostic information, selecting assessment instruments to generate, 820
Dickson, Mary, 622
Dickson, William J., 771
Dictionary of Occupational Titles, 685
differential group treatment, 328
difficulty
claim of, raising issues of competence, 123
desirable levels of, 390
as an important aspect of text selection, 49
digital audio and video recording, 269–270
digital cheating, students using, 280
Digital Game-Based Learning (DGBL), 370
Dimensions of Oppresion, 134
directed paraphrasing, 308–309
direct instruction, 91
directions, following for applications, 725
direct measures, 821, 829
director’s dilemma vignette, 124–125
disabilities
enacting for a day, 461
need for support for, 396–397
disciplinary accreditation, specialized, 834
discipline, irony of, 487
discipline of study, remaining active in, 848
discovery lab instruction, 364, 364t
discovery moments, 408
discrimination, avoiding unfair, 122
discussion boards, 313
discussion parameters, emphasizing respectful, 212
discussion questions, prepared before class, 596
discussions
advantage of over the lecture, 28
encouraging, 14, 283
in online courses, 279
stimulating in introductory courses, 306
discussion section, writing, 760–762
disequilibrium, encouraging, 470–471
dispositional factors, of NT students, 158–161, 162–163
disruptive behavior, understanding of, 90
dissection lab, running virtually, 366
distance learners, identifying with the institution, 282
distance learning courses, 162, 857, 858
Distinguished Teaching in Psychology Award, 99
distress, preparing students for possibility of, 463
distributed curriculum, 785
distributed learning. See spaced learning
distributional requirements, for parametric tests, 344
divergent thinking, 364
diverse backgrounds, working with students from, 723
diverse groups, discrimination against, 124
diverse learning styles, 159
diverse perspectives, issue of incorporating, 526
diversification, 776, 777, 778, 780
diversity
addressing with service-learning, 446
ad including a statement about, 725
among students at a community college, 722
appreciation of, 489
aspects of, 130
broadening the definition of, 167
drafting recommendations regarding, 856
honoring in the classroom, 131
including in the content of most classes, 856
including in the curriculum, 790
infused in a non-diversity-related course, 130
infusing into curriculum and campus culture, 167
issues, 6, 131–132, 478
promoting excellence through, 725
psychologists concerning themselves with, 885
readings covering the spectrum of, 138
teaching about, 129–139
teaching about requiring discussions, 134
of today’s students, 856
websites focused on teaching, 138
diversity education, goals of, 130–131
“diversity mindfulness,” 569
Division 38 Education and Training Council, recommended course objectives, 510, 511t
Division 41, of the APA, 629
Division 47, of the APA, 646, 654
Division 51, of the APA, 660
(p. 897) doctoral degree, time commitment, 703
doctoral students, 742, 803
“do good, be good” approach, 17
“the dog pound dilemma,” 757
dogs, behavior of domestic, 380
doing nice things, benefits of, 595
Dollard, John, 500, 501t
domain generality versus domain specificity theme, 422
domestic violence, 618t, 624
Donders’ technique, with a falling meter stick, 392
“dose-response” relation, 334
double-blind design, 193t
“down time,” scheduling, 747
drafts, sharing for editing purposes, 203
Dropbox, 281
Drury University, 206
DSM-5
diagnosis and, 455–457
supplement to, 594
dual goals, considering, 746
dualism, of learning about forensic psychology, 614
dual relationships, 232
due dates, being flexible with, 572
Duncombe, Frances, 227
Dunlap, Knight, 227
Dunn, Dana, 100
Dunn et al. criteria, going beyond the minimum standard, 834
Dusky v. United States (1960), 634
Dweck, Carol, 649
dyscalculia, 371
dyslexia, 371
E
E (extraversion, energy, enthusiasm), 496
ease, student perception of, 487
East Asian cultural practices, 600
Eastern Psychological Association (EPA), 168
Eating Disorders Inventory, 458
Ebbinghaus, memory studies, 333
Ebbinghaus, Hermann, 332
Eberly Center for Teaching Excellence, 63t
e-book readers, 266
e-books, from STP, 38
Ecological Systems Theory, 865
ecological validity, high, 427
ecology, 427
economic conditions, affecting choice of college, 434
economy, as a portfolio of sectors, 777
Edgell, Beatrice, 529
educational assessment, 20
educational computer games, 370
educational experience, 673
educational films, 461
educational gaming, 271
educational impact, of research, 241, 243
“Educational Neuroscience,” 370–371
educational podcasts, Apple’s online collection of, 269
edX, 166
EEG data, students wanting printouts of their own, 366
effect size, 348, 350, 351
“either/or” form of thesis/antithesis, 421
elderly population, 173. See also aging
electrical activity, represented kinesthetically, 414
electrical potential, tracking, 414
electrical shocks, delivery of, 345
electronic class platform, 162
electronic diary, perceptions, 406
electronic keypads (“clickers”). See clickers
electronic versions of a book, purchasing, 278
electrophysiology, 365
Ellis, Albert, 501, 501t, 648
e-mail
avoiding when subject matter is conflictual, 808
decreasing after-work use of, 748
sent to students introducing the professor, 58
welcoming creating positive first impressions, 87
e-mail listserv, 492
embedded assessments, 828
embeddedness/emanation stage, 570
embedding activities, 300
emergent content themes, 604–605
emerging trends, in higher education, 166–167
emeriti faculty, 846, 848
emotion(s)
impact on beliefs and judgments, 68
in nonhumans, 383
research on, 398
“emotional bonds,” 119
emotional connection, fostering intuitions, 412–413
Emotional Distress Scale (EDS), 615–616
emotional health, lower ratings concerning, 434
emotional issue, teaching about, 134
emotionally significant memories, remembered better, 407
emotional responses, of students, 136
emotional stress, from exposure to client suffering, 677
empathy facet, 441t, 444–445
Empire State College, 166
empirical data, 420, 854
empirical investigation, 399
Empirically Supported Treatments (ESTs), 447
empirical methods, 421
employability, 65, 865, 867, 870
employee development, 549
employers, on readiness of college graduates, 785
encouragement, to fraud, 233
endings, 61, 62
engaged students, characteristics of, 237
engagement, high baseline level of, 440
Engagement (E), 730
“engendering psychology,” 562
“Enter the Jury Room,” 633
enthusiasm
attribute of master teaching, 107–108
of the professor, 101
for the subject matter, 102
entitlement, expectation during field placement, 678–679
“entity intelligence theorists,” 415
environment
building and sustaining a trusting, 572
component of P-E fit, 775
perceptions of a supported, 478
epinephrine, release of, 407
epistemic egocentrism, 470
equipment, local resources for used, 393
Eriksen, C. W., 388
Erikson, Erik, 501t
ERIN, 620 resources, 371
erroneous expectations, of students, 297
Escobedo v. Illinois (1964), 632
espoused theory, 771–772
essay and short answer items, as less reliable than multiple-choice tests, 78
essay exams, grading, 337
essay test, taking longer to grade, 76
“essentialist” view, of sex roles, 661
Essential Learning Outcomes, for LEAP (Liberal Education and America’s Promise) campaign, 209
e-technology, 748
ethical acculturation, 114
ethical and social responsibility, 885
ethical behavior, 125, 146, 232
ethical competence, 119
ethical considerations, history of, 326
ethical cultures of excellence, development of, 125
ethical dilemmas
in reflective writing, 538–539
of service learning, 445
ethical excellence, focus on, 126
ethical guidance
need for, 114–115
sources of, 115–118
ethical guidelines, APA’s, 326
ethical implications, of decisions, 113
ethical insult, 114
ethical issues, 115, 237, 257
ethically excellent behaviors, 125
ethical misconduct, mentoring research vulnerable to, 231
ethical norms, in research, 234
ethical principles, 734
ethical prohibitions, against tampering with data, 234
ethical reasoning, 118, 236–237
ethical research, preparing students for, 234
(p. 898) ethical standards, of sexual research, 535
ethical teaching, 113–126
ethic of care, 567, 739
ethics
in abnormal psychology, 463–465
codes, common themes among, 118
high standard of, 194t
providing a forum for discussion of, 445–446
as a topic in research methods textbooks, 326–327
ethnocentrism, 132, 562
ethnographic study, of a new religious movement, 585
ethograms, 382
EthoSearch, ethograms available through, 382
European American students, 131, 135
euscientists (“true scientists”), 878
evaluation
of exams by students, 81
methods of, 280
procedures, 70
of the professor, 101
strategies, 210
Event Related Potential (ERP) technology, 360
event-related potentials (ERPs), 398
Everson v. Board of Education, 1947, 578
everyday life, applicability to, 485
evidence
basing decisions on, 71
habit of asking about, 68
importance of, 145
evidence-based continuous improvement processes, 828–829
evidence-based coping strategy, 435–436
evidence-based decisions, making, 87
“evidence-based” ethical issues, 445
Evidence-Based Practice (EBP)
in Clinical and Counseling Psychology courses, 442–443
suggestions for courses focusing on, 446–448
evidence-based recommendation, 87
evidence-based teaching (EBT), 18–19, 92–93, 119, 335
evidence-based techniques, 411
evolution, 378, 601
evolutionary psychology, 865
eWONDER, 268
“exam-a-day” procedure, 76
exam evaluation form, 81
examinations
administering, 80–81
construction of, 416
content of, 78–79
as evaluations, 556
in human sexuality, 539
improving student learning, 76
incorporating a written component, 491
for online courses, 279
writing effective, 75
examples
from across ideological spectra, 118
clear, relevant, and interesting, 104–105
in lectures, 305–306
realistic and interesting, 354
excellence
inclusive model of, 856
qualities of, 100–102
excellent teachers
advice for becoming, 103–109
characteristics of, 17
fundamental attributes of, 100
excellent teaching, review of research on, 100–103
executive coaching, 549
“executive professors,” women in the community serving as, 571
“executive summary,” audience members expecting, 214, 216
exercise
as an adjunctive therapy, 646
directly impacting mental health, 651
in psychotherapy, 651
scheduling, 747
exercise psychology, 647, 650
exhaustion, power of, 807
exit meeting, with the department or self-study committee, 837
expectations, 57, 107, 581
experiences, issues related to students’ own, 464
experiential exercises, 503, 572, 591
experiential learning, 28, 666–667
environment, 416–417
great value of, 174
literature highlighting the benefits of, 363
in psychology, 194–195
Experiential Learning Theory, 158
experiential performance, 583
experiment(s)
described, 389
determining a causal relation, 335
groups being compared in, 331
as the methodology of choice, 485
misuse of the term, 328
versus nonexperiments, 346–347
use of the term by researchers, 328
experimental designs, 193t, 251, 330
Experimentalists, membership in, 563
experimental laboratory, G. Stanley Hall’s, 29
experimental methodology, focus on, 404
experimental methods, value of as applied to psychology, 29
experimental-nonexperimental distinction, 327
experimental psychology, 387–399
experimental psychophysiology, 399
experimental research, 327, 426
experimental/scientific methods, using, 874
experimental terminology, inconsistent use of, 328
the expert, on sexism, 668
expertise, 103
experts, opinions of, 824t
expert testimony, 617t
explanation facet, 441t, 445
explanations, considering alternative, 67
explanatory style, 502
explicit learning goals, 92
exploitation, protecting the student from, 232
expository lab instruction, 364, 364t
extant knowledge, advancing, 242
external advisory board, at research universities, 803
external examiner, 823t
external factors, impact on a learner’s persistence, 282
external reviewers, 835, 836–837, 838
external stakeholders, 814–815
external validity, 330
extracellular single-unit electrophysiological data, 365
extra credit
providing to participants, 194t
vignette, 120
extracurricular participation, strengthening a student’s application, 695
extreme events, 352
extrinsic motivation, 88
EyeJot, 281
eyewitness identification, 631–632
Eysenck, Hans, 499t, 500, 501t
F
fabrication of data, 326
Facebook, 270
Facetime, 161, 163
“face time,” students relishing, 211
face-to-face classes, compared to online, 283
face-to-face communication, encouraging, 808
face-to-face contact, alternatives to, 160
face-to-face interactions, important to humans, 48
face-to-face lectures, translating to online, 278
face-to-face teaching, transitioning to, 277
facets of understanding, 440–441, 441t, 444–446
facilitated discussion, of exams, 82
factorial designs, 331
factual-level knowledge, not ignoring, 475
faculty. See also instructors; professors; teacher(s)
advising role, at liberal arts colleges, 724
alternative techniques, instructing NT students in, 161
assessing knowledge of, 854
assessment, resisting, 821
(p. 899) behaviors seen as friendly and caring, 86
being engaged, 391
beneficial to students, 257
changing values of new, 742
collaborating with, 236, 719
collaboration, roles and responsibilities, 231
concerns about teaching diversity, 133
conflict, avoiding, 136
contacting students enrolled, 87
creating a positive classroom environment, 90
defensive posture to new demands for accountability, 36
developmental stage of, 121
development of, 5–6, 744–745
documenting discussions about teaching and learning, 828
encouraging students about thesis performance, 222
ethical behavior, 125–126
ethics training, teaching without any formal, 125
expectations of, 200
financial considerations, influencing decision about when to retire, 844
full-time required for Psi Chi membership, 169
integrating service learning into courses, 182
life of as complex, 713
male tending to be perceived as more credible, 668
management of, 803
mentoring students in research, 248
minispeech assignments, 213
motivating to adopt speaking assignments, 210–211
multicultural competencies, developing, 167
perceptions of assessment, 814
positionality and self-disclosure, 668
providing with resources, 807
recruitment and selection of new, 807–810
reluctance to surrender class time, 210
research, determining primary goal for conducting, 243
research in SoTL, developing, 829
role in advising, mentoring, and preparing students for future, 693
scholarship, developing a secondary line of, 825
service-learning courses, hesitation in teaching, 182
starting jobs, 741–742
striving to become scientist-educators, 859
time commitment to undergraduate research, 247–248
used to doing less with more, 202
using evidence based practices, 814
vast majority teachers first, 13
faculty dimension, evaluated on a continuum, 835
faculty doubt, early-stage, 738
faculty driven research programs, 230–231
Faculty for Undergraduate Neuroscience (FUN), 372
faculty mentors. See mentors
faculty resource centers, 745
faculty-student rapport, 86–88
Faculty Virtues and Character Strengths: Reflective Exercises for Sustained Renewal (McGovern), 730
Fagerstrom Test for Nicotine Dependence, 329
“Failure to Protect: Caseworker Files,” 636
“Failure to Protect: The Taking of Logan Marr,” 636
fairness, 123–124
of excellent teachers, 101, 107
implementing, 124
in treatment of diverse student populations, 117
false confessions, 632–633
false consensus effect, 486
false memory effect, 370
false negatives, impact of, 554
false positives, discussed extensively, 554
familiar things, judging as true, 69
family, having, 260, 263
Family Educational Rights and Privacy Act (FERPA), 115, 123
family genograms, constructing, 116
family health histories, students exploring, 515
fantasy organization, applying concepts to, 551
farm animal behavior, 380
farms, relationships with, 382
faux assessment, avoiding, 821
favoritism, appearance of, 124
fear
associated with negative assessment findings, 815
of failure, 416
fearlessness, when asking assessment questions, 815
“Federal Bureau of Science,” 271
feedback
creating a culture of, 61
on a manuscript, 763
master teachers collecting, 108
providing prompt on journal entries, 448
receiving on skills, 675
soliciting and using, 429
from students about service learning, 181
to students returning to school, 159
feedback sheet, 204
feel-good, do-good phenomenon, 595
Feigley, David, 645
female brain, characteristics of, 564
female faculty, developing rapport with female students and seen as less threatening to male students, 668
female-male differences and similarities, 565–567
female student applicants, for a laboratory job, 256
female students, mentoring of, 160
femininity, ideals of avoidance of, 666
feminism, 662, 664
Feminism and Psychology, 562
feminist courses, challenging long-standing beliefs and perceptions, 570
feminist pedagogies, 571, 664
feminist studies, of women’s experiences, 567–569
FERPA (Family Educational Rights and Privacy Act), 115, 123
fictional screen media, examining, 615
Fiedler, Fred, 387
field placement
concurrent campus seminar, 675, 676t
described, 673
formal evaluations, 676, 677t
structure of, 675–676
value of, 674–675
field trips, for students to gain experience, 585
fieldwork course, 477
“file-drawer effect,” 348
“file drawer problem,” 765
films
in the Abnormal Psychology classroom, 460
for cultural psychology, 605
in psychology instruction, 305
financial debt, students incurring substantial, 705
financial investment, laboratory courses requiring, 152
financial reasons, for taking time off before graduate school, 705
financing, advice to the NT learner in, 165
Find A Job assignment, 690
Finding Jobs with a Psychology Bachelor’s Degree: Expert Advice for Launching Your Career (Landrum, R. E.), 685
findings, explaining in a programmatic way, 757
first day
activities for psychology teachers, 50
perception of the class and the instructor, 87
recommendations for, 59–61
research on what is best on, 57–59
students priorities for, 57
what students want on, 56–57
first-generation students, 124
first impression, magnitude of, 56
first-person narratives, 459–460
fish, visual perception in, 375
(p. 900) fit
demonstrating, 720–721
importance of, 713–714
to other individuals (P-I fit), 774, 778–779
strategies for highlighting, 720
Fitness Information Technology (FIT), 655
Five Colleges consortium of Western Massachusetts, 715
Five Factor Model, 502
flashbulb memories, demonstration of, 59
Flesch-Kincaid systems, 279
flexibility
in the classroom, 88
of excellent teachers, 107
integrating a core curriculum, 787
“flipped” or inverted classroom model, 93–94, 163, 651
Florence L. Denmark National Faculty Advisor Award, 99
Flourish: A Visionary New Understanding of Happiness and Well-being (Seligman), 730
flow, 15
fMRI result images, student misinterpretation of, 369
focus groups, for students, 106
focusing, under pressure, 648
force-field analysis, 772, 776
forces, prevailing and countervailing, 771
Fordham University, 176
Ford v. Wainwright (1986), 635
forensic assessment, 617t
forensic consultation, 617t
forensic psychologists, 619, 630
forensic psychology, 629
advising students with an interest in, 624–625
challenges to teaching, 613–616
learning objectives for topical areas, 617t–619t
literature, 621, 623t–624t
model for an undergraduate course in, 616–621
multiple approaches to teaching, 615
resources for teaching, 621–624
specialty program in, 625
subject matter of, 614
teaching, 613–625
formal assessment, instructors gathering evidence about learning, 813
formative assessment, 21, 337, 397, 837
for-profit institutions, NT students and, 162
Forty Studies That Changed Psychology: Explorations into the History of Psychological Research (Hock), 303
foundational course performances, in public speaking, 211–213
foundational experiences, in psychology courses, 886
foundational indicators, 210, 210t
foundational outcomes, 35
foundational skills, effective workers using, 682
foundation course, history of psychology taught as, 524
“four questions approach,” 377
four-question technique, 80
four-year college advertisement, 724–725
Fowler’s faith development theory, 579
fragmentation, concerns over, 785
Frankl, Victor, 502
Franz, Shepard Ivory, 227
free-writing, using focused, 308
freshmen, 230
Freud, Anna, 499
Freud, Sigmund, 228, 495, 497, 499t, 501t, 502
friends, remaining in contact with valued, 848
friendships, outside of the work setting, 748
Fromm, Erich, 501
frontal lobes, larger in men than in women, 564
front-end assessment, 396–397
Frontline PBS documentary series, 631, 632, 633, 636
functional imaging, advent of, 360
functionalist movement studies, of sex differences, 561
functional magnetic resonance imaging (fMRI), 360, 398
functional near-infrared spectroscopy (fNIR), 361
fundamental attribution error (FAE), 487
funding agencies, interdisciplinary proposals, 742
Furman University, 229
G
Gage, N. L., 391
Gage, Phineas, 427
Gallup Worldview, database produced by, 607–608
game theory, in animal behavior, 379
Gazzaniga, Michael, 367, 372n3
Geertz, Clifford, 602
gender, 535–536, 659
“gender as difference” model, 567
gendercentrism, 562
gender dysphoria, GID replaced with, 456
gendered perspective, 731
Gender Identity Disorder (GID), 456
gender role conflict, 662
Gender Role Conflict Scale, 663
gender role identity paradigm (GRIP), 660, 661, 662
The Gender Role Strain Paradigm, 662
Gender Role Strain Paradigm (GRSP), 660, 661, 662
gender role transcendence, as the goal, 567
genders, having both present, 537
gender-specific approach, case for, 659
gender-specific factors, 563
gender traits, 662
General Attitudes toward the Legal System, 631
General Education Diploma (GED), 156
General Principles section, of APA Code, 117
General Social Survey, 355
generativity, 736
generic assignment, 203
genograms, as a course assignment vignette, 116
geography, role in a student’s decision-making process, 276
Geron, Ema, 646
gesture-based interaction, with mobile devices and tablets, 267
getting-to-know-you form, 396
“Giant Neuron,” 369–370
GI Bill, 174
Gibson, Eleanor, 565
Gifford Lectures, 581
global citizenship, 864, 865, 869
globalization, 276, 545–546
global literacy, 869
Glyndwr University, 584
GMAT (Graduate Management Admission Test), 695, 696, 697
goal-centered approach, for course design, 363
goal congruence, 774
goal perspective approach, 649
goals
of a course, 551
in the introductory course, 293
making explicit, 367
of a neuroscience course, 362–363
of an online course, 277–278
golden rule, 122
Gold Standard, for SoTL, 193t–194t
“good enough” decision rule, 69
good teaching, as personally empirical, 480
Good Will Hunting (movie), 504
Google+, 281
Google Moderator, 269
Governers State University, 206
“graceful termination,” making, 178
graded assignments, in sport psychology, 651–654
grade distributions, comparing, 190
grading
essay and short answer questions, 78
as an opportunity for serving multiple purposes, 416
traditional in a nontraditional (experiential) learning environment, 416
writing taking time, 19
grading rubrics, 462, 586
graduate admissions tests, 696
(p. 901) graduate attributes, realistic application of, 867
Graduate Attributes of the Four-Year Australian Undergraduate Psychology Program (Cranney, Turnbull, Provost, Martin, White, & Cohen), 870n1
Graduate Management Admission Test (GMAT), 695, 696, 697
graduate opportunities, pursuing in fields outside psychology, 693
graduate programs, 703, 800
Graduate Record Exam (GRE), 696–697
Graduate Record Exam (GRE) Subject Test in Psychology, 683
graduate school
advising students about nonpsychology fields, 693–698
alternatives to, 168
application, gaining needed experience to improve, 704
aspirations, of incoming psychology students, 701
contemplating with your undergraduate students, 260
desirable skills, attributes, and characteristics for, 696–697
as a difficult time to start raising children, 703
getting into as a substantial effort, 701–702
preparation for NT students, 168–169
reasons to continue on to, 702–703
reasons to wait a year (or more) before, 703–706
research on success in, 693
time commitment, and work ethic required, 702
time off before, 701–707
graduate students, 125, 256
graduate training, in Clinical and Counseling Psychology, 444
Graham v. Florida (2010), 635
grant funding, pressure to secure, 803
grant-making prowess, 779
grant proposals, new professors being asked to write, 742
grant proposal support group, joining, 746
grants, seeking for initiatives, 393–394
Grassroots: A field guide for feminist activism in preparation for their work with women in the local community, 183
GRE (Graduate Record Exam). See Graduate Record Exam (GRE)
“great ideas” approach, 526
Great Ideas in Personality, 505t
Great Ideas in Psychology: A Cultural and Historical Introduction (Moghaddam), 524
Greece ancient, 525
Grey, Geoffrey, 501
Grice, G. Robert, 388
Griffith, Coleman Roberts, 646
Griggs, Richard, 109
Grigsby v. Mabry (1983), 635
ground rules for discussion, agreed-upon, 665
group activities
for online courses, 279
in and outside class, 856
group decision making, in non-human social groups, 380–381
group designs, in research methods textbooks, 330–332
group differences and similarities, examining, 856
group discussions
with alternative perspectives, 150
facilitating, 134
participation in as a best practice, 159
in the psychology of men and masculinity, 667
group dynamics, 545, 551–552, 771
group performance, assessing, 583
group projects, 283, 584
groups
importance of being able to work in, 552
in psychology of men and masculinity, 667
group work, 91–92
guest speakers
inviting to class, 584–585
making use of in human sexuality, 537
who live with mental illness, 460
“guest” status, 563
“guided exploration” method, for searching databases, 204
guided journaling, 665
“guided paraphrasing,” 106
guided writing assignments, 312
guidelines, emergence of, 34
Guidelines 2.0 Task Force, 35
Guidelines for the Psychology Undergraduate Major, 840
Guidelines for the Undergraduate Psychology Major, 601, 784
Guidelines for Undergraduate Education 2.0., 550
“guide on the side,” role of, 33
guilty knowledge method, 633
Gunning Fogg, 279
Guteil, Thomas, 634
Guthrie, Edwin, 227
Guthrie, Robert Val, 527
Guttmacher Institute website, 355
gynecologist, as a guest speaker, 537
H
habits, changing undesirable, 547
Habits of the Heart: Individualism and Commitment in American Life (Bellah, Madsen, Sullivan, Swidler, and Tipton), 738
Habit: Why We Do What We Do in Life and Business (Duhigg), 547
Haidt, Jon, 488
Hake, Harold, 388
Hallam, Florence, 228
hallucinations, 462
Halonen, Jane, 100
Halpern, Diane, 37, 397
Halpern Critical Thinking Assessment, 71
Hamlet, mock insanity trial of, 634
The Handbook for Enhancing Undergraduate Education in Psychology (McGovern), 36
Handbook of college and university teaching: A global perspective (Groccia, Alsudairi, & Buskist), 46
Handbook of Demonstrations and Activities in the Teaching of Psychology, 492
Handbook of Personality, 501
Handbook of Personality Psychology, 496
Handbook of Psychology Education, 884
Handbook of Research on Teaching (Gage), 391
Handbook of the psychology of religion and spirituality (Paloutzian & Park), 582
handbooks, on health psychology, 512
hand calculations, 347–348, 350
hands-on learning
in an animal behavior course, 382
engaging students in the classroom, 369–370
Hanover College, 355
happiness, 434, 593, 595, 596
Hardin, John, 399
hard questions, at the start of a test, 79
“hard” sciences, 874
Hare, Robert, 622
Harvey Mudd College, 712
Hawn Foundation, 371
Hawthorne effect, 771
Hays, Kate, 651
health and well-being, at work, 548–549
health-coverage support and/or benefits, 844
HealthData.gov, 250
health disparities, in American society, 515
health professionals, hearing from, 515
health psychology
areas of, 510
behavior change project PLAN, 518–519
in the curriculum, 510–511
described, 509
recommended course objectives for, 510, 511t
teaching, 509–517
Health Psychology: A Cultural Approach (Gurung), 606
health psychology classes
topics in, 510, 510t
working with a campus recreation director, 182
health psychology course
evolution of, 509–510
forms of assessment, 515, 516t
learning outcomes, 511–512
varieties of content delivery, 512–517
(p. 902) Health Psychology journal, 509
health-related issues, in final decision to retire, 844–845
healthy coping, 435
“heat map,” showing the density of touches on, 269
hegemonic masculinity, 663, 666
Helmreich, Robert, 487
help-seeking behavior, models of, 449–450
heterosexism, 562
heuristics, 68
hierarchical classroom, traditional pedagogies assuming, 571
hierarchical linear modeling (HLM), 758
higher education
defining quality in, 65
delivery paradigm in, 33
increasing cost of, 840
service learning in, 175
societal benefits of, 682
Higher Education Research Institute (HERI), 13, 434
higher-level thinking, assessments “tapping into,” 337
higher order cognition, 245
higher-order thinking skills, 66
higher order thinking skills, 76
high expectations, self-imposed, 743
“high-impact” practices, 835
“highly nontraditional” students, 156
high school curricula, concerns about the quality of, 34
high schools, outreach to, 393
High School Standards Task Force, proposal from, 34
high school students, in psychology courses, 856
Hill, Austin Bradford, 334
Hill, David Jayne, 289
Hinckley, John, 634
hindsight bias, 486–487
Hipp chronoscope, calibration of, 529
Hippocrates, 525
hiring committee, capturing the attention of, 720
hiring departments, qualities sought by, 712–714
historical accounts, of psychology, 527
historicism, 523
history
as a cornerstone for advanced work, 524
presenting as a living, breathing research area, 522
of teaching psychology, 25, 29–30
A History of Experimental Psychology (Boring), 526
A History of Modern Psychology (Leahy), 525
history of psychology, teaching, 521–529
The History of Psychology from Antiquity to Modernity (Leahy), 525
History of Psychology journal, 528
HIV/AIDS, 536
hobbies and interests, learning about students,’ 107
Hodgson v. Minnesota (1990), 636
Hogan, Robert, 497
holistic cognition, 604
Hollingworth, Leta Stetter, 564
homelessness, 183
homophobia, 666
homosexuality, 527, 661
The (Honest) Truth Dishonesty (Ariely), 546
honor codes, 91, 125
Honors College, at Virginia Commonwealth, 230
honors or senior thesis, 229
honors project, completing, 261
honor systems, 90
Horney, Karen, 501t
hosting services, 281
hot-sauce allocation, testing terror-management theory, 354
“hot sauce paradigm,” 345
Howard Hughes Medical institute (HHMI), 230, 370
How Learning Works: 7 Research-Based Principles for Smart Teaching, 106
“hub science,” psychology as, 875
Hull, Clark, 227
Hull House in Chicago, 174
human ability to process information, as limited, 68
human and nonhuman behavior, comparisons of, 376
human-animal interactions (HAI), 380
human behavior. See also behavior(s)
experiments on, 424–426
problems in society today related to, 864
textbooks focusing primarily on, 376
universal or culturally variable, 605
human brain. See brain
human cognition, weaknesses and blind spots in, 145
human ecology, 865
human evolution, culture shaping, 604
humanistic theories, 594
HUMANITY & LOVE
in market work relationships, 734t
in personal relationships, 733t
“humanizing approach” lecture, 460
Human Kinetics (publisher), 655
human-made cultural practices, 602
human model, positive aspects of, 414
human motivations and cognitions, attributing to nonhuman animals, 378
human performance, useful measures of, 583
human psychophysiology, labs in, 366
human resources, managing the department’s, 799
human sexuality, 533–541
in-class activities, 540
general tips for teaching, 536–537, 541
innovative assignments for, 537–539
human sexuality course, structure of, 535–536
humility, emphasizing in the discussion section, 761
humor
increasing student engagement, 88
in lectures, 306
in nonhumans, 383
Humphreys, Lloyd, 388
Hunter, T. A., 398
Hunter, Walter, 227
hybrid course, 498, 499t, 501–502, 640
Hypermasculinity Inventory, 663
hypnosis, refreshing memory, 632
hypothalamus-pituitary-adrenal (HPA) axis, 406
hypotheses
about society, 874
clearly stated, 760
containing the outline of a story, 344
formulation of, 426–427
having students develop and test their own, 147
testing, 330, 350, 354
I
icebreakers, 56, 61
ideal resume, submitting, 867
identity, questions of, 601
identity development, among cultural dimensions, 134
ideological and political balance, in the classroom, 118
ideology movement, 661, 662
IF-AT answer sheet, 80
“If the world were 100 people,” 605–606
the ignoramus, 668
ignorance, “advantages” of, 73
Illinois Quality Online Course Initiative rubric, 277
Illinois Task Force on Service Learning, 176
illusion of truth phenomenon, 69
imagery, in sports, 649
images, showing activities in the brain, 426
imbedded approach, to teaching critical thinking, 70
immediacy, referring to psychological availability, 86
Immediate feedback assessment tests (IF-AT), 80
Implicit Association Test (IAT), 490
implicit syllabus vignette, 122–123
Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology, 106
inaccurate beliefs, of students, 297–300
inadequate supervision, 232–233
(p. 903) inappropriate response, 212
“inappropriate sources,” for letters of recommendation, 698
incentives, using in workplaces, 547
In Character: Tricksters, Vamps, Heroes, and Scamps, 504
in-class behaviors, managing, 465
in-class examinations, alternatives to, 79–80
in-class investigative activities, 391–392
in-class writing exercises, 19
inclusion words, using, 86
inclusiveness, 305
incompetent supervision, 232
incremental changes, evidence of, 837
“incremental intelligence theorists,” 415
independent course instructor, requirements of, 716
independent/private institutions, not relying on state government funds, 578
independent research program, ability to establish, 725
independent variables, 327, 331, 424
Indiana University, 176
Indiana University-Purdue University Indianapolis, 63t
indicators, of speaking competence, 210
indigenous psychologies, recent focus on, 527
Indigenous Psychologies (Kim and Berry), 527
indirect measures, 823
individual arrangement course, 585
individual behavior, as a function of the person and the environment, 13
individual educational program (IEP) meeting, 674
individual performance, assessing, 583
individuals, seeing themselves as helpful, kind and capable, 866
industrial and organizational (I/O) psychology, 543
different perspectives in, 553–555
future of teaching, 557
having a bias toward the organization, 554
industrial and organizational (I/O) psychology course, 544–549
Industrial and Organizational Psychology: Perspectives on Science and Practice, 555
inferences, 328
inferential techniques, teaching, 350
informal active learning, examples of, 308
informal assessment work, 828
informal network, 780
information
existing sources of, 819–820
incorporating new into preexisting schemas, 409
long-term retention of, 93
omitting important, 759
processing on a deeper level, 412
transformation into knowledge, 66
Informational Interview Assignment, 691
information delivery, teaching more than, 118
information gathering, 683, 847
information literacy, 463, 791
informative speeches, 216
informed consent, 122–123, 311, 463–464
Informed Consent and Photo Release form, 393
in-house talent, fostering, 549
innovations
fostering, 549
in service learning, 182–183
in-person observation, alternatives to, 477–478
inquiry (or open-inquiry) lab instruction, 364, 364t
“inquiry and analysis” tasks, 236
inquiry learning, form of, 204
insanity, 618t, 634–635
insanity defense, 616, 634
insecurity, displayed by NT students, 160
The Insider’s Guide to the Psychology Major: Everything You Need to Know about the Degree and Profession (Wegenek, A. R., & Buskist, W.), 685
Institutional Animal Care and Use Committee (IACUC), 799
institutional commitment, to undergraduate research, 246–247
institutional culture, aligning your course with, 578
institutional factors, faced by NT students, 164–167
institutional legacy, personal importance of their, 846
institutional level, getting involved at, 719
institutional mission, integrating into the classroom, 12
institutional policies, 90, 115–116
Institutional Review Board (IRB), 250, 251, 637, 799
institutional support, of visiting professorships and adjuncts, 716
institutional support services, to senior faculty, 846
institutions. See also colleges; community colleges; universities
getting to know people at nearby, 719
offering undergraduate research experiences, 243–244
serving NT learners, 167
types of, 12, 578
instructional design, “twin sins” of, 440
instructional design theory, 583
instructional quality, 282
instructional strategies, teaching diversity, 137
instructional time, for NT students, 163
instruction in teaching, needs for, 855
“Instruction Paradigm,” 33
instructor-provided notes, benefits of, 268
Instructor Relationship Scale, 58
instructors
addressing diversity, 131–132
beginning lectures, 305
being mindful of issues of copyright, 584
being present during in-class examinations, 80
connecting with students, 282
integrating research-based assignments, 489
making themselves available outside the classroom for NT students, 163
methods used by, 92
obtaining “informed consent” from students, 463
in an online environment, 282
reading other instructors’ reflections on diversity infusion, 135
relying too heavily on external resources, 472
Instructor Self-Assessment in Multicultural and Global Education, 133
Instructors Manual (Titchener), 389
instructor-to-learner interaction, 282
integrated approach, 368
Integrated Postsecondary Education Data System (IPEDS), 157
integration, for development of healthy, whole individuals, 570
integrative resources, choosing, 446–447
intellectual histories, 523
intelligence, 420, 428
intelligence-foot size example, 329–330
intelligent tutoring systems, 857
intentional investigations, striving to conduct, 194
intentional misreports, 427
intentions, emergence of new, 736
interactions
entailing more than “the lines crossing” (on a graph), 331–332
missing with colleagues or with students, 846
interaction style, for a mentor, 258
interactive classroom, leading to better learning, 458
interactive teaching, while dealing with a greater number of students, 741
interdependence, as essential for well-being, 738
interdisciplinarity, effects on teaching, 376–377
interdisciplinary discipline, neuroscience as, 360
interests
being open to each student’s, 261
expressed by students, 396
thinking in terms of, 120
(p. 904) intergenerational discussions, incorporating, 159
intermediate-level courses, 203, 204–205
internal reliability, 330
internal review, 835
Internal Review Board (IRB) approval, 311
internal validity, 330, 346, 347
“international awareness,” for undergraduate majors, 569
International Baccalaureate examinations, 856
international focus, to the history of psychology, 528
internationalization, of higher education, 457
internationalization of the curriculum (IoC), 869
internationalizing, undergraduate psychology curriculum, 569
internationalizing courses, approaches to, 569
Internationalizing the History of Psychology (Brock), 527
Internationalizing the Psychology Curriculum in the United States (Leong, Pickren, Leach, & Marsella), 527
International Journal of Men’s Health, 660
International Personality Item Pool website, 355
International Review of Sport and Exercise Psychology, 656
International Society for Krishna Consciousness (ISKCON), 579
Internet
ability to surf, 754
impact on education, 275
resources for psychology and law course, 639–640
of things, 271–272
ubiquity of, 546
use of existing content available on, 313
using to learn about the department and college, 721
Internet addiction, as a diagnosis, 456
Internet resources
of audience polling becoming popular, 268
on a career-development course, 685–686
free of charge or low cost, 313
sport psychology, 654–655
internship experiences, 625, 685
internships, 244, 245, 694–695
interobserver reliability, 330
interpersonal and intrapersonal skills, 665–666
interpersonal dynamics, with students, 17–18
Interpersonal Reactivity Index, 462
interpersonal relationships
with colleagues, 778
with peers, faculty, and staff, 282
with the teacher, 102
interpretation facet, 441t, 444
interpretative paradigms, 581
inter-rater reliability, 223
interrogation and confession, 633
intersectionality, 663, 665–666
“intersubjective consensus,” theory of culture as, 609
interteaching, 105
efficacy of, 336
exposure to, 328
producing better student-learning outcomes, 336
interviewing, someone with “your perfect job,” 691
interview paper, on psychology of performance, 652
interviews, in psychology and law, 637
intimacy, classic and contemporary theories, 536
intrapersonal competence (mastery), seeking, 413
intrinsic motivation, effects of, 88
introduction, writing, 759–760
Introduction in Neuroscience, Smith College’s, 363
introduction section, challenges and resolutions, 760
An Introduction to Masculinities (Kahn), 663
“introduction to the psychology major” course, 687
introductory course
active learning, promoting, 307–310
beginning topics, 295
challenges and opportunities, 289–314
considerations for large classes, 307
contemporary topics in introductory texts, 293–294
content taught in, 47, 293–295
course objectives, 291–293
covering unfamiliar topics, 295
diverse array of, 290
fostering discussion, 306–307
helping struggling students, 296
historical background, 289–290
including a laboratory component, 310–311
incorporating instruction on study skills, 296–297
learning goals for, 291
lecturing in, 304–307
minor, typical requirement for, 151
misconceptions of students, 297–300
motivating students to read, 303–304
need for, 788–789
primary sources, 303
research participation in, 311–312
structure and content of, 47
students’ academic skills, 295–297
technology in the classroom, 312–314
textbooks, 300–304
topics, sequencing, 294–295
introductory instructors, utilizing directed paraphrasing, 308–309
introductory laboratory course, 146, 148, 150, 151
introductory requirement, 789
introductory textbooks, 49, 289, 293, 300, 301, 303
introspection, 130
intuitions, 145
inverted (“flipped”) classrooms, 309–310, 786
investigative activities, 391–395
“invigorating heresy,” Sanford’s ideas as, 290
invitation, to revise and resubmit, 754
Invitation to the psychology of religion (Paloutzian, R. F.), 582
involuntary transitions, storm resulting from, 808
Involvement in Learning, by the National Institute of Education, 833
iPad, using, 312
IRACDA program, 715
isolation, diminishing learners’ feelings of, 282
Ithaca College
collaborative research experience at, 237
courses involving statistical and empirical aspects of research, 229
curriculum maximizing student research opportunities, 153
including laboratory work at all levels, 147–149, 149t
structure of the curriculum, 151
iTunes U, 269
J
Jacobson, Edmund, 648
James, William, 27, 45, 49, 228, 289, 581, 646, 785
changes since, 50
James Madison University, 40
Jane S. Halonen Award, 712
jargon, explaining, 104
Jastrow, Joseph, 30n5, 226
Jing, 281
job advertisements, analysis of, 721–725
job analysis, 552
job satisfaction and happiness, 687
job shadowing hours, with a professional, 695
joint-degree program, 625
Jones, Mary Cover, 565
Journal Assignments, structuring, 448
journal editor, as gatekeeper, 774
journal entries, 445, 571
journal keeping, developing intrapersonal skills, 665
Journal of Applied Sport Psychology, 646, 654, 655
Journal of Clinical Sport Psychology, 650, 656
(p. 905) Journal of Men’s Health, 660
Journal of Men’s Studies, 660
Journal of Personality and Social Psychology (JPSP), 752
Journal of Sport and Exercise Psychology, 646, 655
Journal of Sport Psychology in Action, 656
Journal of Undergraduate Neuroscience Education (JUNE), 365, 372
Journal of Visualized Experiments (JoVE), 366
journals
different serving different purposes, 752
having students keep, 476
keeping, 180, 571
new in neuroscience, 371
recording observations of sex in the media, 537
in sport psychology, 655–656
stimulating student reflection, 448
templates available online, 435
Judd, Charles, 227
judgment and decision making, focusing on, 594
judgments of learning (JOLs), 415
“Judicial Notebook” column, of the APA Monitor on Psychology, 621
Jung, Carl, 501t
“junior colleges,” 722
juries, 633–634
jury trial, 633, 637–638
justice, 123–124
in market work, 733t, 734t
Just-in-Time Teaching (JiTT), 79–80, 335
Juvenile Justice (film), 622
juvenile justice system, 635
juvenile violence and delinquency, 618t
JWatcher, tool for analysis of behavioral data, 382
K
Kantian categorical and practical imperatives, 122
Kapi’olani Community College, in Honolulu, 177
Kappauf, William E., 388
Kassin, Saul, 633
Kaufman, Jason, 399
Keller, Fred S., 45
Kelly, George, 501t
Kendler, Tracy, 565
Kennedy, Anthony, 634–635
Keynote, 280
key strengths, students focused on identifying, 866
key words, in essay questions, 78
keywords, included in an abstract, 761
“Kids Judge!” neuroscience fairs, 367
Kim, Uichol, 527
Kirkpatrick, Lee, 583
Kirschmann, August, 226
Kitayama, Shinobu, 600, 603
Kittredge, Edwina, 228
Klein, Melanie, 499
knowledge
acquisition of, 682–683
described, 864
evaluating, 71
integration of, 570
that teachers should possess, 46
knowledge, skills, abilities, and other characteristics (KSAOs), top 10 expected, 550
knowledge, skills, attitudes, and beliefs (KSABs), 475
knowledgeable, becoming and remaining, 104
knowledge and credibility, of excellent teachers, 101
knowledge base, 490, 683, 884
knowledge construction, 283
Knowledge of Eyewitness Evidence, 632
Kohlberg’s Stages of Moral Development, 478
Kohut, Heinz, 501, 501t
Kolb’s learning cycle, 363, 405, 407–408
Kolmogorov-Smirnov statistic, 194t
koro, occurring in Asia, 457
L
lab experiences, not all created equal, 363–364
lab instruction styles, 364, 364t
laboratories
activities, 50, 147, 152
in all principal universities of the US, 226
as an extension of the lecture hall, 29
instruction styles, 364, 364t
joining an existing, 718
laboratory assistants, for introductory laboratory course, 151
laboratory component
for animal behavior, 382
in undergraduate psychology programs, 144
laboratory courses
challenges associated with, 151–152
implementation issues, 149–151
objectives, 145–146
purpose of, 144–145
structure of, 146–147
teaching in psychology, 143–153
laboratory demonstrations, in class, 428
laboratory instructors, weekly lab section taught by, 310
laboratory leaders, advanced students working as, 148
laboratory manual, 27
laboratory reports, 312
laboratory section, in the introductory course, 310–311
laboratory textbooks and manuals, 147
laboratory work
for advanced students, 146
advantages of, 144–145
expenditure to purchase equipment, 152
integral to an education in psychology, 143
requirement for psychology minors, 148
labor markets
defined by variability and novelty, 65
in the field of regional science, 777
lab studies, in Research Methods, 337–338
lactase persistence, adaptation of, 602
Ladd, George Trumbull, 289
Ladd-Franklin, Christine, 563
Laing, R. D., 501, 501t
Laird, Nelson, 137
Landrum, Eric, 702
Lane, Charles, 874
language, 420, 773
language literacy, 870
large-N, or group, designs, 332
larger classes, teaching, 307
Lashley, Karl, 227
last day, suggestions for, 50, 61–62
law, as a sort of living and breathing entity, 620
Law and Human Behavior multidisciplinary journal, 621
law-enforcement people, interrogation techniques, 632
Law of Effect, 375
law of thirds, 706–707
Law School Admissions Test (LSAT), 696
lawyering, psychological aspects of, 636
Lazarus, Arnold, 501t
Lazarus, Richard, 501
Leach, Hazel, 228
leader, being the “right” type of, 809
leadership, 739, 804–805, 809
LEAP, Liberal Education and America’s Promise, 39
learned information, associate memory connections and, 18
learner-focused instructors, 211
“Learner Paradigm,” change to, 33
learning
about yourself, 487
assessing, 429
building connected knowledge structures, 67
defining, 329
effortful process of, 296
evaluating, 75–82
from experience, 388
fear and anxiety surrounding, 404
“feeling” and “doing” dimensions to, 158
how students learn, 106
key components to, 405
moving toward a comprehensive model of, 190
planning to keep, 847
playful, authentic approach to, 306
to promote critical thinking, 68
rooted in active participation as transformative, 666
testing for change over course of the semester, 191
(p. 906) learning activities, guiding specific, 444–445
learning aids, students using, 302
Learning and Individual Differences, 189
learning benefits, of ACE (academic civic engagement), 366
“learning coach,” 296
learning cycle, incorporating, 411
learning environment, first class meetings setting tone for, 89
learning experience, 280
learning goals
comparing, 363
establishing, 686
focusing on foundational learning, 5
as initial, central focus of design process, 686
sharing, 367
in a specific course, 291
Learning Goals and Outcomes Task Force, 35
learning management system (LMS), 162, 163, 640
learning objectives, establishing and using, 47
learning opportunities, 885
Learning outcome 3.2, on presentation skills, 209
learning outcomes
assessments for online courses, 279
clear statements of, 47
data, 684
designing to promote, 817
elements evaluating, 827
factors playing a role in, 434
idea of clearly stating expected, 47
for introductory-level sport psychology, 651
from a national sample of health psychology syllabi, 512, 513t–514t
from online courses, 283–284
textbooks varying in their emphasis on, 301
undergraduate research linked to essential, 243
writing in measurable language, 818
learning principles, model for applying, 859f
learning process, transformational role of, 158
learning skills, providing links connecting knowledge, 67
learning strategies, used with adults, 158
learning styles, of NT students, 158–159
learning technologies, raising ethical issues, 858
Leary, Mark, 497
lecture capture, 270
lecture component, of interteaching, 336
lecture course, placing online, 640
lecture method, in a forensic psychology course, 615
lecture notes, submitting to an online service, 279
lectures
developing present course content, 278
as dominant mode of the instruction paradigm, 33
in introductory psychology, 304–307
invigorating by using case studies, 512–514
keys to effective use of, 48
laboratory time augmenting, 392–393
as not be the most effective way to teach, 335
options for delivering, 279
as primary method of instruction, 27–29
providing structure and focus, 304
structuring, 305
“lecturettes,” 305
legal issues, 553, 679
Legal Psychology, 629
legal system, overview of, 630–631
Leighton, Dana, 399
leisure activities, of retired faculty, 846
lesions, associated with cognitive deficits, 426
“less is more,” when covering content, 105
Lessons Learned: Practical Advice for the Teaching of Psychology, 540
letters of recommendation, 169, 697, 698
Letters to Teachers and Other Papers of the Hour (Alexander), 45
“level,” of a textbook, 474
“levels of analysis” perspective, 770
Lewinian analysis, 13
Lewinian force-field analysis, 771
liberal arts colleges, 176, 714, 714f, 724, 800–801
liberal arts education, as medical school preparation, 694
liberal arts institutions, 579–580
“liberal bias,” impact on the field, 488
Liberal Education and America’s Promise (LEAP), 39, 209, 488, 835
librarian, embedding in a course, 791
library database search assignments, 314
licensure exam, score on, 823t
lie detection, use of, 633
“life changing educational experiences,” 102
“life experience,” desire for, 705
life goals, mentoring and, 259–260, 262–263
life-long learning, 7–8, 106
life options, exploring a variety of, 705
life plans, mentoring including a discussion of, 262
life space, 13, 771
life span, multiple roles across, 731
lifespan development, focusing on, 594
Life-Span development courses, teachers of, 470
“lifetime associate professor,” 736
life/work experiences, of NT students, 163–164
“likability factor,” 780
limitations, of particular research, 760–761
“limited involvement” approach, 465
Lincoln Park Zoo, 381
linear relation, between variables, 334
listener, being a good, 105, 804
listening
before acting, 808
in class, 303
listservs, with a teaching focus, 717
literature
applying theory of personality to, 504
known before data are collected, 192t
literature review paper, writing using APA style, 203
litigation, alternatives to, 631
Little Hans, classic case of, 503
Lives across Cultures: Cross-cultural Human Development (Gardiner & Kosmitzki), 606
locally developed exams, 822t
Lockhart v. McCree (1986), 635
logging, actual time spent, 743
The Logic of Modern Physics (Bridgeman), 874
logistics, of service learning, 177
longitudinal design, tracking students over time, 193t
Long-Term Planner form, 691
long-term plans, of students, 260
Lopatto, David, 365
“lost time,” identifying main causes of, 436
love, theories of, 536
loving responses, communicating differentiated, 738
lower-order thinking skills, courses focusing on, 76
low-stakes experimentation, encouraging, 404
low-stakes techniques, employing active, 106
low-stakes writing, 304, 606
Loyola University in Chicago, 229
Ludwig, Thomas, 370
Lumina Degree Qualifications Program, 35
LUMINA Foundation, 39
Lutsky, Neil, 62, 104
M
MacArthur Competence Assessment Tool-Criminal Adjudication, 634
Mad or Bad? Psychologically Assessing Criminal Competence (film), 622
magic lantern, adoption of, 28–29
Mahler, Margaret, 499, 501, 501t
Maintaining Competence (2.03), 116
Maitland, Laura, 34
(p. 907) Major Depressive Disorder with Atypical Features, 456
Major Field Test (MFT) in Psychology, 683
male experience, variations of, 668
The Male Experience (Doyle), 663
male reference group identity dependence, 662
Male Role Norms Inventory, 663
male students, in psychology of men and masculinity, 667–668
malpractice suits, in intern programs, 679
management
of academic environments, 776
research areas studied from perspective of, 554
of uncertainty, 777
management activities, focus of, 804–805
manager, good, 804–805
managerial and corporate bias, in the I/O literature, 554
managerial style, meeting the dean’s expectation, 804
managerial versus employee emphasis, 554
mandatory retirement, elimination of, 843
manipulation, 327–328
manipulation checks, 251
The Man Law exercise, 666
Man’s Search for Meaning, 502
manual-based treatments, examining, 447
manuscript
writing a solid analogous to telling a story, 758
writing for peer review, 754
writing guidelines, 762–763
before you start writing, 752–755
The Man Who Mistook His Wife for a Hat (Sacks), 368
marginalized group members, equalizing the educational environment for, 131
marginalized students, being aware of, 60
marketing, individualized, 549
market work, 731, 732, 733t, 735–737
Markowitz, Harry, 776
Markus, Hazel, 600
marriage counselor, 537
marriage-versus-career dilemma, 563
Martens, Rainer, 655
Marymount California University, 176
masculine behaviors, socially sanctioned, 661
masculine bias, of success, 573
masculine gender role stress, 662
Masculine Gender Role Stress Scale, 663
masculine roles and behavior, 661
The Masculine Self (Kilmartin), 663
masculine traits, in North American culture, 567
masculinities perspectives, 662
masculinity
engaging the scholarship of, 665
measurement of, 663
scientific paradigms of, 662
as a social role, 659
masculinity ideology, 661, 662
Maslow, Abraham, 501t
massive open online courses (MOOCs), 166, 787, 878
mass media, portrayal of forensic psychologists, 614
master’s degree, in forensic psychology, 624
master teachers
becoming, 99
characteristics of, 86
helping students learn, 106
participating in a community of, 21
recommendation to new teachers, 103
research on the successful behaviors of, 12
seeking new learning, 108
steadfast in pursuit of perfection, 109
mastery, 732
mastery-focused motivation, 413
mastery orientation, encouraging, 296
material, studying in a distributed manner, 18
math anxiety, alleviating, 59
mathematical ability, defined, 566
mathematical logic, of stories, 345
mathematical presentation, of the ANOVA, 350
Mathie, Virginia Andreoli, 36
maturity, possible meanings of, 705
May, Rollo, 500, 501t
Mayer, John, 497
Maynard, Elizabeth, 584
Mayo, Elton, 771
McAdams, Dan, 501
McAdams, Dan P., 501t
McEntarffer, Rob, 36
McGovern, Thomas, 26, 36
McGraw-Hill, 300
McKeachie, Bill, 100
McKeachie, William, 45
MDCUNE (Modular Digital Course in Undergraduate Neuroscience Education at UCLA) project, 364
meaning, 525, 731, 732
measurement
changing across time, 353
considering research findings in light of, 596
dominating the generation of quality evidence, 39
learning about, 390–391
making a difference in the conclusions, 346
as result of specific choices, 352
scales of, 348–350
measurement and evaluation, of job performance, 552–553
measurement and statistics, understanding, 545
measure of covariance, 351
measures, 330, 583
Measures of Legal Attitudes (Wrightsman, Batson, and Edkins), 631, 637
mechanical engineering, at the edge of other disciplines, 875
media
applying a theory of personality to characters in, 504
incorporating, 491
role in sexual socialization, 534
media portrayals
evaluating, 463
of many scientific disciplines, 875
of mental illness, 460
medical college admission test (MCAT), 696, 800
medicine, connected to psychology, 875
meetings, related to mentoring, 259
Meichenbaum, Donald, 648
memory, 419
activity state of more important than age, 408
emotionally significant, 407
for facts, 422
formation of solid long-term, 405
forming a well-consolidated new, 407
material, 59
performance, 412
processes, 420
research, 631
“Men Against Rape” group, developing, 667
Men and Masculinities journal, 660
men’s health, 660, 663
Men’s Lives (Kimmel and Messner), 663
menstrual cycles, no impact on intellectual abilities, 564
mental disorder, pretending to have, 615–616
mental health problems, awareness of, 548
mental illness
exposure to in the “real-world,” 463
incoming students’ knowledge about, 458
label leading to stigma, 456
looking different from one culture to another, 457
simulation of, 461–462
students’ excitement for learning about, 453
mental philosophy course, 26
mental practice,