Who was your favorite psychology instructor in college? What did you like about him or her? Did your favorite psychology instructor present the material in an interesting and exciting way? Maybe he or she made you feel that you mattered as an individual. Maybe you found the assignments to be engaging and enjoyable. It is likely that you have a variety of reasons for identifying that instructor as your favorite. It is also likely that those reasons describe several characteristics that deem your favorite instructor an effective instructor.
For this Discussion, review and study this week’s Learning Resources. Search the Walden Library for article(s) on characteristics of effective college instructors and consider why these characteristics contribute to effectiveness. Next, select three of the characteristics researched in the article(s) that you feel are essential for effective psychology instruction. Then search the Walden Library for one article on strategies for developing the characteristics you selected. If you are unable to find an article that describes a strategy for your characteristics, then think of strategies that might be effective in developing those characteristics. Finally, reflect on whether an instructor can be effective without possessing the characteristics you selected.
With these thoughts in mind:
Post by Day 4 an explanation of the three characteristics you selected, and explain why they are essential for effective psychology instruction.
Then explain the strategies that you might employ to develop those characteristics.
Finally, explain whether an instructor can be effective without possessing the characteristics you selected.
Be sure to reference the article(s) you selected from the Walden Library in your post, if applicable.
Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.
Sources:
- Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How learning works: 8 research-based principles for smart teaching (2nd ed.). Jossey-Bass
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- Introduction, “Bridging Learning Research and Teaching Practice” (pp. 1–8)
- Chapter 1, “Why Do Students’ Identities and Stages of Development Matter for Learning?” (pp. 9–38)
- Chapter 2, “How Does Students’ Prior Knowledge Affect Their Learning?” (pp. 39–63)
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Society for the Teaching of Psychology. Retrieved from http://teachpsych.org/ebooks/index.php
Note: Review at least one of the ebooks available on teaching introductory psychology. Be sure to cite the ebook used.
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Stallman, H. M. (2010). Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45(4), 249–257.
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Svinicki, M., & McKeachie, W. J. (2014). Introduction. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 3–5). Belmont, CA: Wadsworth.
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Svinicki, M., & McKeachie, W. J. (2014). Meeting a class for the first time. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 19–25). Belmont, CA: Wadsworth