At the core of an undergraduate liberal education is a broad and transferable set of knowledge and skills (Association of American Colleges and Universities, 2008). In establishing learning goals and

behavioral expectations for student performance at the conclusion of the baccalaureate degree, the American Psychological Association’s (APA) Guidelines for the Undergraduate Psychology Major (APA, 2007) discusses knowledge and skills taught in undergraduate psychology that tie to the collective aims of a liberal education:

InformAtIon And technologIcAl lIterAcyStudents will demonstrate information competence and the ability to use computers and other technology for many purposes.

communIcAtIon SkIllSStudents will be able to communicate effectively in a variety of formats.

SocIoculturAl And InternAtIonAl AwAreneSSStudents will recognize, understand, and respect the complexity of sociocultural and international diversity.

ConstruCtivist Pedagogy: advanCing LiberaL eduCation in undergraduate PsyChoLogy

Joseph A. Mayo, EdD Gordon College

(continued on page 3)

psychology teacher network

AMERICANPSYCHOLOGICALASSOCIATIONEDUCATION DIRECTORATE

For teachers oF IntroDUctory psychology

sprIng 2010 VOL 20 • ISSUE 1

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InsIDethe “name game” – an alternatIve approach to traDItIonal FInal exam revIew sessIons.......................7lee gUrel, phD, expanDs sUpport oF psychology teachers .......................................................10center For psychology In schools anD eDUcatIon UpDate ..........................................................11Book revIew: who neeDs BehavIoral scIence? ................14Book revIew: teachIng yoUr stUDents how to thInk crItIcally .......................................................16reFlectIve teachIng ...............................................................18apa conventIon 2010 .............................................................20

annoUncementstopIx! ...........................................................................................5reqUest For comment: prIncIples For qUalIty UnDergraDUate eDUcatIon ..............................5etop conFerence ......................................................................6pt@cc electronIc project contest ...................................6Best practIces conFerence ....................................................6psI chI laUnches new InternatIonal FocUs, name, anD merchanDIse ...............................................6call For pUBlIc comment: natIonal stanDarDs ...............13call For sUBmIssIons: matop conFerence ..........................13 topss 2010 electIons .............................................................15 pt@cc 2010 electIons .........................................................17apa weBsIte relaUnch anD toUr ........................................19ncss conFerence .....................................................................19topss weBsIte remInDer ........................................................19the InstItUtIonal revIew BoarD: a plannIng gUIDe ......19

psychology teacher network

Psychology Teacher Network is published quarterly by the Education Directorate of the American Psychological Association (APA). Subscriptions are free to high school and community college teacher affiliates of APA and APA members.

AddreSS edItorIAl correSpondence to:

Psychology teacher networkAPA Education Directorate750 First Street, NE Washington, DC 20002-4242(202) 572-3013 Address inquiries regarding membership or affiliation to the APA Membership Office at the same address. design by Liz Woodcock, Graphic Designer, APA Editorial and Design Services

coedItorS

Martha boenau mboenau@apa.org

robin hailstorks, Phdrhailstorks@apa.org

emily Learyeleary@apa.org

contrIButIng edItorS pt@cc Lawrence venuk, Ms lvenuk@nvcc.comment.edu

topSS steve Jones ashejones@gmail.com

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perSonAl developmentStudents will develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement.

cAreer plAnnIng And developmentStudents will emerge from the major with realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings (APA, 2007, pp. 17-21).

The types of instructional approaches that are consistent with an undergraduate liberal education emphasize problem-centered pedagogy, transfer of underlying learning principles, critical thinking, and active student engagement (see Nelson, 2008), all of which converge in a constructivist educational philosophy. Constructivist educational theory, a leading model in higher education for the past three decades, is a student-centered approach that views learners as “architects of knowledge” who formulate their own conceptual frameworks (individually and/or collaboratively) based on their learning histories, life experiences, and propensities for reflection and discovery (Mayo, 2009).

Drawing from my own classroom research and practice, I have found that constructivist teaching applications lead to active and interactive learning and reflective thinking beyond the confines of the classroom environment. In the paragraphs that follow, I will briefly relate constructivist approaches to each of the aforementioned APA learning goals. Refer to Constructing Undergraduate Psychology Curricula: Promoting Authentic Learning and Assessment in the Teaching of Psychology (Mayo, 2010) for a more comprehensive discussion of these and other classroom-tested constructivist pedagogical techniques.

InformAtIon And technologIcAl lIterAcy. Constructivism replaces the traditional view of instructional technologies as passive conveyors of knowledge with the perspective that learners play an active role in using computers as cognitive tools in learning, researching, networking, collaborating, and problem solving (Nanjappa & Grant, 2003). As an applied illustration, I use computer technology to enhance student learning through graphic organizational strategies. One such approach involves concept mapping that permits students to organize and represent concepts in a diagram resembling a hierarchical flow chart (Novak, 1977). CmapTools (Institute for Human and Machine Cognition, 2008) is a free, downloadable, and user-friendly software toolkit that allows students to construct, share, and critique their concept maps.

In another graphic representational strategy called the repertory grid technique (Kelly, 1955), I ask students

to rate salient course content (e.g., the work of prominent theorists such as Jean Piaget) on a series of Likert-type scales (e.g., 1-7) anchored by bipolar meaning dimensions (e.g., nature-nurture, continuity-discontinuity). WebGrid (Gaines & Shaw, 2009) is a free, user-friendly computer program for grid elicitation and interpretation that permits users to generate comprehensive data matrices from which various elucidating analyses are possible.

communIcAtIon SkIllS. I use the dialogue method (Sanzenbacher, 1997) to bolster students’ verbal and writing communication skills. In this method, students identify (orally and in writing) the contributors to the field of psychology most associated with position statements (direct quotations from original sources and paraphrased excerpts from secondary sources) that encapsulate the intellectual views of these individuals.

Peer critique (Camplese & Mayo, 1982) is another classroom approach that improves the quality of student writing in my classes while encouraging the development of interpersonal communication skills. By means of face-to-face discussion and a preprinted checklist of standard rhetorical, contextual, and bibliographic considerations, students critique one another’s work before submitting the final product to me for grading.

analogical reasoning links language (spoken and written) to higher-order thinking (Lakoff & Johnson, 2003). In defining and organizing knowledge in comparative terms, I ask students to create analogies to express complex interrelationships between ideas that better enable them to conceptualize abstract models.

SocIoculturAl And InternAtIonAl AwAreneSS. As a way to heighten students’ international awareness within the existing fabric of course content, I rely on case-based instruction (CBI) to “bring to life” important course concepts within sociocultural backdrops. For instance, a case narrative on post-prison life of former South African President Nelson Mandela—who ushered in multiracial democracy in his country through a policy of reconciliation and negotiation—sets the stage for instructional coverage of leadership and intergroup relations in studying the psychology of group behavior.

As an aid to recognizing, comprehending, and respecting the complexity of human diversity, I also use biographical narration in which students apply course principles to current events from an international perspective. Students keep ongoing logs of the times that they observe psychology in action within scenarios that offer learners opportunities to exemplify, analyze, and apply psychological concepts in sociocultural context.

perSonAl development. Students are more inclined to retain and retrieve content knowledge in learning situations where they can cast that knowledge in a personalized framework (Millis, 2002). To make course

(continued from page 1)

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material more personally relevant, I ask students to engage in self-directed learning aimed at implementing and assessing positive behavior change in their own lives.

Narrative accounts of personal experiences can also serve as vehicles for constructing meaningful knowledge about principles taught in undergraduate psychology classes (Clinchy, 1995). Learning assignments based on autobiographical narration integrate students’ comprehension of course content with realistic self-assessment across a variety of life situations. From my own classroom observations, I have found that students place new learning in their own words when they discover connections between course principles and their life experiences.

As a learning assignment, journaling combines elements of autobiographical and biographical narration. In assigning journals for students to analyze everyday events in psychological terms, I afford them opportunities to apply psychological principles not only to personal illustrations from their own lives but also to examples arising from others’ lives.

cAreer plAnnIng And development. As a specific type of collaborative learning, cooperative learning (small group, large group, and whole class) involves both assessing the group as a whole and holding students individually accountable for their own work (Flowers & Ritz, 1994; Palmer, Peters, & Streetman, 2003). According to Shapiro (2008): “To the extent that learning how to work together in teams in a psychology class prepares an individual to be successful as a team member (or leader) on the job, the psychology teacher who does have team projects is better preparing the student for the workforce than the one who does not” (¶ 3). To illustrate how I use cooperative learning to assist in career planning within the field of psychology, I ask students to work together in designing and implementing an in-class team poster presentation that reflects practical life applications derived from clinical, educational, industrial/organizational, and other applied psychological specialties.

The importance of an undergraduate liberal education is captured in the following quote: “Education for most, if not all, professions builds on an undergraduate foundation of a liberal education” (Nelson, 2008, p. 6). Reflected in the learning goals within the APA Guidelines (APA, 2007), the undergraduate psychology major has embraced the value of a liberal education through an encompassing, generalizable set of knowledge and skills taught in undergraduate psychology curricula. With its focus on active and interactive learning and transfer of knowledge from classrooms to real-world settings, constructivist pedagogy is well suited to satisfying the goals of a liberal education.

referenceSAmerican Psychological Association. (2007). APA guidelines

for the undergraduate psychology major. Washington, DC: Author. Retrieved from http://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf

Association of American Colleges and Universities. (2007). College learning for the new global century: A report from the National Leadership Council for Liberal Education & America’s Promise. Retrieved from http://www.aacu.org/leap/documents/globalCentury_final.pdf

Camplese, D. A., & Mayo, J. A. (1982). How to improve the quality of student writing: The colleague swap. Teaching of Psychology, 9, 122-123.

Clinchy, B. M. (1995). A connected approach to the teaching of developmental psychology. Teaching of Psychology, 22, 100-104.

Flowers, J. C., & Ritz, J. M. (1994). Cooperative learning in technology education. Monograph 13 of the Virginia Council on Technology Teacher Education. Retrieved from http://teched.vt.edu/vctte/vCtteMonographs/vCtteMono13(CoopLearn).html

Gaines, B. R., & Shaw, M. L. G. (2009). WebGrid [Computer program]. Alberta, Canada: Knowledge Science Institute. Available at http://tiger.cpsc.ucalgary.ca:2000/

Institute for Human and Machine Cognition. (2008). CmapTools: Knowledge modeling kit [Computer program]. Pensacola, FL: Institute for Human and Machine Cognition. Available at http://cmap.ihmc.us/download/

Kelly, G. A. (1955). The psychology of personal constructs (Vols. 1-2). New York: Norton.

Lakoff, G., & Johnson, M. (2003). Metaphors we live by (2nd ed.). Chicago: University of Chicago Press.

Mayo, J. A. (2009). Constructivist pedagogical applications: Student-centered learning across the undergraduate curriculum. In S. A. Meyers & J. R. Stowell (Eds.), Essays from E-xcellence in teaching (Vol. 8) (pp. 19-24). Washington, DC: American Psychological Association. Retrieved from http://www.teachpsych.org/resources/e-books/eit2008/eit2008.php

Mayo, J. A. (2010). Constructing undergraduate psychology curricula: Promoting authentic learning and assessment in the teaching of psychology. Washington, DC: American Psychological Association.

Millis, B. J. (2002, October). Enhancing learning—and more!—through cooperative learning. Manhattan, KS: The IDEA Center. [IDEA Paper No. 38]

Nanjappa, A., & Grant, M. M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education, 2, 38-56. Retrieved from http://ejite.isu.edu/volume2no1/nanjappa.pdf

Nelson, P. D. (2008, Winter). Sharing psychology: Its role in education for other professions. Educator, 6, 1, 6-15.

Novak, J. D. (1977). A theory of education. Ithaca, NY: Cornell University Press.

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Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning

Sanzenbacher, R. (1997). New awareness of the power of dialogue: A hopeful pedagogy. College Teaching, 45, 104-107.

Shapiro, R. G. (2008, July 16). Society for the Teaching of Psychology Moderated Discussion List. Message posted to PsychTeacher Listserv electronic discussion list, archived at http://list.kennesaw.edu/archives/psychteacher.html

Author noteSThe content of this article derives from Mayo, J. A. (2010). Constructing undergraduate psychology curricula: Promoting authentic learning and assessment in the teaching of psychology. Washington, DC: American Psychological Association. Copyright 2010 by the American Psychological Association. Adapted with permission. No further reproduction or distribution is permitted without written permission from the American Psychological Association.

Address correspondence to Joseph A. Mayo, Gordon College, 419 College Drive, Barnesville, GA 30204; e-mail: joe_m@gdn.edu

ABout the AuthorA professor of psychology at Gordon College, Joseph a. Mayo has been teaching at the collegiate level for 26 years. Mayo’s classroom research on constructivist pedagogical applications has been published in various book chapters and peer-reviewed journals. Based on his ongoing commitment to the scholarship of teaching and learning, Mayo received a 2003 Board of Regents’ Research in Undergraduate Education Award for the University System of Georgia and the 2005 Wayne Weiten Teaching Excellence Award of the Society for the Teaching of Psychology. In April 2005, he was selected to serve on the American Psychological Association’s (APA) Board of Educational Affairs Task Force on Strengthening the Teaching and Learning of Undergraduate Psychological Science. His book, Constructing Undergraduate Psychology Curricula: Promoting Authentic Learning and Assessment in the Teaching of Psychology, was released by the APA on March 15, 2010.

requeSt for comment: prIncIpleS for quAlIty undergrAduAte educAtIon In pSychology

The APA Board of Educational Affairs is requesting feedback on the Principles for Quality Undergraduate Education in Psychology (Draft, 2010.) These recommendations were developed at the 2008 APA National Conference on Undergraduate Education in Psychology. Comments are to be submitted via the Education Directorate Public Comment website at http://apaoutside.apa.org/EducCSS/Public/. In Comments may be submitted through May 31, 2010. If you have any questions, contact Martha Boenau (mboenau@apa.org) at 202-336-6140.

topIX!

The Teaching of Psychology Idea Exchange (ToPIX)—http://teachpsych.pbworks.com—a product of APA Division 2: Society for the Teaching of Psychology, launched in late fall. The site continues to grow, now averaging over 300 visitors per week. Although the site is still in its infancy, there is much content to browse. We have posted, for example, rubrics for grading APA-style papers; presentation slides that use animation to illustrate the size-distance illusion and the Stroop test, suitable for class use; videos from all over psychology, including TED videos of Oliver Sacks, Daniel Goleman, and Dan Gilbert; and resources created by other APA divisions, such as the “Curriculum Guide for Education on Child Maltreatment,” courtesy of Division 37: Society for Child and Family Policy and Practice.

The core of the site revolves around classroom activities, videos, and “In the News,” where summaries of articles from the popular press are linked to the original source, and classroom-appropriate discussion questions are provided. If the news article refers to a journal article, look for the article citation and DOI in the summary. Our newest addition features book recommendations from psychology faculty. Anyone can visit ToPIX, but only members of the site can add content or offer comments. Click “edit” on any page to join.

If in your teaching you discover something useful for other teachers, please leave information about it for those who follow the site. We’re looking forward to your contributions!

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pt@cc electronIc project conteSt: deAdlIne ApproAchIng!

The APA Committee of Psychology Teachers at Community Colleges (PT@CC) invites your students to participate in the eighth annual APA PT@CC Electronic Project Contest! The contest recognizes innovative and high-quality electronic presentations that explain a concept, research, or an application to the 2-year college student audience. Students can submit their contest entries online at http://www.apa.org/ed/precollege/undergrad/ptacc/ptcc-contest.aspx. Students are eligible for the contest if they are community college students who have not previously completed a bachelor’s degree. Faculty sponsors must be members of APA Psychology Teachers at Community Colleges (PT@CC). The first-place winner will be awarded $500; second- and third-place winners will receive $300 and $200, respectively. Certificates for all winners and their faculty sponsors will be presented at the APA annual convention. The entry deadline is June 1, 2010.

BeSt prActIceS: ASSeSSIng teAchIng And leArnIng In pSychology

Friday & saturday, october 8-9, 2010 Crowne Plaza atlanta Perimeter nW 6345 Powers Ferry road atlanta, ga, 30339, (770) 955-1700

Conference Website: teachpsych.org

The Society for the Teaching of Psychology (STP, Division 2 of APA) is excited to announce the ninth conference in the popular “Best Practices in Teaching Psychology” series, which started in 2002. The 2010 conference will focus on assessment in psychology, which represents a return to the first topic of the Best Practices conferences.

In 2010, our three keynote speakers will be Jane Halonen, discussing Can We See Ourselves as Others See Us?: Advancing Assessment of Faculty Performance, Rob McEntarffer, I’ve Only Got One Question: The Formative Power of Single Diagnostic Items, and Diane Halpern, talking with us about Developing the Skills of Psychological Literacy and Critical Thinking in our Students: Without Data We Are Just More Hot Air.

eAStern conference on the teAchIng of pSychology (etop)

The Department of Psychology at James Madison University will host the next Eastern Conference on the Teaching of Psychology (EToP) on Friday, June 18 and Saturday, June 19, 2010. Have you registered yet? You don’t want to miss out on our renowned keynote speakers this year: Charles Brewer and Dana Dunn. Plus, registration is dirt cheap—$80 for 4-year college or university teachers and $50 for high school teachers, community college teachers, and graduate students.

For more information about EToP, visit http://www.psyc.jmu.edu/undergraduate/etop.html.

pSI chI lAuncheS new InternAtIonAl focuS, nAme, And merchAndISe july 1, 2010

Psi Chi members recently voted on a constitutional referendum to change our name from “Psi Chi, the National Honor Society in Psychology” to “Psi Chi, the International Honor Society in Psychology.” Existing chapters outside of the 50 states include University of Puerto Rico, Mayaguez; University of the Virgin Islands; National University of Ireland, Galway; and University of Victoria in BC, Canada. Psi Chi will be seeking opportunities to open chapters globally and expand international research, collaboration, and opportunities for Psi Chi members.

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the “naMe gaMe”—an aLternative aPProaCh to traditionaL FinaL exaM revieW sessions

Erica Altomare, PhD University of Pittsburgh at Titusville

every professor who has given a cumulative final exam is familiar with the dread and anxiety experienced by students as finals week approaches. Sometimes even the better students ask, how can anyone remember what was covered 15 weeks ago! Searching

in vain for the elusive “easy” button, they often push the “panic” one instead.

Preparing for a cumulative exam in a survey course is especially problematic for students. In fact, as a teacher of psychology courses of all levels, I find that students often report less anxiety in preparing for final exams in the more difficult upper level courses than when they were studying for the final in the introductory course.

One explanation of course is that upper level courses are usually taken by more experienced students, while in general, introductory courses are composed mostly of first-year students. Freshman students typically lack the skills and experiences necessary to discern the more relevant information pertaining to the topic and have more difficulty organizing course material in a coherent manner. As a result, they often fail to identify the important concepts and tend either to become overwhelmed with peripheral details or simply glaze over everything with little understanding of anything. Judging, however, from the high level of anxiety among even upperclassmen who take survey courses such as Introduction to Psychology, I am convinced that the shear breadth of information covered in such courses plays as large a role as inexperience in intimidating the novice and seasoned student alike.

Like most professors, I routinely scheduled pre-exam review sessions to help ameliorate this problem, but all too often, I found that student anxiety actually increased when they realized how much material had in fact been covered during the term. Because the ability to sustain concentration is inversely proportional to the level of anxiety, it seemed my well-intended reviews tended to make studying more, rather than less, difficult. It was apparent that I needed to find a better way to assist students to tackle what, at least as they viewed it, was an overwhelming mountain of information.

In casting about for a solution it dawned on me that the key might be to devise a special class activity that would provide a painless incentive to study the course material prior to the review session and thereby optimize its effectiveness. Using special activities to enhance the understanding of materials at a conceptual level and provide students (as well as professors) with a break from the routine of lectures is not a novel idea. I routinely incorporate several such activities throughout the term for each course I teach, and believed this would be just the vehicle to use.

The result is an alternative method of conducting a pre-exam review session, which I call The Name Game. Because it’s competitive, fun, and a source of extra credit, I found most students were eager to do the preparation that is required for participation. Anxiety is greatly reduced because the game gives each student an opportunity to test the efficacy of his or her personal approach to the material in a sanctionless (only extra credit) and enjoyable interactive environment that provides an open opportunity for students to seek clarifications without embarrassment. Most students arrive better prepared and confident that this kind of pre-exam review will actually assuage rather than exacerbate their fear.

here’s how the game works…

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Setup for the nAme gAme on the fIrSt dAy of clASSThe Name Game is a class activity that is played on the last day of class (the review session). It is actually introduced in the first class to insure that as students progress through the material they have ample opportunity to digest the information and routinize the studying skills necessary to master the voluminous amount of material for which they will ultimately be held accountable. During the first class, a brief explanation of the purpose of the activity is provided, and the students are presented with a list of persons, dating from the

early Greeks to present day, who have made significant contributions to the field of psychology. The students are instructed to write a few lines summarizing the major premise/s underlying the contribution made by each person listed, as it is covered over the course of the term.

one week Before the gAme IS plAyedThe week before the game is actually played, students are given the following handout that explains the general format of the activity and eligibility requirements for participation.

InStructIonS for the neXt clASSAt the next class I’ll pose several situations related to the application of various theories. For example: I might describe a teacher giving a gold star to a student for handing in all the homework. Your task will be to identify who originated the theory and the name of the theory or principle underlying the teacher’s actions. For this example, the correct response is b. F. skinner and operant conditioning.

You will work in groups of about five people, and your group will have several chances to respond and earn points. By working in groups, you’ll have a chance to pool your knowledge and notes.

this is what you will need to do before the next class:

• Go through your notes and the text and be sure you have information on all the names on the list given to you previously.

• Make sure your notes include all of the major contributions that person has made to the field of psychology.

• You will only be allowed to use your notes in the next class to answer the questions. You will not be allowed to use the text, handouts, or other outlines that may have been provided to you in the class.

• If you don’t bring notes to class, you will be placed in the “Noteless” group and will not be able to participate or earn points.

remember: no notes = no Points

• Notes must be complete enough so as to serve as a reference for answering questions.

• Each person who brings the notes to class is eligible to participate and earn up to 5 extra-credit points.

• You will receive a minimum of 2 extra-credit points for bringing adequate notes even if your group does not correctly respond to any of the situations presented.

the activity will serve as a review and help you learn the material whether you are eligible to earn points or not.

plAyIng the gAmeAs students enter the classroom they are instructed to sit in groups of five and to put away everything but their Name Game notes. Students who did not bring notes are asked to sit in the back of the room. Each group is provided with a different colored 8x10 sheet of paper and asked to decide on a spokesperson for the group. The spokesperson will

write the names of the members of their group on their team’s colored paper and will be the person responsible for voicing the group’s response to the situations presented during the activity. Each student is then given a handout that explains the rules and process of the activity. This handout is read aloud and includes the information above and the following instructions.

nAme gAme ruleSAfter each situation is presented, discuss possible responses with the members of your group. When you think you have the correct answer, have the group spokesperson raise the colored sheet so I can see it. I will call on the first spokesperson I see raise the sheet for their group. The spokesperson will then have 15 seconds to give the answer for the group. After that time, your answer will be deemed incorrect, and the other groups will have the opportunity to offer a response.

If you signal before the question is completed, you will have to answer at that time.

• If your answer is correct, your group will get a point.

• All spokespersons must put their sheet of paper down until the answer is deemed correct or wrong.

• If your answer is wrong, another group can steal the question, and your group will not have another opportunity to respond to that particular question until all other groups have done so.

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SAmple queStIonSInjecting some humor, either by proposing a funny scenario or by using comical names, seems to relieve some of the tension students experience at this time of year and makes the activity enjoyable as well as informative. You can devise questions that focus on the areas you feel are most relevant and/or most difficult for students to comprehend. The following are some examples of the situations and answers I include in the activity. After the correct response is given, I generally discuss the theory or concepts involved and elaborate on the comments noted in the parentheses after each situation to clarify any misunderstandings.

1. Scott Free claimed that Sheneeda Mann’s child was not his because both he and Sheneeda had brown eyes and the baby had blue eyes. gregory Mendel—dominant and recessive genetic transmission of traits

2. Sara Bellum trained her dog to bring in the mail and put it on her desk so she wouldn’t have to get dressed and go outside early in the morning. b. F. skinner—operant conditioning (shaping and chaining)

3. Barbie and Ken were concerned when their son, who was usually a quiet studious 16-year-old, dyed his hair and began to listen to hard rock music instead of reading at night. Although he was not engaging in any illegal activities and was maintaining his grades at school, they were still worried. They consulted a child psychologist, Dr. von Dumkolf, who, after a few assessment sessions, assured them that this was normal for his age. erik (eh) erikson—Psychosocial stages of development (identity vs. role confusion)

4. Dr. Noah Thingertoo, a prominent psychiatrist, claims that the song “I Want to Find a Girl Just Like the Girl Who Married Dear Old Dad” was probably written by someone fixated in an early childhood stage. sigmund Freud—Psychosexual stages of development (phallic stage, oedipus complex)

5. Although Thelma Thunderthighs was only 4 years old, she already weighed 300 pounds…mostly because she loved ice cream so much. Whenever she had any given to her, she would cry for a bigger scoop. In an effort to help her lose weight, her

mother would take back her dish and mold the ice cream into a tower. Thelma thought she had more and would cease her cries Jean Piaget—stages of cognitive development (conservation)

6. Willie B. Right was worried that the geese on his pond would never learn to fly because from the moment they were born they followed him around instead of their mother. Konrad Lorenz—imprinting

7. Ivan Answer’s parents thought he was so smart because he called more than one cat “cats” and more than one dog “dogs” without ever being taught. noam Chomsky—Language acquisition device

8. People who can’t remember their social security number probably need to learn how to divide and conquer. george Miller—Chunking

9. Porky couldn’t understand why Anna Smith was so upset over the weight they had each gained on their cruise. “I gained 10 pounds just like you and you don’t see me crying about it,” he said. To which she replied, “Ten pounds on your 200 pounds isn’t even noticeable, but on my 100 pounds it makes a big difference.” e. h. Weber—Weber’s law (just noticeable difference)

concluSIonAll too often students become frustrated when studying for a cumulative final exam. This is particularly evident when studying the great bulk of material encountered in a survey course such as Introduction to Psychology. Presenting The Name Game in lieu of the traditional review session aids in overcoming student anxiety by providing a class activity in which each student can test the efficacy of his or her personal approach to studying the material in a sanctionless (only extra credit) and fun environment, with open opportunity to seek clarifications. Because it also provides both a special incentive to keep up with the course material throughout the term, and an organizing principle with which to do so easily, the game serves to optimize the term end review experience.

• The group with the most points at the end of the game gets First Place, and each member in the group is eligible for 5 extra-credit points. Each member of the Second-Place group is eligible for 4 extra-credit points, and each member of the Third-Place group is eligible for 3 extra-credit points.

• When the game ends, the spokesperson will collect all the notes from the members of their group and

hand them in with the colored sheet of paper.

• To be eligible for the extra-credit points, your individual notes must be complete enough to have served as a reference for offering answers.

• Each member of a non-placing group who handed in notes sufficient to have contributed to the group effort will receive 2 extra-credit points.

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Lee gureL, Phd, exPands suPPort oF PsyChoLogy teaChers

“I am sometimes asked why I choose to contribute to Education with a capital E. My answer starts with a denial that I am contributing or donating the way one might to a favorite charity. Rather, I am repaying a debt, a real debt—in fact, an incalculable debt. I did not know it at the time, but I know now how very much I owe to the many schools and school teachers that have enriched my life. Whatever the shortcomings of some of them, I owe them. As today’s students would say, “I owe them ‘big time.’” I suspect there’s probably not an adult among us who isn’t similarly indebted “big time.” Unfortunately, I was well beyond high school when the realization I share here began to dawn on me. It was too late then to thank most of those wonderful teachers. The least I can do now is to thank their successors for the work they do and to offer them a “thank you” via a little extra support.”

charles

votaw

in early 2010, the toPss committee decided to name one of it’s five convention sessions afer dr. gurel. the annual Lee gurel Lecture will highlight a program that promotes excellence in teaching. Please see page 27 for the 2010 lecture.

In March 2010, Lee Gurel, PhD, donated $150,000 to the American Psychological Foundation (APF) to support the teaching of high school psychology—continuing his remarkable generosity toward teachers that began 6 years ago.

In 2004, Gurel contributed to both APF and to Clark University to support the annual APA/Clark University Workshop for High School Teachers, held each summer in Worcester, MA. Gurel’s gifts for the workshop provide travel stipends, room and board, food, and other costs that allow 25 high school psychology teachers to attend the 3-day workshop each year. There is no registration fee to attend. In January 2010, Gurel added to his previous gifts by donating an additional $20,000 to APF and $20,000 to Clark to support the workshop.

Gurel’s most recent gift—which is in addition to his January contributions to the Clark workshop—will support (1) professional development of high school psychology teachers and (2) the revision of the TOPSS unit lesson plans. Funding toward professional development will support activities such as local networks of high school teachers or travel for teachers to attend the APA convention or other teaching or psychology conferences. Funding toward the unit lesson plans will be allocated over 5 years, from 2011-2016, and will allow APA to revise TOPSS unit lesson plans developed originally in the 1990s. The APA Education Directorate will determine how the funding will be spent and directed each year, upon approval from the APF Board of Trustees. Information on the professional development funds will be provided in PTN, through the TOPSS Listserv, and on the TOPSS website next year.

“What’s exceptional about Dr. Gurel’s philosophy of teaching and learning is that he recognizes that the best way to do what’s right for students is to take care of their teachers,” says TOPSS Chair Katherine Minter of Westwood High School (Austin, TX). “These generous gifts will allow teachers to come together not only to learn and grow, but to build relationships and networking channels with other teachers across the country. Opportunities like these bring both personal and professional satisfaction, and this, in turn, supports teachers to greater goals and job satisfaction. Their students will reap these benefits for years to come.”

Gurel is a longtime APA member and Clark University alumnus; he received his BA from Clark University and his doctorate from Purdue University. In addition to his support for psychology teachers, he has also supported a library resource center at APA (through APF) and two annual awards at Clark: one given to an outstanding graduating student in Asian Studies and one to honor an outstanding graduating senior in psychology and the student’s faculty mentor.

—lee gurel, phd

lee gurel, phd

11

Center For PsyChoLogy in sChooLs and eduCation—uPdate

completed projectS And A module In the workS on helpIng eArly cAreer teAcherS cope wIth StreSS

the APA Center for Psychology in Schools and Education (CPSE) serves as a liaison both within APA and with national educational and scientific societies, federal agencies, and the general public concerning the application of psychological science to the

education and development of children and adolescents. Teachers of Psychology in Secondary Schools (TOPSS) serves as a regular contributor and reviewer of our projects.

Information about all of the center’s current projects and initiatives can be found on the CPSE homepage—http://www.apa.org/ed/schools/index.aspx—but three completed resources and one in the works may be of particular interest to the PTN community. Our completed projects include two web-based brochures—one for partners and spouses of new teachers to help them understand the stresses and challenges their loved ones will face in their new career, and a second that provides strategies for dealing with and preventing incidents of teacher-directed violence in the classroom. The third project is a guide for understanding and incorporating multiple research methods in randomized control trials when conducting studies on the effectiveness of education and social policy interventions. We describe them below. We hope that you will find these resources useful, and we welcome your comments about them.

completed projectSAddressing Teacher StressThe Coalition for Psychology in Schools and Education developed an online brochure aimed at the spouses and partners of new teachers as part of an overall effort to decrease stress. Titled Teaching is Fundamental: Ideas for Friends and Spouses Supporting Teachers’ Early Career Challenges, the brochure aims to inform those close to teachers about what they can expect during their loved one’s first year in the classroom and how they can offer support and encouragement. The brochure includes strategies for recognizing signs of stress, ideas to help reduce stress, and insights into the particular career-specific times during the school year when stress is likely to increase. The project was conceived and led by Jeff Haugaard, PhD (University of Albany), and Peter Sheras, PhD (University of Virginia). The brochure is available on the Coalition homepage at http://www.apa.org/ed/schools/coalition/index.aspx.

Dealing With Classroom ViolenceAn APA Board of Educational Affairs task force has created a resource aimed at helping K-12 teachers cope with and prevent the occurrence and threat of violent incidents in the classroom.

After noticing a dearth of literature on the specific topic of violence against teachers, the task force strategized to collect data on the topic to inform future research opportunities. An online survey was available from January–April, and many TOPSS members were instrumental in our distribution efforts. Along with the survey, the task force designed a brochure that teachers would receive upon completion. The brochure outlines the urgency of the issues and provides strategies for coping with and preventing violent incidents based on evidence regarding best classroom practices and behavior management. The brochure is now available to the public on the CPSE homepage: http://www.apa.org/ed/schools/cpse/activities/violence-against.aspx.

Teachers face new challenges every day and these challenges can be stressful.

• Managing a classroom• Planning and teaching lessons for the first time,

every day, during the first year• Working with all the individual issues that each

child brings to the classroom• Concern about evaluation by the school

administration• Fitting in with new colleagues• Working with parents, some of whom may have

had negative experiences with schools and teachers

Acknowledging and understanding such stressors lets you and other friends and family members help the new teacher cope successfully. The goal is not to eliminate stress completely—that cannot be done—but to provide a support system to help keep stress from becoming too intense and interfering with the new teacher’s life.

The good news is that as the new teacher begins to feel more comfortable with the curriculum and with her or his colleagues, stress will lessen and the rewards of teaching can come to the forefront.

Teaching is fundamental to our future as a nation. Along with the many rewards that teachers experience every year, it is normal for new teachers to experience high levels of stress during their first year or two in the classroom. Having a support system in place outside of the classroom can help to lessen the strain.

The information in this brochure can help you be an important source of encouragement during a new teacher’s early career.

Teaching Is Fundamental: Ideas for Friends and Spouses Supporting

Teachers’ Early Career Challenges

People show moderate levels of stress in a variety of ways.

Some signs of stress can include:• Crankiness or irritability• Excessive fatigue• Sadness and crying• Changes in eating habits• Difficulty falling asleep or staying asleep• Increases in smoking, drinking, or other drug use

Other signs can be seen in interactions with others:• Withdrawal from friends, family, and colleagues• Angry interactions with others• Touchiness and heightened sensitivity

Rather than responding to irritability by being irritable or to withdrawal by withdrawing, see these signs of stress as showing an increased need on the part of the new teacher for support and understanding.

Stress can disrupt relationships just when personal support is needed most by a new teacher. Continue to be encouraging even in the face of these stress reactions. Your support will have long-term benefits for your friend or spouse.

American Psychological Association Education Directorate

Signs of Stress

How big is tHe problem?Each year, 253,100 (7%) teachers are threatened with injury. Of these 7%:

by locale• 109,800 (43%) in cities• 78,100 (31%) in suburbs• 27,500 (11%) in towns• 37,700 (15%) in rural areas

by school level• 139,400 (55%) in secondary schools• 113,700 (45%) in elementary schools

by gender• 78,500 (31%) male teachers• 174,500 (69%) female teachers

Each year, 127,500 (3%) of teachers are physically attacked by students (National Survey in 2003-2004).

wHat are tHe costs of teacHer victimization?There is a cascade of costs, both obvious and hidden due to:• Lost wages• Lost days of work (927,000 per year) • Need for training and replacement of teachers leaving

the school or profession prematurely• Lost instructional time• Medical and psychological care resulting from threats

and assaults• Student disciplinary proceedings involving school, police,

judicial systems, social services, and parents• Increased workers’ compensation claims and premiums• Incarceration of perpetrators

The nationwide costs of teacher victimization to teachers, parents, and taxpayers are calculated to exceed $2 billion annually.

These costs do not include costs to and incurred by those who commit violence against teachers, such as substantially higher dropout rates, government assistance, medical care, and social services throughout their life span.

Despite the cost and size of this problem, very little is known about factors that lead to teacher victimization. More research is needed to better understand the causes and correlates of teacher victimization.

make your voice Heard: complete the brief, anonymous (10 min.) survey at http://website.

disrespectbullying/intimidationverbal tHreats

tHreatening or rude gesturestHeft property damagepHysical assault

w E N E E D yo u r I N p u T To a D D r E S S T H I S I S S u Eall educators are at risk!

violence against teacHers: a silent national crisis

12

Methods of Education Research

CPSE, in collaboration with the University of Virginia Curry School of Education and WestEd, published A Guide to Incorporating Multiple Methods in Randomized Controlled Trials (RCTs) to Assess Intervention Effects in December 2009. The document is available in web form, however, several institutions have requested a printed version. The publication and accompanying pull-out guide take the reader through the lifecycle of a research study on the effects/effectiveness of a social intervention. It is intended for instructional use with new researchers as well as to assist consumers of education research, such as policymakers and school leaders contracting research and evaluation work. Classroom teachers may also find it useful as an instructional tool on the topics of research methods and social policy. The guide and its accompanying narrative are available to download at http://www.apa.org/ed/schools/cpse/activities/mixed-methods.aspx. Hard copies are available upon request from Rena Subotnik, rsubotnik@apa.org.

work In progreSSThe work in progress is a comprehensive module aimed particularly at classroom teachers titled Teacher Stress: What It Is and What to Do About It that provides an overview and recommendations for addressing teacher-specific stressors. The module is based on a project summary provided by Isaac Prilleltensky, PhD, University of Miami.

The public cites education as a top priority. Yet teacher supplies are down (the novice teacher attrition rate is nearly 50%), it is becoming increasingly difficult to get new educators into the field, and current teachers face enormous pressures to live up to increasingly demanding national standards.

Initiated and conceptualized by Isaac Prilleltensky, PhD, and his team at the University of Miami, this module is based on the psychological literature relating to both general and teacher-specific stress. The module recognizes that there are two types of stress, both positive and negative, and that it’s the balance between the two that determines a person’s overall feelings of satisfaction and security in their work. By framing stress in this

way, behavioral indicators can be cited, such as feelings of isolation due to a lack of camaraderie, unrealistic expectations before entering the classroom, lack of classroom management preparation (please see CPSEs’ two-part module on Classroom Management located at http://www.apa.org/ed/schools/cpse/index.aspx), and the challenges from assuming the same responsibilities as more experienced colleagues with less practice. Stressors are organized in this model in terms of source: personal, interpersonal, organizational, and systemic. Within each of these sources, ways of balancing stress, or “survival strategies,” are suggested in the modules. The final section leads the teacher to view the future as one of professional growth, a time beyond mere survival mode.

The project team conducted a number of activities to ensure that the resulting product is consistent with current literature, respected authorities in the field, and the perceived reality of practicing teachers. Interviews with teachers of varying ethnicities, experience, and fields of specialization were videotaped, analyzed, and categorized as to nature of stress, sources of stress, and coping mechanisms.

The final module will contain seven segments:

1. Introduction: Teacher Demand and Novice Teachers

2. The Nature and Signs of Stress: What It Is—Signs and Kinds

3. Personal Stress: Sources and Survival Strategies

4. Interpersonal Stress: Sources and Survival Strategies

5. Organizational Stress: Sources and Survival Strategies

6. Systemic Stress: Sources and Survival Strategies

7. Thriving: Professional Growth

The final product will be a professionally designed PowerPoint with an actor providing voice-over narration. It should take approximately 45 minutes to go through the module, and we hope that it will be of use not only to teachers directly, but also to teacher trainers and school administrators as a tool to ease the transition of the new teacher into his or her classroom.

how topSS cAn helpWe are looking for five teachers grades K-12 to assist in the feedback process of the module development. A draft narrative will be available by the beginning of June for revisions by CPSE Coalition members at our annual CPSE meeting as well as the five teacher volunteers. Based on the feedback received, the project team will revise the PowerPoint, complete the script and accompanying media, and forward the project for any final revision technical adjustments. Please e-mail Rena Subotnik at rsubotnik@apa.org or Ashley Edmiston at aedmiston@apa.org if you would like to volunteer. If TOPSS members can nominate elementary or middle school colleagues, we would be very grateful as well.

A Guide to the Use of Randomized Controlled Trials (RCTs) in Assessing Intervention Effects: The Promise of Multiple Methods

Motivating policy/research questions

Given a desired policy outcome Y for population(s) P1, P1…, what intervention(potential policy), X, might be effective, and under what conditions?

Construct an Intervention X to be tested by a study:• What does theory suggest would be effective?• What is “known” from previous research?• Consider relevance for the population(s) of interest.

Explore implications for research,policy, and next steps

Relate outcomes of the current study to findingsfrom prior research.• Do the results of this RCT confirm or contradict the results of other studies of

similar interventions? Consider results from RCTs and other types of studies(e.g., quasi-experimental, correlational, and ethnographic).

• What factors may account for differences in results between this RCT andprevious studies? Take account of variations in study design, characteristicsof participants, outcome measures, settings, times, and fidelity ofimplementation.

Respond to finding positive effects:• Consider policy implications• Decide whether further scale-up is needed. If so, decide whether replicate

studies are needed before going to scale, and what would be the cost, cost-effectiveness, and cost-benefit of going to scale?

Respond to finding marginal effects:• Examine the implementation data.• Examine the design; check the analyses.• Design new or additional studies to clarify results or abandon effort.

Respond to finding no effect:• Examine the implementation data.• Examine the design; check the analyses.• Rethink theoretical model; plan for a new study or abandon effort.

Desirability/feasibility of an RCT study

Desirability• Is Intervention X well-enough developed/defined to warrant a

controlled study, or are efficacy studies needed first to clarifyconstructs and establish the basic efficacy of the proposedinterventions?

• Are the results generated likely to be worth the expense?

Feasibility• Are the factors of interest amenable to experimental manipulation

and control in the real world?• Can an RCT be done without encountering ethical constraints?• Is it likely that the study would gain the necessary cooperation and

enough recruits to be assigned randomly to treatment conditions?• Will funding be sufficient to support an RCT design with adequate

statistical power?• Will I know afterwards what conditions are necessary for the

intervention to be effective?

Role of multiple methods in providinga deeper understanding of the findings

• In addition to using quantitative measures to assess outcomes, usedata from case studies, interviews, surveys, and/or observations tointerpret the observed outcomes (e.g., how intervention wasexperienced and responded to by subjects in differing circumstances).

• Use data from case studies and/or interviews to illustrate findings ina compelling manner.

• Examine quantitative and qualitative results to determine whetheradditional hypotheses (e.g., about additional outcomes, modificationsto the intervention) might be pursued in subsequent studies ordifferent stages of the current RCT.

Employing multiple methods in designing and implementing RCTs

In light of what theory and prior research suggest, plan a study design that optimally addresses internal and external validity. In doing so, consider how multiplemethods could enrich the information generated by the design.

CONSIDERATIONS FOR INTERNAL VALIDITY

Key question Research methods that might be employed to address this question

CONSIDERATIONS FOR EXTERNAL VALIDITY

Key question Research methods that might be employed to address this question

What factors led to Intervention X working? Failing?What factors led to Intervention X working for somegroups and not others?

Include collection of baseline demographic and other measures to confirm that randomization was accomplished.

Use structured observations, and/or surveys to (1) assess fidelity of implementation, (2) document theexistence of local policies and practices that might affect the outcomes of interest, and (3) documentchanges that occurred before and during the study (i.e., “history”).

Use interviews or surveys to learn how subjects experienced the intervention.

Check measured outcomes for indications that Intervention X worked better for some groups than others.Use more intensive interviews, case studies, and ethnographic research to investigate reasons for variabilityof effects within and between groups.

Does Intervention X remain effective whendifferent outcome measures are used?

Include multiple quantitative outcome measures to assess different aspects of the desired outcomes(e.g., specialized outcome measures aligned with the purposes of Intervention X as well as moregeneral measures such as standardized test scores).

Use case studies, interviews, and observations to detect unanticipated/unmeasured outcomes.

Are all of the components of Intervention Xnecessary for it to work, or are some unnecessary?Are some needed components missing?

Plan to measure the various intervention components; build in case studies to learn which componentsmattered to different subjects and to generate hypotheses about other components that might have madeIntervention X more effective.

Are the treatment effects sustained over time? Plan extended follow-ups, particularly of treatment group members, using both quantitative andqualitative data (e.g., achievement data, case studies, interviews).

How do contextual factors affect the impact ofIntervention X?

Use case studies, administrative data, interviews, and observations to document contextual factors (e.g., localpolicy environment, resources, cultural concerns, history) and how they might interact with Intervention X.

How close are the measured outcomes to outcomesof interest?

When designing the study, interview key stakeholders to determine the relevance/appropriateness of theoutcome measures proposed for the study.

How would resource constraints affect the institutional-ization of Intervention X if it were found to be effective?

Build collection of cost data into the study and conduct cost, cost-effectiveness, and cost-benefit analyses.

How do the details of the intervention and thecontrols imposed by the study design differ from thereal world conditions under which Intervention Xmight be implemented?

Collect and report descriptive data that will allow policymakers to assess the similarity of the samplepopulation and setting to those in other situations to which they might want to generalize the results.

l l

ll

lwww.APA.org/ed/cpse/

13

cAll for SuBmISSIonS: 12th AnnuAl mId-AtlAntIc teAcherS of pSychology (mAtop) conference

The Prince George’s Community College (PGCC) Department of Psychology and Argosy University are sponsoring the 12th annual Mid-Atlantic Teachers of Psychology (MATOP) conference on the teaching of psychology on October 22, 2010, at PGCC, outside of Washington, DC. The mission of the MATOP conference is to bring together teachers of psychology from universities, 2- and 4-year colleges, and high schools who wish to enhance their teaching of psychology and expand their teaching skills through workshops, lectures, and participant idea exchanges on successful teaching strategies and techniques. In addition, MATOP fosters the development of valuable teacher networks that further strengthen the continued support of good teaching and professional fellowship.

regIStrAtIon feeSearly registration (by September 1, 2010): $50 before october 15: $75 on-site: $90

For presenters: $50

For graduate students (Please send proof of student status.)

early registration: $25 before october 15: $30 on-site: $45

keynote AddreSSDr. Scott Lilienfeld of Emory University will deliver the keynote on “The Science of Psychology: Confronting Pseudoscience.”

cAll for SuBmISSIonSPlease submit your ideas, classroom-tested methods, innovative courses, and research on teaching and learning psychology. All proposals regarding the teaching of psychology are encouraged and will be considered. From past conference participants and psychology faculty in general, we are looking for content and technique topics that are appropriate for an undergraduate psychology course. We welcome proposals for oral presentations, panel discussions, and hands-on workshops.

The 2010 conference will also feature a roundtable session. Submissions for leading a roundtable discussion are also welcome.

All submissions should relate to the teaching of psychology. Each proposal should be typed (double-spaced) and include the following: (a) whether the proposal is being submitted as a presentation, panel discussion, hands-on workshop, or participant idea exchange; (b) the title; (c) the presenter(s) name(s), institution(s), and e-mail and mailing addresses, and telephone number(s); (d) a summary of presentation in no more than 250 words. Presenters will be notified promptly regarding acceptance. The deadline for submitting individual proposals is June 1, 2010. Roundtable topic submissions will be accepted, pending space, until october 1, 2010.

Proposals may be submitted by mail, fax, or e-mail to: Dr. Diane Finley, Coordinator, MATOP Conference Prince George’s Community College Department of Psychology 301 Largo Road Largo, MD 20774 Fax: 301-808-0418

E-mail: dfinley@pgcc.edu (This is the preferred method of submission. Please put MATOP Submission in the subject line.)

cAll for puBlIc comment: nAtIonAl StAndArdS for hIgh School pSychology currIculA

The APA National Standards Working Group has posted the revised National Standards for High School Psychology Curricula (Draft, 2010) for review and comment. The National Standards promotes quality instruction of psychology as a scientific discipline and provides guidance for high school psychology teachers and others responsible for development of psychology curricula at the secondary school level. This is the second revision of the National Standards, which was first approved in 1999 and revised in 2005.

At the conclusion of public comment, additional revisions will be made to the document, which will then be circulated to all APA governance groups with a request that the Council of Representatives approve as Association policy the National Standards for High School Psychology Curricula.

All comments are to be submitted electronically via the Education Directorate Public Comment website at http://apaoutside.apa.org/EducCSS/Public/. Comments may be submitted through May 31, 2010. If you have any questions, contact Emily Leary (eleary@apa.org) at 202.572.3013.

14

“how useful is behavioral science to society?” This is a long-standing yet timely question for at least two reasons: First, compared with other nations, the United States has long been a world leader in behavioral research, investing large sums

through a vast network of government agencies, private corporations, and nonprofit foundations. Second, this behavioral research has long been questioned by the public and policymakers at several levels—as costly, useless, politically correct, or cruel to laboratory animals.

This is what makes this book so timely. It not only gives many powerful examples of the best of behavioral research, but does this in a format that is easily accessible to students and the educated public.

Contrasting views. In the past, one classic example of negativism toward behavioral research was the monthly series of sensational “Golden Fleece Awards,” awards given by watch-dog Senator William Proxmire to the government agency that allegedly wasted the most taxpayer money that month. From 1975 to 1989, Proxmire sometimes targeted the funding of behavioral research on diverse topics—from aggression and romantic love to “sexual behavior of Japanese quail.” Another pointed example occurred in 1999, when the U.S. House of Representatives voted unanimously to censure a psychology journal that published research that seemed to describe “adult-child sex” in a positive light. And critics simply dismiss behavioral science by its initials—“BS.”

Yet such negative examples sharply contrast with the positive goal of behavioral science: to produce useful knowledge that uplifts society. In fact the very term “behavioral science” was coined by a Ford Foundation group around 1945, just as the United Nations was forming, to apply scientific methods to advance five universal social goals—peace, democracy, economic well-being, education, human relations. A decade earlier, in 1936, the Society for Psychological Study of Social Issues (SPSSI) was formed for this purpose—and it marks its 75th anniversary in 2011. In 2002, President Philip Zimbardo of the American Psychological Association (APA) compiled dozens of specific exemplars of how behavioral science changed society for the better. In 2004, the Foundation for the Advancement of Behavioral and Brain Sciences or FABBS (now FABBS Foundation)—an organization representing 22 scientific organizations-–was formed in Washington, DC “with the goal of enhancing the public’s understanding of the sciences” (p. xiv). This remarkable book is an early fruit of this effort, which the FABBS Foundation published with Worth—a leading publisher of introductory textbooks in the social sciences.

this volume. Psychology and the Real World showcases behavioral science at its very best. This book shows a master’s hand at a few turns.

First, its structure. After a lively introduction (contrasting “psychology and common sense”), this 270-page paperback offers 16 chapters covering the full panorama of psychology: methods, neuroscience, sensation-perception, learning, memory, language-thought, consciousness, intelligence, motivation/emotion, development, personality, disorders, treatment, stress/health, social, work.

Second, its authority. Each chapter consists of two concise essays, each written by an authority on that topic, so the result is 32 essays averaging eight pages each. Even a nonscientist may recognize some of these 30-plus noted scientists—like Elizabeth Loftus on memory, Robert Sternberg on intelligence, David Barlow on psychotherapy, Peter Salovey on health.

Book revIew

Who needs behavioraL sCienCe?

Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society

Morton Ann Gernsbacher, Richard W. Pew, Leatta M. Hough, James R. Pomerantz (Editors)

new york: worth, 2011. 270 pp. ISBn 978-1-4292-3043-8.

reviewed by

Harold Takooshian, PhD Fordham University New York, NY

15Third, its tone. The essays are intentionally written in a clear, nontechnical language that requires no translator. Each essay opens with a few brief questions asking its authors to tell their readers who they are, why they were first attracted to their topic, and what the real-world impact of their research is. The essays are replete with charts and diagrams to engage the reader. Pages 263-270 compile a list of thoughtful discussion questions based on the 32 essays.

The result of this FABBS Foundation effort is an irresistible “dream volume,” which many college and high-school teachers will surely be drawn to assign to their students. The volume lacks only a few items that could have made it even more irresistible—an author and subject index (to make the contents more accessible) and photos of the contributors (to offer a human face to the essays). In the book’s foreword, popular writer Malcolm Gladwell tells readers how he avoided science during his years as a high school and college student, only to learn much later what fascinating work he was missing: “Psychology is the art of giving the most unexpected and thoughtful of answers to the most ordinary of questions. Read on—and enjoy” (p. xiii). One can only hope this is the first of many FABBS Foundation volumes that so deftly share the best of behavioral science with students and the public at large.

For additional details, including a video about the book by the FABBS President, visit: www.fabbsfoundation.org.

topSS 2010 electIonS: cAll for nomInAtIonSThe mission of the APA Committee of Teachers of Psychology in Secondary Schools (TOPSS) is to promote the scientific nature of introductory and advanced high school psychology, meet curricular needs of secondary school teachers, and provide opportunities for high school students to be recognized and rewarded for their academic excellence. If you would like to become more involved in TOPSS and are interested in gaining leadership experience and having a positive impact on the teaching of high school psychology, we encourage you to consider serving on the TOPSS Committee. In 2010, the following three elected positions will be filled:

• Chair-Elect

• Member-at-Large (2)

The chair is a 3-year position and the others are 2-year positions. Please consider nominating a colleague who would make a positive impact. Self-nominations are also welcomed.

Descriptions of officer responsibilities and sample platform statements are available on the TOPSS website (www.apa.org/ed/topss/homepage.html). The TOPSS Committee meets twice a year—in spring and fall—in Washington, DC. The APA covers travel and accommodation expenses.

Nominees for the 2010 TOPSS Election are asked to submit the following materials/documents:

• Vitae or Resume

• Platform Statement (Examples of platform statements are on the TOPSS website at www.apa.org/ed/topss/homepage.html.)

nominations are due by July 1, 2010.

Please send nominations and materials to Emily Leary, APA Education Directorate, 750 First Street, NE, Washington, DC 20002-4242. Electronic submissions will be accepted. Please send electronic files of nomination materials to Emily Leary at eleary@apa.org.

16

Book revIew

teaChing your students hoW to thinK CritiCaLLy

Tools of Critical Thinking: Metathoughts for Psychology (2nd ed.)

David A. Levy Pepperdine University

wAvelAnd preSS, Inc. copyrIght 2010 10-dIgIt ISBn 1-57766-629-1 13-dIgIt ISBn 978-1-57766-629-5

reviewed by Marie T. Smith, PhD Thomas S. Wootton High School, Rockville, MD

do you want to know a wonderful way to teach your students how to think critically? Would you like to have a paperback book with fewer than 300 pages that will explain it well, with engaging examples, and with easy, fun exercises to help

them learn it? Would you like to have this all done for you in a simple and flexible format that you can adapt to your own teaching style? Would you be happy to see your students involved in critical thinking activities—and actually enjoying them?

In his outstanding new text, Tools of Critical Thinking: Metathoughts for Psychology, David Levy provides us with an easy solution to all these questions! He shows us how to successfully involve our students in the art and science of critical thought. The best news about this book is that it provides our students with excellent information housed in straightforward definitions, real-world applications, humorous insights, and the fun of immersing themselves in stimulating exercises and activities for learning. Oh yes, and for the teachers—the materials are clearly prepared, ready to use, accompanied by PowerPoint slides and test banks, and structured for minimum interruptions to the curriculum.

As teachers of psychology, we acknowledge that critical thinking is especially important in a course that we define as the scientific study of human behavior. We literally can’t avoid it. Critical thinking is mentioned in the first 20 pages of almost every psychology textbook! We ask our students to consider the value of actively questioning information and not blindly accepting it. We encourage them to be flexible, to evaluate all evidence, and to minimize their own biases. We stress that critical thinking is perhaps the most vital component of learning—far more important than simply memorizing information. Yet, do we actually teach them how to practice it, so that critical thinking can fulfill these goals and become an integral part of their education?

Specific tools for critical thinking are not as abundant as the myriad of materials that we can find about curriculum topics. Perhaps some of you have looked and tried hard to find appropriate materials that would fit into the limited time frame of high school courses. Our textbooks cover topics that students must learn to complete the course. This is appropriate. How then can we include lessons on critical thinking? A more specific question could be, what tools are available to help us teach critical thinking while covering all the topics of intro psychology within our existing time frame?

Levy’s book effectively provides these tools. His text is designed to improve thinking skills through 30 brief modules in a sleek, quality paperback book. Each module addresses a different critical thinking principle (or “metathought”). The modules can be used independently of each other or combined in any order. One module could easily be completed within one class period. Or, during the class period, a module can be used as a tool for learning a current standard. There are uncomplicated directions for quick but fun activities. The book is easy to read; it is written in a style that is light, breezy, and humorous (with great cartoons!). The material is completely geared to learning how to think critically in a short period of time such as a high school class. It is doable.

The metathoughts are brought to life with practical examples, clinical vignettes, illustrations, anecdotes, thought-provoking exercises, useful anecdotes, and applications to current social problems and issues. An added feature of this book is an instructor’s CD PowerPoint slide presentation to facilitate in-class lectures and discussions.

This book could readily supplement units in cognitive, social, abnormal, research, and other units. Even if you are not sure you can

17

teach critical thinking with confidence in the time frame you have, this book will convince you immediately.

Levy applies the metathoughts to a diverse array of issues in contemporary clinical, social, and cross-cultural psychology. He demonstrates how these tools can be used to identify strengths and weaknesses of various schools of thought, define and explain psychological phenomena, evaluate the accuracy and usefulness of research studies, reduce logical flaws and personal biases, and improve the search for creative solutions to issues.

Perhaps many of us have spent time trying to supplement our primary text books with another book, one whose major topic is to teach our students to think critically. It needs to have materials and information that will help us do this in a simple, practical, and timely way. And it should be interesting, easy, and engaging for students. Tools of Critical Thinking is a scholarly text that is also light, humorous, and fun…A winning combination for our audience.

Tools of Critical Thinking

This innovative text is designed to improve thinking skills through theapplication of 30 critical thinking principles — Metathoughts. Thesespecialized tools and techniques are useful for approaching all forms of study,inquiry, and problem solving. Levy applies Metathoughts to a diverse arrayof issues in contemporary clinical, social, and cross-cultural psychology:identifying strengths and weaknesses in various schools of thought, definingand explaining psychological phenomena, evaluating the accuracy andusefulness of research studies, reducing logical flaws and personal biases,and improving the search for creative solutions. The Metathoughts arebrought to life with practical examples, illustrations, anecdotes, clinicalvignettes, exercises, and contemporary social problems and issues.

The Thinking Person’s Self-Help Book

“Levy’s style combines erudition withsimplicity and earnestness with humor....The result is a clear and compellingbook accessible to lay persons and mentalhealth professionials alike.”

– Thomas Szasz

“A remarkable book which masterfullyteaches how to make us better at solvingproblems, at understanding events, atmaking decisions, and even at beingcreative. Read, learn, and have a goodtime doing it.”

– Elizabeth F. Loftus

ToolsofCriticalThinkingDavid

A.Levy

Metathoughts for Psychology

David A. Levy

Tools of Critical Thinking

WavelandPress, Inc.www.waveland.com

Second Edition

Metath

oughts

forPsych

ology

2ndEd.

pt@cc 2010 electIonS: cAll for nomInAtIonS

Consider serving on the APA Psychology Teachers at Community Colleges (PT@CC) Committee! The PT@CC Committee consists of six members whose mission is to:

• Promote, within the 2-year college community, the highest professional standards for the teaching of psychology as a scientific discipline;

• Cultivate a professional identity with the discipline of psychology among psychology teachers at community colleges;

• Develop leadership qualities among psychology teachers at community colleges and increase their participation and representation in professional psychology activities and organizations;

• Establish and maintain communication with all groups involved in the teaching of psychology and with the greater psychological community; and

• Encourage psychological research on teaching and learning at community colleges for the purpose of giving students the best possible educational opportunities.

The members of PT@CC will elect two new members who will join the committee in January 2011 for 3-year terms of office. The PT@CC Committee conducts business during monthly conference calls and meets twice a year in Washington, DC. APA covers travel and accommodation expenses.

Consider self-nominating for a position on the PT@CC Committee or nominate a colleague who would make a positive impact. Nominations are due by June 1, 2010.

Nominees for the 2010 PT@CC election must submit the following materials/documents: curriculum vitae, brief personal statement, and a photo. Please send to PT@CC Elections, APA Education Directorate, 750 First Street, NE, Washington, DC 20002-4242. Please send electronic files of nomination materials to Martha Boenau at mboenau@apa.org.

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from the ASSocIAte eXecutIve dIrector of educAtIon

reFLeCtive teaChing

Robin Hailstorks, PhD APA Education Directorate

By the time you read this column many of you will be preparing for your summer vacation or for professional development opportunities that may include teaching, writing, or grading AP psychology examinations. Several of you may spend your

summer in a research lab or working with students on their research projects. We know that summer is often a great time for psychology teachers to reflect on what they have accomplished and learned during the past academic year.

As psychology teachers, we encourage our students to reflect on what they have learned in our courses and how our courses have prepared them for entering college, transferring to baccalaureate degree-granting institutions, graduating, and entering the workforce. We encourage them to write essays about how their introductory psychology course in high school prepared them for college; to share their experiences of upper-division psychology courses at 4-year colleges and universities with students enrolled in psychology courses at community colleges; to tell us what skills they have learned in psychology courses that are important to success in the workplace; and to participate in surveys designed to reveal more about psychology course offerings.

We encourage you to use some of the same skills that we teach our students in psychology courses—writing, listening, observing, and researching—to improve your teaching and help you grow as a professional. Veteran teachers know the importance of personal reflection and use this strategy often to enhance their teaching and professional lives. Novice teachers soon learn the importance of taking time to think about what worked in the classroom and to share their observations with their colleagues in order to gain valuable feedback.

You might ask yourself, what are some of the things that you can do now to be more reflective in your teaching? Here are a few suggestions:

Examine your lesson plans to make certain that they are •updated by visiting the TOPSS website to see the newly revised Unit Lesson Plans (http://www.apa.org/ed/precollege/topss/lessons/index.aspx).

Visit the Society for the Teaching of Psychology’s (STP) Office •of Teaching Resources in Psychology (OTRP) (www.teachpsych.org/otrp/index.php) to learn more about teaching resources, including Project Syllabus.

Learn about resources available through the APA’s Education •Directorate website that promote high quality teaching (www.apa.org/ed)

Ask a colleague for feedback regarding your teaching •assignments.

Attend professional development workshops on teaching this •summer and/or fall.

Organize a teaching seminar or workshop on effective teaching.•

Serve as a mentor to a novice teacher and share teaching tips that •you have accumulated over the years, or find a mentor if you are a novice teacher.

Use Listservs to seek advice about teaching difficult topics in •introductory psychology.

Read articles on the APA home page (• www.apa.org) under the

19

heading “Psychology Topics” and include this information in your lectures.

Browse the APA Precollege and Undergraduate •Programs website (http://www.apa.org/ed/precollege/index.aspx) to learn about the latest resources available to psychology teachers (e.g., IRB Resource Guide).

The mission of the APA Education Directorate is to advance the science and practice of psychology for the benefit of the public through educational institutions, programs, and initiatives. It advances education and training in psychology and the application of psychology to education and training. The Office of Precollege and Undergraduate Programs provides teaching resources that enhance high-quality teaching in psychology courses.

On behalf of the American Psychological Association, we wish you a restful and reflective experience this summer. We trust that you will return to the classroom this fall renewed and ready to share new insights about teaching, learning, and assessment with your colleagues.

Please send me an e-mail message (RHailstorks@apa.org) to let us know how we can better serve your needs.

Best wishes for a great summer!

ApA weBSIte relAunch And tourThe APA invites you to explore its new website! Start with the website tour: http://www.apa.org/about/new-site-tour.aspx

ncSS conference

november 12-14, 2010 denver, Co

Mark your calendar! The National Council for the Social Studies (NCSS) 2010 Annual Conference will be held in Denver, CO, November 12-14, 2010. Speakers will include Phil Zimbardo, PhD, of Stanford University. Visit http://www.socialstudies.org for information.

the InStItutIonAl revIew BoArd (IrB): A communIty college plAnnIng guIde

The APA Committee of Psychology Teachers at Community Colleges (PT@CC) has completed a new publication: The Institutional Review Board (IRB): A Community College Planning Guide. This project was spearheaded by former PT@CC Committee member LaDonna Lewis, PhD, of Glendale Community College and was continued in 2009 by committee members Julie Penley, PhD, of El Paso Community College and Susan Frantz, MA, of Highline Community College. The guide provides information and resources for planning and setting up an Institutional Review Board. Please visit the APA website to download the full publication at http://www.apa.org/ed/precollege/undergrad/ptacc/institutional-review-board.aspx.

remInderIf you are a high school psychology teacher, please remember to visit the TOPSS website at http://www.apa.org/ed/precollege/topss/index.aspx for teaching resources, announcements, and other information to help you in your classroom. Eighteen TOPSS Unit Lesson Plans, the National Standards for High School Psychology Curricula, the Online Psychology Laboratory, and information on science fairs are all linked to the TOPSS website.

The TOPSS Committee has been collecting PowerPoint demonstrations from the 54 APA divisions, and we currently have 10 demonstrations posted at http://www.apa.org/education/k12/powerpoint.aspx on topics such as sport and exercise psychology, health psychology, and psychology and law. We hope to post more demonstrations throughout the year. Please visit the website to see what is available!

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ApA commIttee of pSychology teAcherS At communIty collegeS (pt@cc)

Preliminary Line-Up of PT@CC Sessions at APA 2010 Convention

frIdAy, AuguSt 13, 2010 10:00-10:50 a.m. san diego Convention Center room 30C

PT@CC Symposium on Dealing With Conflict in the Classroom

Chair: Solomon Fulero, Sinclair Community CollegePresenter: Wynn Call, Mesa Community College

Conflict in the Classroom

Presenter: Ann Ewing, Mesa Community College Stereotype Threat

11:00-11:50 a.m. san diego Convention Center room 30C

PT@CC Invited Address: The Diane Halpern Lecture

Chair: Lillian McMaster, Hudson County Community College

Presenter: Wayne Weiten, University of Nevada, Las Vegas Textbooks in Transition: Controversies and Practical Realities

12:00 noon-12:50 p.m. san diego Convention Center room 32b

PT@CC Symposium on Teaching Study Skills Through the Introduction to Psychology Course

Chair: Sue Frantz, Highline Community College Presenters: Sue Frantz, Highline Community College;

Donelle C. Posey, Washington State University, Tri-Cities; Robin Musselman, Lehigh Carbon Community College

1:00-1:50 p.m. san diego Convention Center room 32b

PT@CC/Psi Beta Session—Innovations in Teaching at the Community College

Chair: Sheri Chejlyk, Manatee Community College Presenter: Kris Leppien-Christensen, Saddleback College

Podcasting Made Easy

Presenter: Ly T. L. Tran-Nguyen, Mesa Community College Using Psychophysiological Recordings to Demonstrate the Empirical Nature of Psychology

5:00-6:50 p.m. Manchester grant hyatt hotel Madeleine room C and d

PT@CC and Psi Beta Awards Ceremony and Reception

Cochairs: Lillian McMaster, Hudson County Community College, and Laura Bittner, Carroll Community College

SAturdAy, AuguSt 14, 2010 2:00-2:50 p.m. san diego Convention Center room 31C

PT@CC Invited Address

Chair: Wynn Call, Mesa Community College Presenter: Martha Ellis, Associate Vice Chancellor for

Community College Partnerships at the University of Texas System Creating a Myriad of Dreams: Psychology at Community Colleges

ApAconventIon2010 san DIegoAuguSt 12–15

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ApA BoArd of educAtIonAl AffAIrS (BeA) conventIon SeSSIonS

This is a preliminary line-up of APA 2010 convention sessions sponsored by the APA Board of Educational Affairs (BEA).

frIdAy, AuguSt 13, 2010

11:00-11:50 A.m. san diego Convention Center room 31C

BEA Symposium on Reducing the Internship Match Imbalance—An Update on Current ActionsChair: Catherine Grus, PhD, APA Office of Graduate &

Postgraduate Education & Trainingdiscussants: Sharon L. Berry, PhD, Children’s

Hospitals and Clinics (Minneapolis, MN); Cindy L. Juntunen, PhD, University of North Dakota; Elizabeth Klonoff, PhD, San Diego State University, UC San Diego; Konjit V. Page, MS, Boston University Medical School; Campbell Clark, PhD, Biola University

12:00 noon-12:50 p.m. san diego Convention Center room 31a

BEA Symposium on APA Resources for Teachers Cochairs: Rena F. Subotnik, PhD, APA Center for

Psychology in Schools and Education; Robin Hailstorks, PhD, APA Office of Precollege and Undergraduate Education in Psychology

Participants: Thomas Pusateri, PhD, Kennesaw State University; Maureen McCarthy, PhD, Kennesaw State University; Dorothy Espelage, PhD, University of Illinois at Urbana-Champaign; Sandra Graham, PhD, University of California—Los Angeles

1:00-1:50 p.m. san diego Convention Center room 30a

BEA Workshop—Preparing Faculty to Help Students Become LicensedChair: Emil R. Rodolfa, PhD, University of California,

Davisdiscussants: Carol Webb, PhD, Association of State and

Provincial Psychology Boards—ASPPB (Montgomery, AL); Jack Schaffer, PhD, ASPPB (St. Paul, MN); Steve DeMers, EdD, ASPPB (Montgomery, AL)

SAturdAy, AuguSt 14, 2010

7:00-8:50 A.m. Manchester grant hyatt hotel elizabeth ballroom a

BEA Conversation Hour—Education Advocacy Breakfast Meeting (INVITATION ONLY)For more information, contact Miriam Berg at mberg@apa.org.

2:00-2:50 p.m. san diego Convention Center ballroom 6b

BEA Workshop—Advancing the Application of Psychology in K-12 Teaching and Learning EnvironmentsCochairs: Rena Subotnik, APA Center for Psychology in

Schools and Education; Jane Close Conoley, University of California—Santa Barbara

Participants: Joan Lucariello, PhD, City University of New York; Mary Brabeck, New York University; Jane Close Conoley, PhD, University of California—Santa Barbara; Larry Aferink, PhD, Illinois State University

ApAconventIon2010 san DIegoAuguSt 12–15

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2:00-2:50 p.m. san diego Convention Center room 1b

BEA Symposium on What Can I Do With a Degree in Psychology?Chair: Philip R. Magaletta, PhDParticipants: Philip R. Magaletta, PhD, Federal Bureau

of Prisons (Washington, DC); Tanya A. Jacobsen, MS, Center for Workforce Studies (Washington, DC); Ariel A. Finno, MS, APA Center for Workforce Studies

2:00-2:50 p.m. san diego Convention Center room 30d

BEA Symposium on BEA Hot Issues and Ongoing ProjectsChair: Linda F. Campbell, PhD, Independent Practice

(Alpharetta, GA)Participants: Janet R. Matthews, PhD, Loyola

University; Linda F. Campbell, PhD, Independent Practice (Alpharetta, GA); Louise A. Douce, PhD, Ohio State University; Celiane Rey-Casserly, PhD, Children’s Hospital Boston

4:00-5:50 p.m. san diego Convention Center room 33b

BEA Discussion on Faculty and Peer Experience With Students With Problems of Professional CompetenceChair: Catherine L. Grus, PhD, APA Office of Graduate

and Postgraduate Education and TrainingParticipants: Steven K. Kuprich, PhD, Eastern Michigan

University; David S. Shen-Miller, PhD, MSW, Tennessee State University; Sue C. Jacobs, PhD, Oklahoma State University; Nadine J. Kaslow, PhD, Emory University School of Medicine; Stephen H. Behnke, JD, PhD, APA Ethics Office

g. StAnley hAll And hArry kIrke wolfe lectureS

frIdAy, AuguSt 13, 2010 10:00–10:50 A.m. san diego Convention Center room 30d

g. stanLey haLL LeCture Advances in the Understanding and Treatment of Child Psychopathology: A Conceptual Framework and Overview for Teachers of PsychologyRex L. Forehand, PhD, University of Vermont

11:00–11:50 A.m. san diego Convention Center room 30d

g. stanLey haLL LeCture Does Choice Mean Freedom and Well-Being?Hazel Rose Markus, PhD, Stanford University

1:00–1:50 p.m. san diego Convention Center room 31a

harry KirKe WoLFe LeCture PTSD: Diagnosis, Theory, and Evidence-Based TreatmentEdna B. Foa, PhD, University of Pennsylvania

SAturdAy, AuguSt 14, 2010 2:00–2:50 p.m. san diego Convention Center room 29d

g. stanLey haLL LeCture “Apples & Oranges?” Are Organizational Behavior Management and Industrial-Organizational Psychology Really so Different?Alicia M. Alvero, PhD, Queens College, CUNY

ApAconventIon2010 san DIegoAuguSt 12–15

23

SocIety for the teAchIng of pSychology (Stp) progrAm At 11th AnnuAl conventIon of the AmerIcAn pSychologIcAl ASSocIAtIonLoretta neal Mcgregor, Phd Associate Program Chair

progrAm locAtIon And Schedule All symposia and poster sessions will be held in Exhibit Halls A,B, and C in the San Diego Convention Center. Access to the poster sessions will be through the APA Exhibit Area.

preSIdentIAl AddreSS, SocIAl hour, teAchIng AwArdS Dana Dunn’s Presidential Address, “Living the Good Academic Life: Scholar-Teacher or Teacher-Scholar?” is scheduled for Saturday, August 14, 2010, at 3:00 p.m. in the Manchester Grand Hyatt Hotel Ford Room, followed by the STP business meeting at 4:00 p.m. and the Social Hour at 5:00 p.m. All teaching awards will be presented during the social hour, where we hope you will join us for refreshments and socializing.

g. StAnley hAll lectureS (All GSH/HKW lectures will be held in the convention center. Please see page 25 for specific room locations.)

The G. Stanley Hall speakers are: (1) Rex Forehand, PhD, ABPP, University Distinguished Professor, and Heinz and Rowena Ansbacher Professor of Psychology, University of Vermont, who will speak on “Advances in the Understanding and Treatment of Child Psychopathology: A Conceptual Framework and Overview for Teachers of Psychology”; (2) Hazel Rose Markus, PhD, Davis-Brack Professor in the Behavioral Sciences at Stanford University, who will speak on “Does Choice Mean Freedom and Well-Being?”; and (3) Alicia M. Alvero, PhD, Associate Professor of Psychology, Queens College, CUNY, who will speak on “Apples & Oranges? Are Organizational Behavior Management and Industrial-Organizational Psychology Really So Different?”

hArry kIrke wolfe lecture Edna B. Foa, PhD, Professor of Clinical Psychology in Psychiatry at the University of Pennsylvania, will give the Harry Kirke Wolfe Lecture.

SympoSIum preSentAtIonS You will find many timely topics covered in the 2010 APA program. Please check the STP and APA websites for any updates regarding times, titles, and presenters.

poSter SeSSIonS Two poster sessions are tentatively scheduled for the convention:

poSter SeSSIon I Friday, august 13, 2010 12:00 noon-12:50 p.m.

poSter SeSSIon II saturday, august 14, 2010 12:00 noon-12:50 p.m.

Both poster sessions will be held in the Convention Center Exhibit Hall A,B, and C. Please consult the APA program for specific presentation information scheduled for each poster session.

hoSpItAlIty SuIte functIonS We are seeking roundtable discussions to be held in the hospitality suite. Please let me know if you have an idea for a discussion. Remember, you may also use to the suite for committee meetings or simply to relax. To schedule an event in the hospitality suite, please contact me at Lmcgrgor@astate.edu.

Please visit http://www.teachpsych.org for a full listing of the 2010 convention programing for stP

ApAconventIon2010 san DIegoAuguSt 12–15

24

pSI BetA progrAmS In SAn dIego!

frIdAy, AuguSt 13, 2010 2:00-2:50 p.m. san diego Convention Center room 28d ruth hubbard Cousins distinguished LeCtureChair: Fernando D. Ortiz, PhD, Santa Ana College

Applying the Identity Development Model to My Life: Serendipitous RacismJeffery S. Mio, PhD, California State Polytechnic University, Pomona

SAturdAy, AuguSt 14, 2010 11:00 A.m.-12:50 p.m. san diego Convention Center room 33C syMPosiuM on teaChing strategies that ProMote aCtive LearningChair: Robin Musselman, EdD, Lehigh Carbon

Community College

Active Learning Strategies for Online StudentsT. L. Brink, PhD, Crafton Hills College

(Culture) Shocks to the System: Getting Students to Actively Face Cultural DiversityRegan A. R. Gurung, PhD, University of Wisconsin-Green Bay

Behind the Scenes: Getting Students Actively Involved in a Research Methods CourseKimberley Duff, PhD, Cerritos CollegeCoauthor: Rosie Miranda, MA, Cerritos CollegeCoauthor: Cynthia Munoz, Cerritos Collegediscussant: Scott Hollenback, MA, Waubonsee

Community College

3:00-3:50 p.m.san diego Convention Center exhibit hall abC student researCh Poster session

pSI chI progrAm At ApA 2010 conventIon

thurSdAy, AuguSt 12, 2010

9:00-9:50 A.m. Psi Chi Poster session

2:00-2:50 p.m. invited addressPsi Chi—FrederiCK hoWeLL LeWis distinguished LeCturer: “Where in the World is Little Albert?” Hall Beck, PhD, Appalachian State University, Boone, NC

4:00-5:50 p.m. Psi Chi soCiaL hour and aWards CereMony

frIdAy, AuguSt 13, 2010

8:00-8:50 A.m. Psi Chi syMPosiuM: “Gaining Admission to Graduate School”

3:00-3:50 p.m. Psi Chi syMPosiuM: “Qualities of Successful Mentoring Relationships”

ApAconventIon2010 san DIegoAuguSt 12–15

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topSS InvIted SpeAkerS

The APA TOPSS Committee has arranged for an extraordinary line-up of speakers at the APA Convention in San Diego! For more information, visit the convention website at www.apa.org/convention. We hope to see you in San Diego!

frIdAy, AuguSt 13, 2010

10:00–10:50 A.m. room 30e

The Transition From High School to College: Challenges and SolutionsBill Addison, PhD, Eastern Illinois University; Pat Puccio, PhD, College of DuPage

11:00–11:50 A.m. room 30e

The Lee Gurel Lecture—The Last Word: What Should Students Take Away from Our Classes? Kenneth D. Keith, PhD, University of San Diego

1:00–1:50 p.m. room 30e

Addressing Psychological Misconceptions Among Beginning Students Scott O. Lilienfeld, PhD, Emory University

SAturdAy, AuguSt 14,

2:00–2:50 p.m. room 32a

Operation ARIES! Applying the Principles of Serious Games and the Science of Learning to Enhance Critical ThinkingDiane Halpern, PhD, Claremont McKenna College

3:00–3:50 p.m. room 32a

Centripetal and Centrifugal Forces in Psychology: Maintaining a Disciplinary BalanceFrank Worrell, PhD, University of California, Berkley

all sessions will be held at the san diego Convention Center.

ApAconventIon2010 san DIegoAuguSt 12–15