But I already know all about sex! Distinguishing Beliefs from Empirical Facts when Teaching Sex, Gender, and Sexuality

This slide presentation addresses teaching the biological aspects of human sexuality in psychology courses, and encourages instructors to create a safe environment to help student differentiate between beliefs and empirical facts about sexuality, sexual orientation, and gender identity. Encourages using visuals that help organize information and using real-world examples, providing examples of both

Evidence-Based Teaching and Learning: From Theory to Practice

Teachers and educational institutions are currently experiencing a perfect storm: We must teach more students in a wider variety of course formats, appropriately support student learning, and also document student progress towards reaching learning objectives. But often, we must achieve these goals with fewer resources, less support and little training. Importantly, a practical approach called Evidence-Based Teaching and Learning can help us address these new challenges. First, this session will provide information about several evidence-based pedagogical techniques shown to improve student learning, including low-stakes repeated testing. Then we will move beyond theoretical ideas to provide examples of how an Introductory Psychology program easily incorporated evidence-based techniques in our classes along with embedded assessment tools. Finally, the session will show how using evidence-based teaching and learning improved our pedagogical practices in Introductory Psychology and helped us obtain direct evidence about student performance and learning. In sum, evidence-based teaching and learning provides theoretical and practical ways for teachers to use research-supported pedagogies to augment student educational experiences

Psychology 101: Introduction to Psychology Syllabus Spring 2018

This is the syllabus for the Spring 2018 session of Psychology 101, submitted as evidence for the Global Studies Initiative with annotations related to the project

Best Practices in Using Student Response Systems (SRS)

These slides are from a workshop describing the various types of student response systems, the benefits of using SRS over other response methods, and the best practices for SRS to improve student learning. Guidance on implementing SRS and supporting resources for improving pedagogy are also included

Growth Mindset As an Approach for Improving Our Lives and Our Students\u27 Lives (August 2017)

This interactive presentation expands on the concept of growth mindset, the concept that growth and learning can come from failure, and discusses the impact that adopting a growth mindset can have on ourselves and our students. Concludes with some concrete suggestions for cultivating a growth mindset and embracing the power of yet

Internationalizing the Curriculum

This interactive presentation describes the experiences of faculty in the anthropology and sociology departments, along with the Center for Excellence in Teaching and Learning at Parkland College, as they redesign courses to incorporate more international research and resources. The slides also discuss approaches to instructional design that are quick and easy and provide practical resources and tools to help design or re-design curriculum

One More Student: Session 3: Is There Such Thing as an Exciting Lecture?

This interactive slide show discusses the academic challenges of the community college student, and offers practical, research-based methods to help engage students in effective learning strategies. This is the third session of a four-part workshop series which was designed as professional development for instructors teaching FYE101 at Parkland College

One More Student: Session 2: Is There Such a Thing as Intrusive Teaching?

This interactive slide show promotes supporting students with intrusive teaching and encourages faculty to get to know students outside the classroom by understanding the non-academic challenges faced by community college students and providing practical tools, armed with resources available for students, to engage in intrusive teaching. This is the second session of a four-part workshop series which was designed as professional development for instructors teaching FYE101 at Parkland College

Beyond “Remember” and “Understand”: Can Online Homework Tools Augment Students’ Higher Order Thinking Skills?

We studied the effectiveness of an Introductory Psychology online homework tool with questions that required lower or higher level thinking skills (Remember, Understand, Apply, Analyze, Evaluate). Interestingly, results suggested that both student performance and attitudes are influenced by question level and question type (Matching, Multiple Choice, Drag and Drop, etc.)