Best Practices for Teaching Beginnings and Endings in the Psychology Major

G. William Hill, IV is Professor of Psychology and Director, Center for Excellence in Teaching & Learning at Kennesaw State University. Beins, McCarthy, and Hill are all past presidents of the Society for the Teaching of Psychology.

"Given the practical approach, readers may be surprised at how enjoyable the book can be to read...This book is an excellent resource not because it explains how to teach orientation and capstone courses. The value of Best Practices for Teaching Beginnings and Endings in the Psychology Major is that it provides food for thought on how beginnings and endings can improve the psychology major."--PsycCRITIQUES

• Contributor ListAbout the EditorsForeword, James C. GoodwinPrefaceAcknowledgements Chapter 1. Undergraduate Education in Psychology: All's Well that Begins and Ends Well Dana S. Dunn, Bernard C. Beins, Maureen A. McCarthy, & G. William Hill IV Part I: Beginnings Chapter 2. Addressing the Multiple Demands of Teaching Introductory Psychology Michael L. Stoloff Chapter 3. Reading from the Same Page: Building an Integrated Curriculum Brian T. Loher, Karri Verno, Francis W. Craig, and Peter A. Keller Chapter 4. Advising in the Classroom: A Career Exploration Class for Psychology Majors Drew C. Appleby Chapter 5. Building a Psychology Orientation Course: Common Themes and Exercises Brian T. Loher & R. Eric Landrum Chapter 6. Engaging Students in Psychology: Building on First-year Programs and Seminars Regan A. R. Gurung & Georjeanna Wilson-Doenges Chapter 7. Learning Communities as an Innovative Beginning to the Psychology Major: A Tale of TwoCampuses Kenneth R. Barron, Kim Buch, Jeffrey T. Andre, & Sue Spaulding Chapter 8. Displacing Wikipedia: Information Literacy for First-Year Students Charles M. Harris & S. Lynn Cameron Chapter 9. Crafting and Implementing a Career Development Course in Psychology Eric Goederis & Stanley Cohen Part II: Endings Chapter 10. The Capstone Course as Liberal Education OpportunityDana S. Dunn & Maureen A. McCarthy Chapter 11. History of Psychology as a Capstone Course Ludy T. Benjamin, Jr. Chapter 12. Research Teams: Developing a Capstone Experience with Programmatic Research Bernard C. Beins & Phil D. Wann Chapter 13. Honors Thesis as a Capstone Experience: A Possible Perfect EndingSherry L. Serdikoff Chapter 14 - The Capstone Research Course: A Case Study in the Evolution of Educational EfficacyWayne S. Messer and David B. Porter Chapter 15. Ten Things I Hate about My Capstone Course-And a Few Ways to Fix Them Tracy E. Zinn, Monica J. Reis-Bergan, & Suzanne C. Baker Chapter 16. Writing for Psychology Majors as a Developmental Process Bernard C. Beins, Randolph A. Smith, and Dana S. Dunn Chapter 17. Capping the Undergraduate Experience: Making Learning Come Alive Through FieldworkJoann Grayson Chapter 18. Helping Undergraduates Transition to the Workplace: Four Discussion Starters Paul I. Hettich Chapter 19. Helping Undergraduates Make the Transition to Graduate School Brennan D. Cox, Kristin L. Cullen, William Buskist, and Victor A. Benassi Chapter 20. Teaching Psychology's Endings: The Simple Gifts of a Reflective Close Neil Lutsky Part III: Coda Chapter 21. Developing Scientific Reasoning Skills in Beginning and Ending StudentsSuzanne C. Baker, Maureen A. McCarthy, Jane S. Halonen, Dana S. Dunn, & G. William Hill IV Author IndexSubject Index