Products by Course
Introduction to Psychology Podcasts
- 1:25 – Goals when teaching Sex and Gender
- 7:43 – Challenges from a student perspective in Sex & Gender
- 12:45 – Challenges from the instructor perspective
- 19:35 – where do you teach sex and gender content?
- 29:00 – How are you starting/using lecture time on Sex and Gender?
Resources Referenced in the Podcast
- The future of sex and gender in psychology: Five challenges to the gender binary by Janet Hyde, Rebecca Bigler, Daphna Joel, Charlotte Chucky Tate, Sari can Anders
The view that humans comprise only two types of beings, women and men, a framework that is sometimes referred to as the “gender binary,” played a profound role in shaping the history of psychological science. In recent years, serious challenges to the gender binary have arisen from both academic research and social activism. This review describes 5 sets of empirical findings, spanning multiple disciplines, that fundamentally undermine the gender binary. 2018
- In class survey tool: Poll Everywhere
- DOCUMENTARY - Gender: The Space Between – CBS News Originals explores the intricate world of gender, beyond him and her (March 27, 2017)
Laura King, The University of Missouri, Columbia
Heather Collins, Medical University of South Carolina
Jenel Cavazos, The University of Oklahoma, Norman
Time Stamps for the Student Success Podcast:
- 2:35 – How do you define/what does student success look like to you?
- 10:40 – Approaching student success from a student perspective
- 13:30 – Approaching student success in the classroom and through assessment
- 17:00 – The Psychology departments unique role in promoting student success
- 27:00 – Approaching student success from an authorship (both textbook and student authorship) perspective
- 35:50 – Approaching student success from and administrative perspective
- 44:15 – Parting thoughts on student success
Claudia Lampman, University of Alaska, Anchorage
Bob Feldman, University of Massachusetts, Amherst
Kimberley Duff, Cerritos College
Time Stamps for the Mentorship Bonus Podcast:
- :40 – Mentoring undergraduate students and its potential impact
- 8:15 – Finding mentorship opportunities at Community Colleges
- 13:30 – 3 tips for mentoring
Time Stamps for the Assessment in Psychology Episode:
- 3:28 – Approaching assessment in the classroom
- 8:15 – Assessment from the departmental level
- 14:00 – Owning the process/Psychology’s role in assessment
- 22:15 – What is meaningful assessment on the Gen Ed level?
- 30:30 – Creating a culture of assessment
Eric Landrum Boise State University
Jenel Cavazos The University of Oklahoma, Norman
Katherine Wickes Blinn College
Time Stamps for the NECHE Bonus Episode:
- 1:20 – About the New England Commission of Higher Education
- 2:40 – What do they look for when partnering with Colleges and Universities?
- 4:40 – Why one size doesn’t fit all when it comes to assessment
- 6:35 – Things you can do to make life easier with assessment
Greg Feist San Jose State University
Jason McCoy Cape Fear Community College
Bea Alvarado Del Mar College
- 3:10 – What are your goals when teaching Sensation & Perception/What do you want students to take away from the chapter
- 6:50 – What topics do you spend more or less time on?
- 12:40 – In class examples from the vision section, plus synesthesia
- 24:45 – In class examples from the hearing section
- 30:30 – Interesting Research in Sensation & Perception
- 32:00 – Controversies in Sensation & Perception: Yanni or Laurel, A Gold dress or a Blue dress
- 35:10 – Parting thoughts
- Inattentional Blindness Simons, D. J., & Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional blindness for dynamic events. Perception, 28(9), 1059-1074.
- Synesthesia Video: Ramachandran VS & Hubbard EM (2001). "Synaesthesia: A window into perception, thought and language" (PDF). Journal of Consciousness Studies. 8 (12): 3–34.
- Could Recess Prevent Blindness? Hutson, M. (2018, May 1). The Sensory Revolution. Retrieved January 14, 2019, from https://www.psychologytoday.com/us/articles/201805/the-sensory-revolution
Could recess help prevent blindness? He M, Xiang F, Zeng Y, et al. Effect of Time Spent Outdoors at School on the Development of Myopia Among Children in China: A Randomized Clinical Trial. JAMA. 2015;314(11):1142–1148. doi:10.1001/jama.2015.10803
Laura King bio
- 2:31 – Operationalizing Critical Thinking
- 9:45 – What is your ultimate goal for your students with regard to critical thinking?
- 21:45 – Why does being skeptical come across as being mean?
- 28:10 – Balancing ‘the flow’ of class with in class opportunities to teach critical thinking
- 36:15 – Additional in class examples to help build Critical Thinking skills
- 44:30 – Framing the Replication Crisis through the lens of critical thinking
- 56:50 – Parting Thoughts
Resources Referenced in the Podcast
- If anybody wants the link to watch the TEDx talk, here it is: It's only 11 minutes long and motivates and shows students how to think critically. Instructors find is valuable as a conversation starter at the beginning of the term.
- Teaching Tips on Critical Thinking by Jane Halonen on the APS website.
- Paper from the Journal of Media Psychology on Hip Hop music videos and lyrics and their effects on aggression, as mentioned in the Podcast.
- Shredded Wheat controversy.
- Here are some creepy mind reading math games from the UMASS behavioral science research core website:
- Here's another funky mind reading task in which we guess any card a person "chooses" in a deck: people can watch the video to teach themselves how to do this in front of their class to get students to start asking questions and wondering:
- Facial Feedback study from 1988: (Strack & Martin, 1988)
- The answer to the failed replication study: finding out UNDER WHAT CIRCUMSTANCES IT REPLICATES: Noah, T., Schul, Y., & Mayo, R. (2018). When both the original study and its failed replication are correct: Feeling observed eliminates the facial-feedback effect. Journal of Personality and Social Psychology, 114(5), 657-664.
- Here's a time magazine article that also might be used as a critical thinking activity: (the issue isn't the act of exercise..and hence this is quite a misleading title...it is what exercisers do AFTER they exercise that affects weight:
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