Description

The first of its kind, this e-book focuses exclusively on how faculty use different delivery formats, from fully asynchronous courses to those with required synchronous components, to teach psychology to diverse students matriculating in a range of academic programs and institutions. The majority of chapters focus on the intentional design and delivery of online psychology courses, though some chapters also offer interesting insights into how colleagues adapted their established on-ground psychology courses for remote delivery subsequent to the COVID-19 pandemic. The book is organized into two sections. The first section is comprised of chapters discussing foundational courses, ones that often are required courses and are common to many undergraduate psychology departments. The second section focuses on elective and advanced coursework.

ISBN: 978-1-941804-67-4  

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Table of Contents

Introduction
Jessica Cerniak, Maria S. Wong, and Lisa H. Rosen 6
Foundational Courses in Psychology
Introductory Psychology in the Online Environment: One Model of Success
Jennifer R. Grewe and Sarah N. Pope 10
An Introduction to a Thoughtful Psychology: Focusing on Critical Thinking Skills in Psychological Science
Jerome Anthony Lewis 20
Teaching the Introduction to the Psychology Major Course Online
David E. Copeland 30
Adulting: Using Professional Development to Prepare Students for Life After College
Gabrielle P. A. Smith and Alexandra Woodson 39
Small Screen, Big Class: Learning in a Large Online Introductory Lifespan Development Course
Claire W. Lyons and Robyn L. Kondrad 49
Teaching Developmental Psychology Online: A Motivational Perspective
Kathryn E. Frazier, Jacquelyn N. Raftery-Helmer, Nicole M. Rosa, and Colleen J. Sullivan 61
Teaching Psychology of Human Sexuality Online
Xiaomeng Xu 71
Teaching Abnormal Psychology Effectively within an Asynchronous, Student-Centered Paradigm
Melanie D. Hetzel-Riggin 81
As You Like It: Teaching Abnormal Psychology Across the Online Spectrum
Carla G. Strassle 93
A Modular Asynchronous Framework to Teach Content-Heavy Courses
Robert A. Bartsch 101
Teaching Personality Psychology Online
Diane L. Finley 108
Surviving the Zombie Apocalypse and Teaching Biopsychology Online: Intentional Course Design for Developing Learner Agency
Melissa Lynn Maffeo 114
Cognition and Brain Science: Integrating Lab Science in the Online Curriculum
Kiersten R. Baughman 121
Zoomed Into Psych Science: A 7-Week Online Research Methods Course
Iva Katzarska-Miller 128
An Adventure in Remote Instruction: Research Methods in Psychology
Vanessa Woods, Emma Geller, and Victoria Cross 137
Developing an Online Research Methods Course with Laboratory
Barbara B. Oswald and Beth Dietz 154
Creating and Maintaining a Psychology Research Culture in an Online Environment
Elaine Willerton, Heather D. Hussey, and Yulia Watters 162
Teaching an Online Statistics Course for Psychological Science
Beth Dietz and Camilla McMahon 177
Elective, Advanced, and Graduate Courses in Psychology
A Bridge to Knowledge, Application, and Success through an Upper-Level Fundamentals Course
Tanaz C. Arteaga, Felice Mayes, and Eva Patrick 186
Teaching History of Psychology Online
Brittany N. Avila 199
Biopsychology Labs Online: Resources and Inquiry-Driven Strategies
Taffeta M. Elliott 207
Cultivating Engagement in an Online Learning and Cognition Course
Bryan D. Poole 215
Engaging Student Autonomy in Learning and Memory
Matthew E. Davis 224
Teaching Cognitive Psychology Online: Tools, Concepts, and Reflections
Alfonso Díaz-Furlong, Alfonso F. Díaz-Cárdenas, and Jeanik Shaday Cortés-Corona 231
Teaching Educational Psychology Online
Lindsay C. Masland 241
E-Service-Learning Promotes Student Engagement in Atypical Development Course
Michael Joseph Figuccio 251
Teaching Group Processes: Facilitating Group Discussions in an Online Environment
Caitlin Lapine 257
Intergroup Relations Course: Making the Move from In-Person to Online
Maria Iankilevitch 264
Human Sexual Behavior: Designing and Teaching an Effective Online Course
Melodie A. Hunnicutt 274
Intimate Partner Violence: Incorporating Health and Wellness in the Online Curriculum
Kiersten R. Baughman 280
Unique Assignments in an Online Psychology and the Law Course
Taryn A. Myers 287
Facilitating an Undergraduate Asynchronous Forensic Psychology Course
Wesley S. Bettger 295
Teaching Sport Psychology Online
Diane L. Finley 302
Teaching Industrial/Organizational Psychology Online
Joanne F. Zinger 309
But What Should You DO with a Degree in Psychology? Creating a Capstone Course in Ethics and Professional Issues
Taryn A. Myers 319
Integrating Self-Regulated Learning Strategies in an Online Developmental Psychology Course
Nancy S. Longo 326
Adapting the Passion-Driven Statistics Curriculum for an Online Graduate Multivariate Statistics Course
Lisa H. Rosen and Kristin R. Flaming 335

Feedback
Feedback regarding the editorial content of this book or any of its chapters should be directed toward the individual authors. Feedback regarding technical matters of formatting or accessibility of this text via the online environment of the Internet should be directed to the Internet Editor. If you have any complaints or difficulties in accessing these materials, be sure to provide as detailed a description of your problem(s) as you can; you should include information about the browser you are using and its version number well as the type of computer you are using and its operating system.

Copyright and Other Legal Notices
The individual essays and chapters contained within this collection are Copyright © 2021 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2021 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP. The editors would appreciate receiving a pro forma notice of any such library use. No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials.

Suggested Reference Format

For the overall text, reference the book in this fashion:

Cerniak, J., Wong, M. S., & Rosen, L. H. (Eds.). (2021). Teaching psychology online. Society for the Teaching of Psychology. http://teachpsych.org/ebooks/teachpsychonline

Individual chapters should be referenced in this fashion:

Grewe, J. R., & Pope, S. N. (2021). Introductory psychology in the online environment: One model of success. In J. Cerniak, M. S. Wong, & L. H. Rosen (Eds.), Teaching psychology online (pp. 10-19). Society for the Teaching of Psychology. http://teachpsych.org/ebooks/teachpsychonline

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