A contextual approach to teaching: Bridging methods, goals, and outcomes.

Chew, Stephen L.; Bartlett, Robin M.; Dobbins, James E.; Hammer, Elizabeth Yost; Kite, Mary E.; Loop, Trudy Frey; Mclntyre, Julie Guay; Rose, Karen C.

doi:10.1037/12063-006

Cited by 17 publications

(17 citation statements)

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“…Reich and Nelson (2010) concluded that commitment to service learning in the undergraduate psychology curriculum is not widespread and that most emphasis is still on Altman’s foundational knowledge (i.e., APA Guidelines 2.0: goals 1 and 2) rather than on fostering socially responsive knowledge (civic learning) and personal growth (including communication and professional development). When service learning is mentioned in recent literature on the psychology curriculum (Charlton & Lymburner, 2011; Chew et al., 2010; Sokol & Kuebli, 2011), it is only aligned with APA goal 3, ethical and social responsibility in a diverse world. This reflects one of the strengths of service learning, but leaves unexplored how service learning can enhance learning associated with a variety of goals, such as the other four proposed by APA.…”

Section: The Psychology Curriculum and Service Learningmentioning

confidence: 99%

“…Bringle and Duffy (1998) examined the role of service learning in the psychology curriculum by offering theoretical analyses and examples of service learning courses. A few other analyses of the role of service learning have occurred in psychology (e.g., Altman, 1996; Chew et al., 2010; McGovern et al., 2010; Osborne & Renick, 2006; Ozorak, 2004; Reich & Nelson, 2010). However, most of the authors in the edited volumes Undergraduate education in psychology: A blueprint for the future of the discipline (Halpern, 2010) and The psychologically literate citizen: Foundations and global perspectives (Cranney & Dunn, 2011) did not mention service learning (exceptions were Charlton & Lymburner, 2011; Chew et al., 2010; Sokol & Kuebli, 2011).…”

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confidence: 99%

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Enhancing the Psychology Curriculum Through Service Learning

Bringle

Ruiz

Brown

et al. 2016

Psychology Learning & Teaching

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Educators in psychology should aspire to encourage students' holistic growth in academic, personal, and civic domains. We propose that service learning is the most potent pedagogy for developing wellrounded, psychologically literate citizens capable of meeting the goals for the undergraduate psychology major. This article defines service learning, delineates the rationales for service learning, and summarizes research demonstrating the efficacy of this pedagogical approach. The article also describes the learning objectives derived from the American Psychological Association Guidelines for the

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Section: The Psychology Curriculum and Service Learningmentioning

confidence: 99%

mentioning

confidence: 99%

Enhancing the Psychology Curriculum Through Service Learning

Bringle

Ruiz

Brown

et al. 2016

Psychology Learning & Teaching

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“…By starting the process early, in introductory classes, we can better prepare our students to engage in more in-depth and meaningful cross-cultural learning in future upper-division classes. For example, Chew et al (2009) suggested using service-learning projects in psychology courses to foster greater cultural awareness. Introducing the theme of psychological differences among cultures discussed in introductory psychology may lay the foundation for upper-division courses that could incorporate service-learning projects.…”

Section: Resultsmentioning

confidence: 99%

Assigning Culture: An Example of a Cross-Cultural Assignment for Teaching Introductory Psychology

Gharib

Phillips

2012

Psychology Learning & Teaching

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Psychology teachers and textbooks continually introduce content into courses that emphasizes diversity in all forms, particularly those attributed to culture. The present study examined the effect of an assignment involving a book report and literature review that incorporated crosscultural psychology into an introductory course. Students were assigned a book on cross-cultural applications of psychology in addition to a standard introductory textbook. Students selected a mental illness as a report topic that included a discussion of cross-cultural applications of western concepts of mental illness. A pre-test/post-test design surveying students' attitudes and knowledge revealed significant improvement in understanding how culture influences the diagnosis and treatment of mental illness. The authors discuss the effectiveness of the assignment in terms of changing student attitudes and knowledge of cross-cultural issues.It is easy to find consensus among teachers of psychology regarding the importance of incorporating cross-cultural content into courses. For example, the American Psychological Association's guidelines (APA, 2007) include the promotion of socio-cultural and international awareness as one of the primary goals of undergraduate psychology education. This goal is based in part on the appreciation of the diversity of our students and an increased understanding that research findings in one population do not necessarily apply to other cultures (APA, 2003).It is more difficult to create activities and assignments that achieve this goal and that go beyond the discussion found in most textbooks. Extensive discussions and coursework that involve cross-cultural applications are generally reserved for small upper-division classes. Such classes allow for incorporating activities and assignments that are more labor and time intensive for both students and instructors. For example, Smith and Eggleston (2003) described an assignment for upper-level psychology classes such as human sexuality and psychology of women that involved each student selecting a country at the start of the course, then reporting on course-relevant research in that country in written and oral reports (e.g., a student who selects a sub-Saharan African country in a human sexuality course might report on the impact of HIV/AIDS in that country). Similarly, Bartolini, Gharib, and Phillips (2009) described cross-cultural and international assignments for a variety of psychology classes, including abnormal psychology, social psychology, physiological psychology, and cognition. Many of these exercises involved students performing library research, gathering data (both in and outside of the classroom), and presenting the project to the class. These types of assignments require significant one-on-one instruction and guidance as well as considerable independent work by the students, making them most appropriate for upperdivision classes.Adding substantial cross-cultural content to a course takes a considerable amount of class time. For exampl...

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“…Similarly, there is now a growing body of literature integrating different variables into a picture of learning. Most recently, Bernstein et al (2010) and Chew et al (2010) provide comprehensive pictures of what is known about the processes surrounding teaching and learning and provide general models that can guide future pedagogical research. Similarly, Shell, Brooks, Trainin, Wilson, Kauffman, and Herr (2010 take concepts from the cognitive, motivation, and neurobiological sciences and use them to set out a unique theory of learning.…”

Section: Additional Considerationsmentioning

confidence: 99%

Benchmarks for scholarly investigations of teaching and learning

Wilson-Doenges

Gurung

2013

Australian Journal of Psychology

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The scholarship of teaching and learning (SoTL) is a growing and vibrant field, and with that growth has come some serious reflection on the models we use to conduct SoTL and the robustness of these models. Unfortunately, there is no clear-cut set of benchmarks for robust research. In this article, we identify a continuum of SoTL and demarcate aspirational benchmarks. Whereas qualitative and quantitative data and methods all have a place in SoTL, psychological science provides gold standards of design and analysis. We advocate for similar SoTL standards that are theory based and intentionally designed using the best models for methodological and statistical rigor.

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A contextual approach to teaching: Bridging methods, goals, and outcomes.

Cited by 17 publications

References 0 publications

Enhancing the Psychology Curriculum Through Service Learning

Enhancing the Psychology Curriculum Through Service Learning

Assigning Culture: An Example of a Cross-Cultural Assignment for Teaching Introductory Psychology

Benchmarks for scholarly investigations of teaching and learning

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