From Crisis to Crowd Control. Commentary: A Crisis in Comparative Psychology: Where Have All the Undergraduates Gone?

Furlong, Ellen E.; AuBuchon, Stephanie; Kraut, Jessica; Joiner, Netherland N; Knowles, J.O.; Lewis, Kali; Win, Megan; Furlong, Jack

doi:10.3389/fpsyg.2015.01729

Cited by 5 publications

(6 citation statements)

References 4 publications

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“…In our experience, undergraduates agree. Like fellow commenters Furlong et al ( 2015 ), we see the “missing” undergraduates every week—200 of them this term alone in a second year survey course: Introduction to Comparative Cognition . Many of these students will take our upper level laboratory courses that focus on specialized topics within the field of comparative cognition.…”

mentioning

confidence: 67%

Keep Calm and Comp. Cog. On. Commentary: A crisis in comparative psychology: where have all the undergraduates gone?

Kuhlmeier

Olmstead

2016

Front. Psychol.

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confidence: 67%

Keep Calm and Comp. Cog. On. Commentary: A crisis in comparative psychology: where have all the undergraduates gone?

Kuhlmeier

Olmstead

2016

Front. Psychol.

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“…In summation, it has been established that comparative psychology has been much less prominent in all areas of psychology despite its distinct place throughout academic psychology. To address the danger of comparative psychology becoming "a footnote in the history of psychology," (Abramson, 2015) various psychology leaders suggested an interdisciplinary focus or cross-development programs in college programs (Bielert & Gallup, 2015;Furlong et al, 2015). Therefore, finding ways to demonstrate comparative psychology's interconnections to different areas of psychology was deemed a viable solution.…”

Section: Resultsmentioning

confidence: 99%

“…When responding to Abramson's (2015) conclusions, several writers noted how comparative psychology benefits from the interdisciplinary focus prominent throughout the field (Bielert & Gallup, 2015;Furlong et al, 2015). McMillan and Sturdy (2015) commented on how comparative psychology benefits from the combined prominence that different subsets (e.g., comparative cognition) hold throughout academia.…”

Section: Comparative Psychology and An Interdisciplinary Focusmentioning

confidence: 99%

Considerations for an Integrated Undergraduate Comparative and Clinical Psychology Course

Marston¹,

Gopaul²

2020

IJCP

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It has been established that comparative psychology is in danger of becoming a footnote in the history of psychology. Six pieces of evidence to support this problem are few graduate psychology programs; little of no mention in introductory psychology textbooks or courses; insufficient number of undergraduate courses in comparative psychology; few teaching exercises; declining membership in Division 6 of APA; no recent textbooks in comparative psychology. Therefore, this article sought a viable solution to promote comparative psychology’s interconnections to different psychology areas. Specifically, a solution for combining comparative psychology into clinical fields by creating a course that combines comparative and clinical psychology was conceptualized. The rationales, history, barriers, benefits of creating a comparative and clinical psychology course were all examined to make a case for this solution. Concrete approaches to a course development covering domains such as cognitive, behavioral analysis, and scientific reasoning were presented. Also, the consideration of a ‘capstone course’ that is approached from the perspective of ‘challenge-based learning’ was recommended. This capstone course could offer students flexibility and promote problem-solving and innovative-think skills needed for careers. The rationales and recommendations covered in the article established that providing a course on comparative and clinical psychology can actually facilitate students to think differently about psychology and how exactly the different areas of psychology interconnect. In conclusion, it was determined that developing a course on the connectedness of comparative and clinical psychology is one way to help strengthen comparative psychology’s rightful place in the broad field of psychology.

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“…Despite the advantages, we (Kuhlmeier & Olmstead, 2016) and others (Abramson, 2015a; Beran, James, Futch, & Parrish, 2015; Brodbeck & Brodbeck, 2015; Furlong et al, 2015; Krachun, 2015; McMillan & Sturdy, 2015; Osvath & Persson, 2015) have noted challenges in teaching comparative cognition courses. Given that the field is strongly interdisciplinary, some programs encourage students from a wide range of backgrounds and varying foundational knowledge to enroll in courses, which in turn makes it difficult for instructors to ‘calibrate’ the delivery of material.…”

Section: Teaching Comparative Cognitionmentioning

confidence: 96%

Comparative cognition and cognitive ecology in the classroom.

Lamontagne¹,

Kuhlmeier²,

Olmstead³

2020

Canadian Journal of Experimental Psychology / Revue canadienne

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The scientific study of animal cognition has roots in both experimental psychology and evolutionary biology, with researchers often working in related disciplines such as neuroscience, computing science, or ecology. The interdisciplinary nature of the endeavour is both a strength and a challenge for the field. We begin this review with a brief history of comparative cognition and cognitive ecology, focusing on cognitive processes as a mechanistic link between ethology and behaviourism. We then present a 'snapshot' of modern-day undergraduate courses in Canada, the United States of America, and the United Kingdom that focus on animal cognition, highlighting the various course names and host departments. We emphasize the value of keeping (or adding) this subject material within curricula, either as independent courses or as enhanced material in other courses. We also present pedagogical approaches to teaching animal cognition that include techniques in large lecture-based courses and in smaller courses that emphasize hands-on experiential learning.

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From Crisis to Crowd Control. Commentary: A Crisis in Comparative Psychology: Where Have All the Undergraduates Gone?

Cited by 5 publications

References 4 publications

Keep Calm and Comp. Cog. On. Commentary: A crisis in comparative psychology: where have all the undergraduates gone?

Keep Calm and Comp. Cog. On. Commentary: A crisis in comparative psychology: where have all the undergraduates gone?

Considerations for an Integrated Undergraduate Comparative and Clinical Psychology Course

Comparative cognition and cognitive ecology in the classroom.

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