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Record Nr. |
UNINA9910781201403321 |
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Titolo |
Best practices for teaching beginnings and endings in the psychology major [[electronic resource] /] / edited by Dana S. Dunn ... [et al.] |
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Pubbl/distr/stampa |
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New York, : Oxford University Press, 2010 |
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ISBN |
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0-19-024201-9 |
0-19-970305-1 |
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Descrizione fisica |
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1 online resource (411 p.) |
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Altri autori (Persone) |
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Disciplina |
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150.71 |
150.71/173 |
150.71173 |
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Soggetti |
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Psychology - Study and teaching (Higher) - United States |
Psychologists - Training of - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Based on a conference held in Oct. 2007. |
Includes index. |
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Nota di bibliografia |
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Includes bibliographical references and indexes. |
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Nota di contenuto |
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Contents; Contributor List; About the Editors; Preface; Acknowledgments; 1 Undergraduate Education in Psychology: All's Well That Begins and Ends Well; Part I: Beginnings; Part II: Endings; Part III: Coda; Name Index; Subject Index |
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Sommario/riassunto |
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Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses in psychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educa |
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