02722nam 2200613Ia 450 991081599030332120240501144935.00-19-045218-80-19-024201-90-19-970305-1(CKB)2550000000002921(EBL)472095(OCoLC)530297000(SSID)ssj0000335127(PQKBManifestationID)11255961(PQKBTitleCode)TC0000335127(PQKBWorkID)10272189(PQKB)10842879(StDuBDS)EDZ0001192946(Au-PeEL)EBL472095(CaPaEBR)ebr10351954(MiAaPQ)EBC472095(EXLCZ)99255000000000292120090604d2010 uy 0engur|n|---|||||txtccrBest practices for teaching beginnings and endings in the psychology major /edited by Dana S. Dunn ... [et al.]1st ed.New York Oxford University Press20101 online resource (411 p.)Based on a conference held in Oct. 2007.Includes index.0-19-537821-0 Includes bibliographical references and indexes.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 IndexIntroductory 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 educaPsychologyStudy and teaching (Higher)United StatesCongressesPsychologistsTraining ofUnited StatesCongressesPsychologyStudy and teaching (Higher)PsychologistsTraining of150.71150.71/173150.71173Dunn Dana857371MiAaPQMiAaPQMiAaPQBOOK9910815990303321Best practices for teaching beginnings and endings in the psychology major3932469UNINA