Best practices for teaching beginnings and endings in the psychology major : research, cases, and recommendations /

Saved in:

Bibliographic Details
Imprint:	Oxford ; New York : Oxford University Press, 2010.
Description:	1 online resource (xxxii, 378 pages)
Language:	English
Subject:	Psychology -- Study and teaching (Higher) -- United States -- Congresses. Psychologists -- Training of -- United States -- Congresses. Psychologists -- Training of. Psychology -- Study and teaching (Higher) United States. Electronic books. Electronic books -- Congresses. Conference papers and proceedings.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11282856

Hidden Bibliographic Details
Other authors / contributors:	Dunn, Dana.
ISBN:	9780199703050 0199703051 9780195378214 0195378210
Notes:	Based on a conference held in Oct. 2007. Includes bibliographical references and indexes. Print version record.
Summary:	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.
Other form:	Print version: Best practices for teaching beginnings and endings in the psychology major. Oxford ; New York : Oxford University Press, 2010 9780195378214

Similar Items