Teaching a Seminar on How to Teach Seminars in Psychology

References

• Becker, E. A., Easion, E. J., Potter, S. C., Guzman-Alvarez, A., Spear, J. M., Facciotti, M. T., Igo, M. M., Singer, M., & Pagliarulo, C. (2017). The effects of practice-based training on graduate teaching assistants’ classroom practices. CBE – Life Sciences Education, 58(16), 1–14. https://doi.org/10.1187/cbe.16-05-0162
   Google Scholar
• Boman, J. S. (2013). Graduate student teaching development: Evaluating the effectiveness of training in relation to graduate student characteristics. Canadian Journal of Higher Education, 43(1), 100–114. https://doi.org/10.47678/cjhe.v43i1.2072
   Google Scholar
• Buskist, W. (2013). Preparing the new psychology professoriate to teach: Past, present, and future. Teaching of Psychology, 40(4), 333–339. https://doi.org/10.1177/0098628313501047
   Web of Science ®Google Scholar
• Casteel, M. A., & Bridges, K. R. (2007). Goodbye lecture: A student-led seminar approach for teaching upper division courses. Teaching of Psychology, 34(2), 107–110. https://doi.org/10.1080/00986280701293123
   Web of Science ®Google Scholar
• Chiu, P. H. P., & Corrigan, P. (2019). A study of graduate teaching assistants’ self-efficacy in teaching: Fits and starts in the first triennium of teaching. Cogent Education, 6(1), 1579964. https://doi.org/10.1080/2331186X.2019.1579964
   Web of Science ®Google Scholar
• DeNeve, K. M., & Heppner, M. J. (1997). Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures. Innovative Higher Education, 21(3), 231–246. https://doi.org/10.1007/BF01243718
   Google Scholar
• Gibbs, G., & Coffey, M. (2004). The impact of training of university teachings on their teaching skills, their approach to teaching, and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. https://doi.org/10.1177/1469787404040463
   Google Scholar
• Hailstorks, R., Stamm, K. E., Norcross, J. C., Pfund, R. A., & Christidis, P. (2019). 2016 undergraduate study in psychology: Faculty characteristics and online teaching. Scholarship of Teaching and Learning in Psychology, 5(1), 52–60. https://doi.org/10.1037/stl0000134
   Google Scholar
• Harrington, C., & Zakrajsek, T. D. (2017). Dynamic lecturing: Research-based strategies to enhance lecture effectiveness. Stylus Publishing, LLC.
   Google Scholar
• Joyner, B., & Young, L. (2006). Teaching medical students using role play: Twelve tips for successful role plays. Medical Teacher, 28(3), 225–229.
   PubMed Web of Science ®Google Scholar
• Kelly, R. (2012). Implementing high-impact learning across the institution. Faculty Focus: Academic Leadership. https://www.facultyfocus.com/articles/academic-leadership/implementing-high-impact-learning-across-the-institution/
   Google Scholar
• Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers & Education, 49(3), 740–762. https://doi.org/10.1016/j.compedu.2005.11.012
   Web of Science ®Google Scholar
• Kuther, T. L. (2003). Teaching the teacher: Ethical issues in graduate student teaching. College Student Journal, 37(2), 219–221.
   Google Scholar
• Langdon, J. L., Schlote, R., Melton, B., & Tessier, D. (2017). Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants’ created motivational climate. Psychology of Sport and Exercise, 28, 11–23. https://doi.org/10.1016/j.psychsport.2016.09.008
   Web of Science ®Google Scholar
• Lumsden, E. A., Grosslight, J. H., Loveland, E. H., & Williams, J. E. (1988). Preparation of graduate students as classroom teachers and supervisors in applied and research settings. Teaching of Psychology, 15(1), 5–9. https://doi.org/10.1207/s15328023top1501_1
   Web of Science ®Google Scholar
• Marshall, J. C., Buttars, P., Callahan, T., Dennehy, J. J., Harris, D. J., Lunt, B., Mika, M., & Shupe, R. (2009). In the academic job market, will you be competitive? A case study in ecology and evolutionary biology. Israel Journal of Ecology and Evolution, 55(4), 381–392. https://doi.org/10.1560/IJEE.55.4.381
   Web of Science ®Google Scholar
• Meyers, S. A., & Prieto, L. R. (2000). Training in the teaching of psychology: What is done and examining the differences. Teaching of Psychology, 27(4), 258–261. https://doi.org/10.1207/S15328023TOP2704_03
   Web of Science ®Google Scholar
• Michel, N., Cater, J. J., & Varela, O. (2009). Active versus passive teaching styles: An empirical study of student learning outcomes. Human Resource Development Quarterly, 20(4), 397–418. https://doi.org/10.1002/hrdq
   Web of Science ®Google Scholar
• Mueller, A., Perlman, B., McCann, L. I., & McFadden, S. H. (1997). A faculty perspective on teaching assistant training. Teaching of Psychology, 24(3), 167–171. https://doi.org/10.1207/s15328023top2403_3
   Web of Science ®Google Scholar
• O’Loughlin, V. D., Kearns, K., Sherwood-Laughlin, C., & Robinson, J. M. (2017). How do we train our future faculty to teach? A multidisciplinary comparison of graduate-level pedagogy courses offered at a large Midwestern university. College Teaching, 65(4), 172–181. https://doi.org/10.1080/87567555.2017.1333081
   Google Scholar
• Paschall, M., & Wustenhagen, R. (2012). More than a game: Learning about climate change through role-play. Journal of Management Education, 36, 210–543.
   Google Scholar
• Pelton, J. A. (2014). Assessing graduate teacher training programs: Can a teaching seminar reduce anxiety and increase confidence? Teaching Sociology, 42(1), 40–49. https://doi.org/10.1177/0092055X13500029
   Web of Science ®Google Scholar
• Prieto, S. A., & Meyers, S. A. (1999). Effects of training and supervision on the self-efficacy of psychology graduate teaching assistants. Teaching of Psychology, 26(4), 264–266. https://doi.org/10.1207/S15328023TOP260404
   Web of Science ®Google Scholar
• Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
   Web of Science ®Google Scholar
• Rao, D. (2011). Skills development using role-play in a first-year pharmacy practice course. American Journal of Pharmaceutical Education, 75(5), 84–10. https://doi.org/10.5688/ajpe75584
   PubMed Web of Science ®Google Scholar
• Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: Development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49(4), 427–436. https://doi.org/10.1080/14703297.2012.728879
   Web of Science ®Google Scholar
• Roberts, D. (2019). Higher education lectures: From passive to active learning via imagery? Active Learning in Higher Education, 20(1), 63–77. https://doi.org/10.1177/1469787417731198
   Web of Science ®Google Scholar
• Saucier, D. A., Jones, T. L., Renken, N. D., & Schiffer, A. A. (2021). Engage the sages: A model for offering professional development to faculty and graduate students in teaching. Journal on Centers for Teaching and Learning, 13, 3–16.
   Google Scholar
• Saucier, D. A., Miller, S. S., Jones, T. L., & Martens, A. L. (2022) Trickle down engagement: Effects of perceived teacher and student engagement on learning outcomes. International Journal of Teaching and Learning in Higher Education, 33(2), 168–179.
   Google Scholar