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Psychology Learning & Teaching |
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CONTENTS [click on author's name for abstract and full text] | |||
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Annie Trapp. Editorial. Teaching Enhancement:
moving towards an integrated approach, page 5
doi:10.2304/plat.2008.7.1.5
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The Reported Rewards of Part-time Study |
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doi:10.2304/plat.2008.7.1.6 |
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A questionnaire was administered to part and full-time students of psychology at Liverpool John Moores University in order to determine the extent to which the part-time students appreciated the course. The results showed the part-time students reported themselves as having gained more from the programme than the full-time students, in terms of support and relationship with tutors, satisfaction with teaching and interest in various aspects of the programme. In terms of perceived changes in skill levels, however, there were no large differences between the two groups. |
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A Holistic Approach to Establishing an Effective Learning Environment for Psychology |
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doi:10.2304/plat.2008.7.1.12 |
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The impetus for the Enhancing Quality and Learning (EQUAL) programme evolved out of concerns held by the staff in the School of Psychology at Edith Cowan University (ECU) regarding the difficulties encountered by first year psychology students and the subsequent low retention rate of these students in the psychology course. The EQUAL programme focused on easing the transition of high school students into university studies by enhancing the social support networks of commencing students. The programme was designed to be an holistic approach to enhancing a sense of belonging to the School of Psychology and comprised seven components. These are peer mentoring, the formation of learning communities, curriculum reforms, tutor training, orientation, the development of student portfolios and school liaison. EQUAL is now an integral part of the learning experience for all psychology students at ECU. Evaluations of the EQUAL programme indicate greater student satisfaction with the psychology course and increased retention rates. |
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Information Leaflets: an evaluation of an innovative form of assessment |
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doi:10.2304/plat.2008.7.1.19 |
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Traditionally, assessment in psychology degrees has relied on essays, practical reports and examinations. However, over recent years, many institutions have begun to explore and develop alternative forms of assessment with a greater emphasis on skills development. This report presents an evaluation of one such form of alternative summative assessment; the development and critique of an information leaflet. The assessment was evaluated using written feedback comments and a focus group. The findings of the evaluation suggest that this form of assessment is a useful and effective method of helping students to attain the learning outcomes required, whilst enhancing and broadening their skills and deepening their knowledge and understanding of a topic area. |
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The Use of Debating as an Aid to Effective Widening Participation in Psychology |
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doi:10.2304/plat.2008.7.1.23 |
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The UK widening participation agenda is in place to unlock the doors of universities for many students. However, contrary to popular belief, beyond the higher education sector, this widening of participation need not mean a reduction in academic standards. It does, however, demand a different approach to learning and teaching and, the authors argue, a degree of innovation. This article focuses on one way in which the ‘less traditional’ student can participate in an effective course of study by starting at Level 0 and using nontraditional means of assessment, to which their often less academic backgrounds are better suited in the early stages of their studies. The particular module discussed herein introduces key studies in psychology using the skills of debating and essay writing. The evaluation of this module shows that the students gained a great deal of confidence from debating and enjoyed the experience. |
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Helping First Year Students Think Like Psychologists: supporting information literacy and teamwork skill development |
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doi:10.2304/plat.2008.7.1.28 |
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The current research implemented and evaluated (a) a programme targeting the development of information literacy skills (ILS) (Study 1) and (b) a team skills development programme (Study 2), with first year psychology students in Psychology 1A and Psychology 1B, respectively. In Study 1, five online ILS modules were developed. Students completed pre and post measures of learning and evaluative measures and applied these skills in the completion of several other assessment tasks. There was an improvement in all pre to post measures and students reported liking the modules and evaluated them as useful. In Study 2, students were required to complete a group research project. Ratings of group processes (e.g. productivity and cohesiveness), were obtained early and late in the programme, as well as summative evaluative ratings. The objective (mean final group mark) and subjective (evaluative) measures indicated that the groups functioned effectively. Focus group data obtained for both studies corroborated the quantitative findings. Both programmes appeared to be effective and the findings are discussed in light of their relevance to ‘thinking like a psychologist’. |
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Psychology Postgraduates’ Perspectives on Teaching-related Support and Training |
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doi:10.2304/plat.2008.7.1.37 |
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One hundred and forty-seven psychology postgraduates from 60 UK universities completed an online survey. The survey aimed to examine the experiences of psychology postgraduates around teaching and to provide an initial benchmark against which future developments in their support could be measured. This report explores respondents’ experiences of teaching, training and support they receive as well as how they balance the roles of teaching and research. Findings indicate that while generally the experiences of postgraduates in teaching are good, concerns are evident in relation to marking, preparation, time and dealing with difficult students. Problems with time were found often to be associated with marking and preparation. Remuneration for time spent on teaching was also an issue. Findings suggest that postgraduates could benefit from clearer and more realistic guidance. Significant differences were found between teaching tasks undertaken by respondents at pre and post 1992 institutions and postgraduates at post 1992 institutions more often exceed assigned teaching hours. |
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Neuroimaging in Psychology: the portrayal of key radiological techniques in contemporary texts |
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doi:10.2304/plat.2008.7.1.46 |
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Neuroimaging is increasingly important in psychology, yet psychologists can fall prey to misconceptions. We examined the presentation of key radiological techniques in 12 widely distributed contemporary psychology texts. Errors were common in descriptions of computed tomography (CT), magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI) and positron emission tomography (PET). For example, PET images are generated by detecting pairs of photons, not the direct measurement of positrons. Similarly, many authors omit the need for a radio frequency pulse in MRI, implying that the technique simply relies on the application of a magnetic field. Misconceptions should be addressed in an attempt to reduce levels of confusion and maximise the contribution of neuroimaging data to psychological theorising. |
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