The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
Enter your myWalden user name and password at the prompt.
Ashton, P. (2004). Testing: If you’re going to do it, do it right. In R. M. Cordell, E. M. Lucal, R. K, Morgan, S. Hamilton, & R. Orr (Eds.), Quick hits for new faculty: Successful strategies by award-winning teachers (Ebrary version, pp. 35–36). Bloomington, IN: Indiana University Press.
Blankenstein, F. M., Dolmans, D. M., Vleuten, C. M., & Schmidt, H. G. (2011). Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instructional Science, 39(2), 189–204.
Boysen, G. A., Vogel, D. L., Cope, M. A., & Hubbard, A. (2009). Incidents of bias in college classrooms: Instructor and student perceptions. Journal of Diversity in Higher Education, 2(4), 219–231.
Corty, E. W. (2008). Resolving a Conflict Between APA Learning Goals and APA Ethical Principles. Teaching Of Psychology, 35(3), 223-225.
Covill, A. E. (2011). College students' perceptions of the traditional lecture method. College Student Journal, 45(1), 92–101.
Di Leonardi, B. (2007). Tips for facilitating learning: The lecture deserves some respect. Journal of Continuing Education in Nursing, 38(4), 154–161.
Elander, J., Harrington, K., Norton, L., Robinson, H., & Reddy, P. (2006). Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education, 31(1), 71–90.
Ellis, R. A., Goodyear, P. P., Prosser, M. M., & O'Hara, A. A. (2006). How and what university students learn through online and face-to-face discussion: Conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22(4), 244–256.
Haney, M. R. (2004). Ethical dilemmas associated with self-disclosure in student writing. Teaching Of Psychology, 31(3), 167–171.
Landis, B. D., Altman, J. D., & Cavin, J. D. (2007). Underpinnings of academic success: Effective study skills use as a function of academic locus of control and self-efficacy. Psi Chi Journal of Undergraduate Research, 12(3), 126–130.
Meyer, J. A., Fisher, B. J., & Pearl, P. S. (2007). Students' perceptions of the value of a self-study writing assignment. Journal of Instructional Psychology, 34(4), 234–241.
Moses, L., Hall, C., Wuensch, K., De Urquidi, K., Kauffmann, P., Swart, W., . . . Dixon, G. (2011). Are math readiness and personality predictive of first-year retention in engineering? Journal of Psychology, 145(3), 229–245.
Parameswaram, G. (2007). Inclusive writing in a psychology class. Journal of Instructional Psychology, 34(3), 172–176.
Richardson, J., & Ice, P. (2010). Investigating Students' Level of Critical Thinking across Instructional Strategies in Online Discussions. Internet and Higher Education, 13(1-2), 52-59.
Stadtlander, L. M., & Giles, M. J. (2010). Virtual Instruction: A Qualitative Research Laboratory Course. Teaching of Psychology, 37(4), 281-286.
Stallman, H. M. (2010). Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45(4), 249–257.
Stewart, T. L., Myers, A. C., & Culley, M. R. (2010). Enhanced learning and retention through “writing to learn” in the psychology classroom. Teaching of Psychology, 37(1), 46–49.
Tabachnick, B. G., Keith-Spiegel, P., & Pope, K. S. (1991). Ethics of teaching: Beliefs and behaviors of psychologists as educators. American Psychologist, 46(5), 506-515.
Webster, T. (2008). How to be successful in your first year of teaching college: Everything you need to know that they don't teach you in school. Ocala, FL: Atlantic.
Chapter 3, "Designing Your Course"
Chapter 12, "Assessing Students and Yourself"
Chapter 14, “Problem Students”
Chapter 15, “Plagiarism and Cheating”
Weinberg, A. S. (2002). The university: An agent of social change? Qualitative Sociology, 25(2), 263–272.
Yorio, P. L., & Ye, F. (2012). A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning. Academy Of Management Learning & Education, 11(1), 9–27.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research In Higher Education, 46(6), 677–706.