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PSYC 8920T Teaching Practicum: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

PSYC 8920T Course Readings

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Please Ask a Librarian if you have any questions about the links.

AlJeraisy, M. N., Mohammad, H., Fayyoumi, A., & Alrashideh, W. (2015). Web 2.0 in education: The impact of discussion board on student performance and satisfaction. Turkish Online Journal of Educational Technology, 14(2), 247–258.

Bailey, S., Barber, L. K., & Ferguson, A. J. (2015). Promoting perceived benefits of group projects: The role of instructor contributions and intragroup processes. Teaching of Psychology, 42(2), 179–183. doi:10.1177/0098628315573147

Bekiari, A., & Balla, K. (2017). Instructors and students relations: Argumentativeness, leadership and goal orientations. Open Journal of Social Sciences, 5(7), 128–143. doi:10.4236/jss.2017.57009

Borsari, B., Yurasek, A., Miller, M. B., Murphy, J. G., McDevitt-Murphy, M. E., Martens, M. P., ... Carey, K. B. (2017). Student service members/veterans on campus: Challenges for reintegration. American Journal of Orthopsychiatry, 87(2), 166–175. doi:10.1037/ort0000199

Boysen, G. A. (2015). Uses and misuses of student evaluations of teaching: The interpretation of differences in teaching evaluation means irrespective of statistical information. Teaching of Psychology, 42(2), 109–118. doi:10.1177/0098628315569922

Boysen, G. A., Jones, C., Kaltwasser, R., & Thompson, E. (2018). Keys to a successful job talk: Perceptions of psychology faculty. Teaching of Psychology, 45(3), 270–277. doi:10.1177/0098628318779277

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. doi:10.1016/j.iheduc.2015.04.007

Bruno, A., & Dell’Aversana, G. (2018). Reflective practicum in higher education: the influence of the learning environment on the quality of learning. Assessment and Evaluation in Higher Education, 43(3), 345–358. doi:10.1080/02602938.2017.1344823

Burke, A. S., & Fedorek, B. (2017). Does “flipping” promote engagement? A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11–24. doi:10.1177/1469787417693487

Busler, J., Kirk, C., Keeley, J., & Buskist, W. (2017). What constitutes poor teaching? A preliminary inquiry into the misbehaviors of not-so-good instructors. Teaching of Psychology, 44(4), 330–334. doi:10.1177/0098628317727907

Chew, S. L., Halonen, J. S., McCarthy, M. A., Gurung, R. A. R., Beers, M. J., McEntarffer, R., & Landrum, R. E. (2018). Practice what we teach: Improving teaching and learning in psychology. Teaching of Psychology, 45(3), 239–245. doi:10.1177/0098628318779264

Ching, Y.-H., Hsu, Y.-C., & Baldwin, S. (2018). Becoming an online teacher: An analysis of prospective online instructors’ reflections. Journal of Interactive Learning Research, 29(2), 145–168.

Chory, R. M., & Offstein, E. H. (2018). Too close for comfort? Faculty-student multiple relationships and their impact on student classroom conduct. Ethics and Behavior, 28(1), 23–44. doi:10.1080/10508422.2016.1206475

Cohen, A., & Baruth, O. (2017). Personality, learning, and satisfaction in fully online academic courses. Computers in Human Behavior, 72, 1–12. doi:10.1016/j.chb.2017.02.030

Collins, D. P., Rasco, D., & Benassi, V. A. (2018). Test-enhanced learning: Does deeper processing on quizzes benefit exam performance? Teaching of Psychology, 45(3), 235–238. doi:10.1177/0098628318779262

Cook-Sather, A., & Luz, A. (2015). Greater engagement in and responsibility for learning: What happens when students cross the threshold of student-faculty partnership. Higher Education Research and Development, 34(6), 1097–1109. doi:10.1080/07294360.2014.911263

Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T., Morgan, L., ... Wolz, A. (2017). College experiences for students with autism spectrum disorder: Personal identity, public disclosure, and institutional support. Journal of College Student Development, 58(1), 71–87. doi:10.1353/csd.2017.0004

Diliberto-Macaluso, K., & Hughes, A. (2016). The use of mobile apps to enhance student learning in introduction to psychology. Teaching of Psychology, 43(1), 48–52. doi:10.1177/0098628315620880

Dolev, N., & Leshem, S. (2016). Teachers' emotional intelligence: The impact of training. International Journal of Emotional Education, 8(1), 75–94

Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79–89. doi:10.5944/openpraxis.10.1.721

Fernandez, C. E., & Yu, J. (2007). Peer review of teaching. Journal of Chiropractic Education, 21(2), 154–161. doi:10.7899/1042-5055-21.2.154

Fleck, B., Hussey, H. D., & Rutledge-Ellison, L. (2017). Linking class and community: An investigation of service learning. Teaching of Psychology, 44(3), 232–239. doi:10.1177/0098628317711317

Frazer, C., Sullivan, D. H., Weatherspoon, D., & Hussey, L. (2017). Faculty perceptions of online teaching effectiveness and indicators of quality. Nursing research and practice, 2017, 1–6. doi:10.1155/2017/9374189

Gingerich, K. J., Bugg, J. M., Doe, S. R., Rowland, C. A., Richards, T. L., Tompkins, S. A., & McDaniel, M. A. (2014). Active processing via write-to-learn assignments: Learning and retention benefits in introductory psychology. Teaching of Psychology, 41(4), 303–308. doi:10.1177/0098628314549701

Greenberg, K. P. (2015). Rubric use in formative assessment: A detailed behavioral rubric helps students improve their scientific writing skills. Teaching of Psychology, 42(3), 211–217. doi:10.1177/0098628315587618

Grühn, D., & Cheng, Y. (2014). A self-correcting approach to multiple-choice exams improves students’ learning. Teaching of Psychology, 41(4), 335–339. doi:10.1177/0098628314549706

Hammonds, F., Mariano, G. J., Ammons, G., & Chambers, S. (2017). Student evaluations of teaching: Improving teaching quality in higher education. Perspectives: Policy and Practice in Higher Education, 21(1), 26–33. doi:10.1080/13603108.2016.1227388

Handelsman, M. M. (2017). A teachable ethics scandal. Teaching of Psychology, 44(3), 278–284. doi:10.1177/0098628317712789

Harrison, T. R. (2007). My professor is so unfair: Student attitudes and experiences of conflict with faculty. Conflict Resolution Quarterly, 24(3), 349–368. doi:10.1002/crq.178

Hong, B. S. S. (2015). Qualitative analysis of the barriers college students with disabilities experience in higher education. Journal of College Student Development, 56(3), 209–226. doi:10.1353/csd.2015.0032

Hornstein, H. A. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4(1), 1–8. doi:10.1080/2331186X.2017.1304016

Ishak, S., & Salter, N. P. (2017). Undergraduate psychological writing: A best practices guide and national survey. Teaching of Psychology, 44(1), 5–17. doi:10.1177/0098628316677491

Jeder, D. (2015). Implications of using humor in the classroom. Procedia—Social and Behavioral Sciences, 180(5), 828–833. doi:10.1016/j.sbspro.2015.02.218

Jiang , L., Tripp, T. M., & Hong, P. Y. (2017). College instruction is not so stress free after all: A qualitative and quantitative study of academic entitlement, uncivil behaviors, and instructor strain and burnout. Stress and Health, 33(5), 578–589. doi:10.1002/smi.2742

Keeley, J. W., Ismail, E., & Buskist, W. (2016). Excellent teachers’ perspectives on excellent teaching. Teaching of Psychology, 43(3), 175–179. doi:10.1177/0098628316649307

Khanna, M. M. (2015). Ungraded pop quizzes: Test-enhanced learning without all the anxiety. Teaching of Psychology, 42(2), 174–178. doi:10.1177/0098628315573144

Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers and Education, 106, 166–171. doi:10.1016/j.compedu.2016.12.006

Kite, M. E., Subedi, P. C., & Bryant-Lees, K. B. (2015). Students’ perceptions of the teaching evaluation process. Teaching of Psychology, 42(4), 307–314. doi:10.1177/0098628315603062

Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20(1), 35–50. doi:10.1016/j.iheduc.2013.10.001

Lammers, W. J., Gillaspy, J. A., Jr., & Hancock, F. (2017). Predicting academic success with early, middle, and late semester assessment of student-instructor rapport. Teaching of Psychology, 44(2), 145–149. doi:10.1177/0098628317692618

Lloyd, E. P., Walker, R. J., Metz, M. A., & Diekman, A. B. (2018). Comparing review strategies in the classroom: Self-testing yields more favorable student outcomes relative to question generation. Teaching of Psychology, 45(2), 115–123. doi:10.1177/0098628318762871

McDonnell, G. P., & Dodd, M. D. (2017). Should students have the power to change course structure? Teaching of Psychology, 44(2), 91–99. doi:10.1177/0098628317692604

Mohr, K. A. J., & Mohr, E. S. (2017). Understanding generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 9. doi:10.15142/T3M05T

Nguyen, K., & McDaniel, M. A. (2015). Using quizzing to assist student learning in the classroom: The good, the bad, and the ugly. Teaching of psychology, 42(1), 87–92. doi:10.1177/0098628314562685

Pfund, R. A., Norcross, J. C., Hailstorks, R., Stamm, K. E., & Christidis, P. (2018). Introduction to psychology: Course purposes, learning outcomes, and assessment practices. Teaching of Psychology, 45(3), 213–219. doi:10.1177/0098628318779257

Pines, H. A., Larkin, J. E., & Murray, M. P. (2016). Dual outcomes of psychology assignments: Perceived learning and feelings of prideful accomplishment. Teaching of Psychology, 43(4), 323–328. doi:10.1177/0098628316662764

Post, J., Mastel-Smith, B., & Lake, P. (2017). Online teaching: How students perceive faculty caring. International Journal for Human Caring, 21(2), 54–58. doi:10.20467/ijhc.21.2

Reber, J. S., Downs, S. D., & Nelson, J. A. P. (2017). Effects of three pedagogies on learning outcomes in a psychology of gender lecture: A quasi-experimental study. Teaching of Psychology, 44(2), 134–144. doi:10.1177/0098628317692617

Richmond, A. S., Berglund, M. B., Epelbaum, V. B., & Klein, E. M. (2015). a + (b1) professor–student rapport + (b2) humor + (b3) student engagement = (Ŷ) student ratings of instructors. Teaching of Psychology, 42(2), 119–125. doi:10.1177/0098628315569924

Richmond, A. S., Boysen, G. A., Gurung, R. A. R., Tazeau, Y. N., Meyers, S. A., & Sciutto, M. J. (2014). Aspirational model teaching criteria for psychology. Teaching of Psychology, 41(4), 281–295. doi:10.1177/0098628314549699

Sandoval-Lucero, E., Maes, J. B., & Klingsmith, L. (2014). African American and Latina(o) community college students' social capital and student success. College Student Journal, 48(3), 522–533.

Savage, B. M., Lujan, H. L., Thipparthi, R. R., & DiCarlo, S. E. (2017). Humor, laughter, learning, and health! A brief review. Advances in physiology education, 41(3), 341–347. doi:10.1152/advan.00030.2017

Schönwetter, D. J., Sokal, L., Friesen, M., & Taylor, K. L. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83–97. doi:10.1080/13601440210156501

Sniatecki, J. L., Perry, H. B., & Snell, L. H. (2015). Faculty attitudes and knowledge regarding college students with disabilities. Journal of Postsecondary Education and Disability, 28(3), 259–275.

Stellmack, M. A., Sandidge, R. R., Sippl, A. L., & Miller, D. J. (2015). Incentivizing multiple revisions improves student writing without increasing instructor workload. Teaching of Psychology, 42(4), 293–298. doi:10.1177/0098628315603060

Tantleff-Dunn, S., Dunn, M. E., & Gokee, J. L. (2002). Understanding faculty-student conflict: Student perceptions of precipitating events and faculty responses. Teaching of Psychology, 29(3), 197–202. doi:10.1207/S15328023TOP2903_03

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266–271. doi:10.1177/0098628315589505

Wu, J., & Kraemer, P. (2017). Student success in introductory psychology: The value of teachers knowing more about their students. Teaching of Psychology, 44(4), 342–348. doi:10.1177/0098628317727910 

Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active learning in higher education, 11(3), 167–177. doi:10.1177/1469787410379680

Zivin, K., Eisenberg, D., Gollust, S. E., & Golberstein, E. (2009). Persistence of mental health problems and needs in a college student population. Journal of Affective Disorders, 117(3), 180–185. doi:10.1016/j.jad.2009.01.001

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

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