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About the book;
A Guide to Teaching Introductory Psychology focuses on the critical aspects of teaching introductory psychology to undergraduate students. The volume begins with an orienting history of the course and evaluates current trends in teaching, as well as offering suggestions for developing personal techniques. Sandy Goss Lucas addresses a number of relevant issues, including how to teach difficult topics; linking course content to everyday experience; developing and using class presentations, lectures, and active learning ideas; and increasing interest in course topics. The book is supported by a website that provides links to useful websites and handouts that instructors can use in their classes.
"No course is more important to our discipline than the introductory psychology class. Sandra Goss Lucas, the coordinator for Introductory Psychology at the University of Illinois, brings together the collective wisdom of her years of experience in teaching and teacher training to deliver a wonderfully useful book. If department heads want to evidence a genuine commitment to teaching, they should give this book to all faculty and graduate students involved in the teaching of this course. It is a treasure house of good ideas from a great teacher."
Ludy T. Benjamin, Jr., Texas A&M University
"Sandra Goss Lucas's book, A Guide to Teaching Introductory Psychology will be invaluable for those teaching intro psych for the first time, and even old codgers who have taught intro psych more than 50 times will find new useful and interesting ideas. My copy has 'Good', 'Neat' and other laudatory comments on the margins of many pages."
W. J. McKeachie, University of Michigan
“Sandy Goss Lucas offers instructors of Introductory Psychology a fully-equipped, functional toolbox, filled with specific, concrete details that can immediately be applied in teaching. This toolbox will be most helpful to instructors teaching the course for the first time, who will undoubtedly breathe a sigh of relief when they realize that, far from being alone and isolated, they are part of large group of people who readily share their approaches, innovations, practices, and challenges. Seasoned instructors will also find much in this book that will be valuable to them, because the advice offered by Goss Lucas, the selection of topics, and her concrete suggestions are all deeply informed by classroom experience—she knows what works and what does not. ”
Robert W. Hendersen, Professor & Chair, Psychology, Grand Valley State University