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Articles 1 - 30 of 36
Full-Text Articles in Medicine and Health Sciences
An Overview Of Assessment: Demonstrating Effective Teaching And Learning, Dana Dunn, Suzanne Baker, Chandra Mehrotra, R. Landrum, Maureen Mccarthy
An Overview Of Assessment: Demonstrating Effective Teaching And Learning, Dana Dunn, Suzanne Baker, Chandra Mehrotra, R. Landrum, Maureen Mccarthy
R. Eric Landrum
Assessment—the effective measurement of teaching influences on student learning—is now a fact of life on most college and university campuses. Faculty members as well as administrators are being compelled to demonstrate that the educational experiences offered on their campuses (and increasingly in online course offerings) are meeting publicly expressed standards and learning goals. Students and their families, and perhaps their future employers, also want a sense that an institution's touted values routinely translate into acquired and verifiable knowledge and demonstrable skills.
Assessment And The Scholarship Of Teaching And Learning, Regan Gurung, R. Landrum
Assessment And The Scholarship Of Teaching And Learning, Regan Gurung, R. Landrum
R. Eric Landrum
Assessment is at the core of the scholarship of teaching and learning (SoTL). In fact, the debate on what exactly constitutes SoTL (e.g., McKinney, 2007; Pan, 2009) often hinges on whether or not student learning is assessed together with whether the results are published or not. Is my teaching effective? Are my students learning? How do I know? Ask these questions of a department, program, college or university, and it is clear you are talking about assessment, a "global term used to refer to the authentic evaluation of teaching and learning outcomes" (Dunn, McCarthy, Baker, Halonen, & Boyer, 2011, p.145). …
Writing In Apa Style: Faculty Perspectives Of Competence And Importance, R. Landrum
Writing In Apa Style: Faculty Perspectives Of Competence And Importance, R. Landrum
R. Eric Landrum
A US sample (N = 360) of psychology educators assessed 73 writing skills and competencies with regard to (a) the importance of each and (b) the typical performance of the top half of local psychology majors. An analysis of gap scores yielded results showing that specific skills, such as supporting claims with citations and proofreading ability, are areas in need of greater emphasis and renewed pedagogical attention by instructors. Educators may use the results of this study to help to identify areas of increased need for writing instruction regarding undergraduate psychology education.
Is Latency To Test Deadline A Predictor Of Student Test Performance?, R. Landrum, Regan Gurung
Is Latency To Test Deadline A Predictor Of Student Test Performance?, R. Landrum, Regan Gurung
R. Eric Landrum
When students are given a period or window of time to take an exam, is taking an exam earlier in the window (high latency to deadline) related to test scores? In Study 1, students (n = 236) were given windows of time to take online each of 13 quizzes and 4 exams. In Study 2, students (n = 251) similarly took 4 exams online within a test window. In both studies, latency to deadline was significantly correlated to exam score. Higher scoring students took the exam earlier in the test window. We explore possible explanations of these relationships and map …
The Reliability Of Student Ratings Of Master Teacher Behaviors, R. Landrum, Jeffrey Stowell
The Reliability Of Student Ratings Of Master Teacher Behaviors, R. Landrum, Jeffrey Stowell
R. Eric Landrum
Faculty members (N = 39) from two universities had their lectures recorded. From these videos, we selected 5-min vignettes centered on eight dimensions of the Teacher Behavior Checklist. Undergraduate students from two universities (N = 753) viewed three 5-min video clips of college teachers across various disciplines. Ratings on the eight dimensions (knowledgeable, respectful, approachable, realistic, enthusiastic, encouraging, flexible, and creative) were moderately to strongly intercorrelated, and students had high agreement among themselves in rating each instructor’s teaching behaviors. The methodology to establish reliability of student ratings of video clips may be useful in future validity studies to assist in …
The Memorability Of Introductory Psychology Revisited, R. Landrum, Regan Gurung
The Memorability Of Introductory Psychology Revisited, R. Landrum, Regan Gurung
R. Eric Landrum
Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science. Presently, when introductory psychology students are asked about what they believe they will learn in the course, students indicate becoming more insightful about their own behavior and expect to have improved critical thinking skills. However, what do students actually remember from introductory psychology? Two years after completing the …
The Ubiquitous Clicker Sotl Applications For Scientist–Educators, R. Landrum
The Ubiquitous Clicker Sotl Applications For Scientist–Educators, R. Landrum
R. Eric Landrum
Over 5 semesters and 10 sections, students in a 300-level research methods course used clickers to respond to knowledge-based and opinion/attitude questions about clicker use, the effectiveness of assignments, self-confidence regarding skills and abilities, and more. Changes during the semester and student answers to questions about pedagogy and the execution of the course were compared to course grades (total points earned). Students perceive clicker use positively, reporting that they attend more, pay better attention, and participate more than they normally would due to clicker use. Other positive indicators do emerge linking the achievement of course goals to student performance. Outcomes …
Assessment Practices For Undergraduate Psychology: A Model Perspective, R. Landrum, Maureen Mccarthy
Assessment Practices For Undergraduate Psychology: A Model Perspective, R. Landrum, Maureen Mccarthy
R. Eric Landrum
More than one million students earned a bachelor's degree in psychology over the course of the past 13 years, and the popularity of psychology as an undergraduate degree continues to grow. If the number of students majoring in psychology continues to increase at comparable rates, an additional one million psychology majors will graduate over the course of the next decade (National Center for Education Statistics, 2011). In other words, our graduates, armed with scientific reasoning skills (Halonen, Bosack, Clay, & McCarthy, 2003) will be psychologically literate citizens positioned to convey the core elements of the discipline to the larger population. …
Treating Students As Early-Career Professionals: The Ethics Of Teaching, Maureen Mccarthy, R. Landrum
Treating Students As Early-Career Professionals: The Ethics Of Teaching, Maureen Mccarthy, R. Landrum
R. Eric Landrum
The ethics of teaching (not to be confused with the teaching of ethics) is not typically considered a hot topic, but perhaps it should be. The practice of teaching involves careful delivery of content using pedagogically sound methods. Teaching ethically includes supervising and evaluating students carefully, navigating complex relationships, ensuring equity, and balancing academic freedom with responsibility. In each instance, educators must balance ethics, consider the role of integrity, and act in ways that are in students’ best interests. In this chapter, we reflect on the ethics of teaching with respect to honoring diversity in the classroom, how to select …
A Multisite Study Of Learning In Introductory Psychology Courses, Regan Gurung, David Daniel, R. Landrum
A Multisite Study Of Learning In Introductory Psychology Courses, Regan Gurung, David Daniel, R. Landrum
R. Eric Landrum
Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam. The authors found significant predictors of both self-reported learning (deep approach, less surface approach, instructor ratings, student self-evaluations, and study behaviors) and quiz performance (grade point average, study time, metacognitive activity, and …
The Graduate School Application Process: What Our Students Report They Know, Cheryl Sanders, R. Landrum
The Graduate School Application Process: What Our Students Report They Know, Cheryl Sanders, R. Landrum
R. Eric Landrum
One hundred and thirty-four undergraduate psychology majors completed a survey assessing their evaluative ratings of importance of factors related to the graduate school application process. Results revealed that students rated issues with research experience, letters of recommendation, and GPA as strongly important. These results support efforts to enhance the preparation of undergraduate psychology students who aspire to attend graduate school.
Faculty Perceptions Concerning The Frequency And Appropriateness Of Student Behaviors, R. Landrum
Faculty Perceptions Concerning The Frequency And Appropriateness Of Student Behaviors, R. Landrum
R. Eric Landrum
A national sample of psychology instructors (N = 134) rated the appropriateness and frequency of 104 potential student behaviors, replicating and extending Parr and Valerius. The top 10 ratings for appropriateness and frequency differed from previous work. The author discusses the importance of clear communication of instructor expectations of student behavior in addition to course expectations as presented in the syllabus. Instructors may wish to use this list to help inform students of appropriate and inappropriate behaviors as well as to encourage students to increase the frequency of appropriate behaviors.
Assessments Of Textbook Usage And The Relationship To Student Course Performance, R. Landrum, Regan Gurung, Nathan Spann
Assessments Of Textbook Usage And The Relationship To Student Course Performance, R. Landrum, Regan Gurung, Nathan Spann
R. Eric Landrum
The authors conducted two studies regarding student textbook preferences; the first developed an original measurement tool (the Collegiate Student Assessment of Textbooks [CSAT]), including an examination of the relationship between student textbook preferences with learning- and grade-oriented attitudes. The second study was a large-scale national study administering the CSAT and the Textbook Assessment and Usage Scale (TAUS; Gurung and Martin 2011) to introductory psychology students; a portion of the study includes actual student course performance data. CSAT and TAUS subscale comparisons indicate (a) converging validity, (b) significant relationships to percentage of textbook read, and (c) relationships between GPA and expected …
Using The Scholarship Of Teaching And Learning To Improve Learning Outcomes, Regan Gurung, R. Landrum
Using The Scholarship Of Teaching And Learning To Improve Learning Outcomes, Regan Gurung, R. Landrum
R. Eric Landrum
No abstract provided.
Selection Of Textbooks Or Readings For Your Course, R. Landrum
Selection Of Textbooks Or Readings For Your Course, R. Landrum
R. Eric Landrum
In the design and implementation of teaching for a college course, it is important to consider which textbook or readings to use. In this chapter, I first summarize general advice from other authors about textbook selection. Next, I summarize the research on factors affecting textbook selection. Finally, I discuss the possibility of using course readings.
College Students' Study Time: Course Level, Time Of Semester, And Grade Earned, R. Landrum, Rob Turrisi, Jessica Brandel
College Students' Study Time: Course Level, Time Of Semester, And Grade Earned, R. Landrum, Rob Turrisi, Jessica Brandel
R. Eric Landrum
The association of total study time, number of events, time per event ratio, study strategies, and course grades across the semester were examined by linking students' study logs to course performance. There were 37 upper-division and 109 lower-division participants. Students earning As and Bs studied more frequently at the end of the semester but for shorter periods of time than students earning lower grades. Results are discussed in terms of providing college students and faculty with recommendations about learning strategies and time spent studying.
Sensitivity Of Implicit Memory To Input Processing And The Zeigarnik Effect, R. Landrum
Sensitivity Of Implicit Memory To Input Processing And The Zeigarnik Effect, R. Landrum
R. Eric Landrum
Implicit memory is evidenced when a subject benefits from a previous experience without making a conscious effort to recollect that prior experience. In the present study, I examined the sensitivity of implicit memory to two variables: type of input processing and the temporal placement of the implicit memory test. Results indicated that although implicit memory occurred in all conditions, its magnitude was sensitive to both variables. The results are discussed in terms of the underlying nature of implicit memory, including the role of transfer-appropriate processing.
Satisfaction With College By Traditional And Nontraditional College Students, R. Landrum, J Et'aime Hood, Jerry Mcadams
Satisfaction With College By Traditional And Nontraditional College Students, R. Landrum, J Et'aime Hood, Jerry Mcadams
R. Eric Landrum
University students (N=433) were surveyed about their satisfaction with a number of campus services and opportunities. Comparisons between traditional (up to 24 years old) and nontraditional (25 years and up) students indicated the latter valued learning and school opportunities more and appreciated the efforts of their professors in interacting with them and communicating information. A number of similarities were noted. University administrations need to be aware of the important differences between such groups to be able to enhance students' safisfaction.
Identifying Core Concepts In Introductory Psychology, R. Landrum
Identifying Core Concepts In Introductory Psychology, R. Landrum
R. Eric Landrum
Two studies were conducted in an attempt to establish a core of concepts considered fundamental to introductory psychology courses. Six textbooks were analyzed for concepts that could be considered important to instructors. The six textbooks yielded 5,148 terms and after duplications were eliminated, 2,742 unique terms were organized in a chapter-by-chapter format. 45 psychology instructors rated three chapters each, creating a resource listing of the most important concepts in introductory psychology. Limitations to this approach and varied possible uses of this information are discussed.
Departmental Search Committees And The Evaluation Of Faculty Applicants, R. Landrum, Michael Clump
Departmental Search Committees And The Evaluation Of Faculty Applicants, R. Landrum, Michael Clump
R. Eric Landrum
We surveyed directors of departmental search committees (N = 89) to ascertain which criteria have the most value in the faculty applicant selection process. Respondents used several methodological techniques, including rank order, agreement, and importance scale questions. Results indicated that match or fit with department is the most important criterion in applicant selection, followed by research and teaching experience. Important differences emerged in the evaluation of job applicants depending on the type of institution (public vs. private) or type of department (undergraduate-only vs. undergraduate + graduate program).
Graduate Admissions Criteria In Psychology: An Update, R. Landrum, Jeremy Clark
Graduate Admissions Criteria In Psychology: An Update, R. Landrum, Jeremy Clark
R. Eric Landrum
Ratings of importance were reviewed for nine graduate admissions criteria for the 573 graduate degree programs listed in American Psychological Association's Graduate Study in Psychology (2003). Overall, the three criteria receiving the highest percentages of importance ratings were letters of recommendation, statement of goals and objectives, and grade point average. Importance ratings varied depending on the degree programs offered. Results are discussed in terms of the advice offered students interested in admission to graduate school and the importance of students tailoring their graduate admissions process to their specific degree program
Production Of Negative Transfer In A Problem Solving Task, R. Landrum
Production Of Negative Transfer In A Problem Solving Task, R. Landrum
R. Eric Landrum
72 students solved two problems using a source problem designed to inhibit performance on the target problem relative to baseline performance when the target problem was solved alone. Both source and target problems shared surface similarity but were structurally dissimilar. Negative transfer was found for three different source and target combinations. The decreased performance below baseline for three of the source-target programs provides a reliable context to demonstrate negative transfer and facilitate continued investigation of this phenomenon.
An Information Course For The Beginning Psychology Major, Ronna Dillinger, R. Landrum
An Information Course For The Beginning Psychology Major, Ronna Dillinger, R. Landrum
R. Eric Landrum
Introduction to the Psychology Major is a course required for beginning psychology majors. Participants (N = 190) completed a pretest and posttest examining their knowledge and perceptions regarding course goals, such as PsycLIT database familiarity, career options with a bachelor’s degree in psychology,curriculum requirements, and graduate school options. Statistically significant differences emerged for 18 of 21 questions. At posttest, students indicated less commitment to the psychology major. Those students who continue as psychology majors are better informed and more aware of the realities and opportunities in psychology.
University Image: The Benefits Of Assessment And Modeling, R. Landrum, Rob Turrisi, Clayton Harless
University Image: The Benefits Of Assessment And Modeling, R. Landrum, Rob Turrisi, Clayton Harless
R. Eric Landrum
Residents across a state were asked about their opinions about a regional university. Using closed- and open-ended questions in mailed surveys, information about university image was collected. Results indicate that residents have one of two opinions about the university—either they have a general, positive opinion (halo effect) or no opinion. LISREL modeling of the data point to the significant components of university image and how they influence the decision to send a son or daughter to the university, which in turn leads to a better understanding of the impact of university image. More work with varying populations and a variety …
Use Of Pre- And Postcourse Surveys To Predict Student Outcomes, R. Landrum, Stephen Mulcock
Use Of Pre- And Postcourse Surveys To Predict Student Outcomes, R. Landrum, Stephen Mulcock
R. Eric Landrum
We obtained data from pre- and postcourse questionnaires given in an Introduction to the Psychology Major course taught for 10 semesters and compared these data with institutional outcomes concerning the students' last known major and their graduation status. We found the questionnaire reliably measured (a) vocational identity, (b) knowledge of course content, and (c) students' knowledge of information-finding strategies. Generally, students who entered the course with high commitment to psychology or who demonstrated the greatest growth in commitment tended to remain psychology majors and earned the bachelor's degree in psychology. We discuss factors that affect these predictive outcomes.
Caffeine Consumption Questionnaire: A Standardized Measure For Caffeine Consumption In Undergraduate Students, Kristi Shohet, R. Landrum
Caffeine Consumption Questionnaire: A Standardized Measure For Caffeine Consumption In Undergraduate Students, Kristi Shohet, R. Landrum
R. Eric Landrum
Undergraduate students (N=691) were given the 1992 Caffeine Consumption Questionnaire of Landrum and provided information on age, sex, and year in school. A subset (n=168) of those completing the quesonnaire were also given the Morningness-Eveningness Questionnaire of Horne and Ostberg. Analysis indicated that the average intake of caffeine was roughly 1,600 mg, i.e., a range from 13 mg to 21,840 mg per week. Older students consumed more caffeine than younger ones, and students with an Evening personality preference consumed more caffeine in the evening and nighttime hours than those with a Morning personality preference. These results are discussed in the …
Assessing Students' Library Skills And Knowledge: The Library Research Strategies Questionnaire, R. Landrum, Diana Muench
Assessing Students' Library Skills And Knowledge: The Library Research Strategies Questionnaire, R. Landrum, Diana Muench
R. Eric Landrum
3 studies were conducted to develop a questionnaire on strategies of library research which showed demonstrable psychometric qualities such as validity and reliability, to aid in assessing the effectiveness of bibliographic instruction of psychology students. In Study 1, 31 undergraduate studens were interviewed about their use of the library and the strategies they use when confronted with a paper-writing assignment. In Study 2, the qualitative responses from Study 1 were used to develop a pool of multiple-choice items for testing, to examine whether a psychometrically valid and reliable instrument could be created. 64 students were tested. Using the results from …
The Undergraduate Research Assistantship: An Analysis Of The Benefits, R. Landrum, Lisa Nelsen
The Undergraduate Research Assistantship: An Analysis Of The Benefits, R. Landrum, Lisa Nelsen
R. Eric Landrum
This study documents and quantifies the benefits of serving as an undergraduate research assistant based on the results of a national survey of undergraduate psychology educators (N = 211). The survey consisted of a list of 40 potential benefits, skills, and abilities. Respondents rated each of the items on (a) whether their research assistants attain the benefit, skill, or ability and (b) the importance of each item to an undergraduate education in psychology. Factor analysis revealed 2 major themes: The first factor contained items relating to technical skills, such as math, statistics, writing, and effective communication, whereas items in the …
Fifty-Plus Years As A Student-Centered Teacher: An Interview With Wilbert J. Mckeachie, R. Landrum
Fifty-Plus Years As A Student-Centered Teacher: An Interview With Wilbert J. Mckeachie, R. Landrum
R. Eric Landrum
Wilbert J. McKeachie is a Professor in the Department of Psychology and a Research Scientist at the Center for Research on Learning and Teaching at the University of Michigan, Ann Arbor. His long academic career is distinguished by 7 honorary degrees, 27 regional or national honors, membership in 14 professional societies, 32 books, 117 book chapters, 84 research or scholarly articles, and 105 other articles. Additionally, he is the composer of 6 musical compositions and has sung (with his wife) in the First Baptist Church Choir since 1948. During his fast-pitch softball career (from 1933 to 1989), McKeachie pitched 35 …
Introductory Psychology Student Performance: Weekly Quizzes Followed By A Cumulative Final Exam, R. Landrum
Introductory Psychology Student Performance: Weekly Quizzes Followed By A Cumulative Final Exam, R. Landrum
R. Eric Landrum
Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half the items previously presented on quizzes; half of those items had the response options scrambled. The performance on similar items on the cumulative final was slightly higher than on the original quiz, and scrambling the response options had little effect. …