The Perils and Promises of Teaching Integration in Introductory Psychology
Teaching effectively at a Christian college or university demands excellent skills and particularly so in introductory psychology courses. With an expansive area and a large portion of students taking the class to fulfill a general education requirement, general psychology professors are challenged...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage Publishing
1995
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| In: |
Journal of psychology and theology
Year: 1995, Volume: 23, Issue: 4, Pages: 296-302 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Parallel Edition: | Non-electronic
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| 245 | 1 | 4 | |a The Perils and Promises of Teaching Integration in Introductory Psychology |
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| 520 | |a Teaching effectively at a Christian college or university demands excellent skills and particularly so in introductory psychology courses. With an expansive area and a large portion of students taking the class to fulfill a general education requirement, general psychology professors are challenged uniquely. Adding integration issues can overwhelm even the most diligent instructor. Yet, few pedagogical and theoretical resources on the effectiveness of different types of integrative components are available. The purposes of this article are to explore the perils and promises associated with teaching an introductory psychology course and to provide some resources and illustrations that have been found to be effective. The article also serves as an introduction to an integration curriculum incorporated into several general psychology courses at two different universities. An introduction to the curriculum reader is provided in this text, as well as an overview of other materials and topics that lend themselves to integrative discussions. Finally, the efficacy of a laboratory type experience for instilling an integrative component to an introductory class is discussed. | ||
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