Setting Course Goals: Privileges and Responsibilities in a World of Ideas

Teaching of Psychology

Volumn 32, Issue 3, 2005, Pages 146-149

  Benjamin, Ludy T ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24944458482     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1207/s15328023top3203_1     Document Type: Article

References (8)

1. Becker A. H. Davis S. F. Neal L. Grover C. A. (1990). Student expectations of course and instructor. Teaching of Psychology, 17, 159–162.
2. Boyer E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
3. Brender M. (1982). The relevance connection: Relating academic psychology to everyday life. Teaching of Psychology, 9, 222–224.
4. Brown L. T. (1980). What the consumer thinks is important in the introductory psychology course. Teaching of Psychology, 7, 215–218.
5. Glassick C. E. Huber M. T. Maeroff G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.
6. Grasha A. F. (1998). “Giving psychology away”: Some experiences teaching undergraduates practical psychology. Teaching of Psychology, 25, 85–88. (Original work published 1974).
7. McKeachie W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (11th ed.). Boston: Houghton-Mifflin.
8. National Institute of Education. (1984). Involvement in learning: Realizing the potential of American higher education (Report of the Study Group on the Condition of Excellence in American Higher Education). Washington, DC: U.S. Department of Education.