Social Psychology Links
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new link as of January 1, 2012
Go to the Social Psychology Network for extensive links to
SocioSite - another massive and well-organized sociology megasite [added 3/14/02]
The SocioWeb - an excellent guide to sociology resources on the Web
Personality Pedagogy - an excellent Wiki-based site from Marianne Miserandino that presents lots of resources for instructors of personality and related courses -- the Wiki format also allows you to add to the site. [added 1/15/10]
The Personality Project: A megasite for social's sister subject [added 3/23/04]
Companion Websites [added 3/10/02]
As you all know, most social psychology textbooks have companion websites produced by the publishers to provide additional resources. In the past I have waded through some of those sites and put links to some of the more valuable resources on other pages within this site. But, I thought I would create a place on the site where you could find all of these companion websites at once. If you know of any textbook companion websites that I am missing here please let me know.
Psychology
Social Psychology, 10/e, (2010). Myers, D.G., McGraw-Hill. Resources: Interactive quizzes, chapter crossword puzzles, image gallery, guides to electronic research, study skills and the Internet. 9/e site; 8/e site; 7/e site [added 1/15/10]
Exploring Social Psychology, 5/e, (2009). Myers, D.G., McGraw-Hill. Resources: Interactive quizzes, flashcards, image bank, statistics and Internet primers. 4/e site; 3/e site. [added 1/15/10]
Social Psychology, 5/e, (2009). Franzoi, S., McGraw-Hill. Resources (get to resources through "Student Center"): Interactive quizzes, interactive Internet exercises, flashcards, social gathering supersite (more interactive study skills activities). 4/e site; 3/e site. [added 1/15/10]
Social Psychology, 7/e, (2008). Brehm, S.S., Kassin, S.M., & Fein, S., Houghton Mifflin. Resources: Interactive quizzes, flashcards, glossary, "psych in the news, on the shelves, and on the screen," evaluating research activities, critical thinking exercises, and NetLabs (interactive exercises to learn a large number of topics). 6/e site; 5/e site; 4/e site [added 1/15/10]
Social Psychology, 12/e, (2006). Taylor, S.E., Peplau, L.A., & Sears, D.O., Prentice Hall. Resources: Jump to each chapter to find interactive quizzes, flash cards, web links and PowerPoint slides. 11/e site. [added 1/13/03]
Social Psychology, 11/e, (2006). Baron, R.A., Byrne, D.R.,& Branscombe, N.R. Allyn & Bacon. Resources: Interactive quizzes, activities, links, flash cards and glossary.10/e site; 9/e site [added 1/13/03]
Social Psychology, 6/e, (2007). Aronson, E., Wilson, T.D., & Akert, R.M., Prentice Hall. Resources: Interactive quizzes, PowerPoint slides, "Try-it" exercises, psychology in the news. 5/e site; 4/e site; 3/e site [added 3/10/02]
Social Psychology, 3/e, (2001). Feldman, Robert S., Prentice Hall. Resources: Interactive quizzes. [added 3/10/02]
Social Psychology, 1/e, (1998). Moghaddam, F.M., Worth. Resources: Interactive quizzes, descriptions of how several films connect to social psychology. [added 3/11/02]
Sociology
Social Psychology: Shaping Identity, Thought, and Conduct, (1993), Kearl, M.C. & Gordon, C. Allyn & Bacon. Resources: Essays and links to a lot of related resources. [added 9/1/05]
Perhaps it is because I am a psychologist, but I could not find any other sociological social psychology textbooks with companion websites. Know of any?
More online psychology/sociology course pages from The World Lecture Hall
Student engagement - This article describes a study that investigated an interesting array of student engagement techniques as a means to promote better learning. [added 8/14/11]
Forced recall at the end of each class - A good article in Teaching of Psychology (April 2011) describes an effective technique to increase retention of material: "At the end of each lecture in a statistics for psychology course, students answered a small set of questions that required them to retrieve information from the same day’s lecture. These exercises constituted retrieval practice for lecture material subsequently tested on four exams throughout the course. This technique is called the PUREMEM (pronounced “pure mem”) procedure for Pure Memory or Practicing Unassisted Retrieval to Enhance Memory for Essential Material. Exam scores were significantly and substantially higher in a section of the course taught with the PUREMEM procedure than one taught without it. Students liked the procedure and believed it increased learning via several different mechanisms." Questions included "which correlation is stronger: One that has an r value of -.60 or one that has an r value of +.47?" or "r values can be any number from ____ to ____." As the testing effect recommends, the questions called for recall rather than recognition. [added 8/14/11]
Unconscious processes in teaching - a good discussion of how automatic processes affect our teaching [added 4/24/11]
Creating a warm classroom climate - examples and discussion of effective syllabi that help create a warm environment [added 4/24/11]
Teaching and Assessing Critical Thinking - good ideas and advice from D. Alan Bensley [added 12/30/10]
Grading papers electronically: Tips, tricks, and shortcuts - a good resource from the Teaching of Psych Idea Exchange [added 8/5/10]
Teaching Tips: Video lecture series - a good set of video lectures on nearly 80 topics related to the teaching of psychology [added 2/6/10]
"Helping students link effort and performance" - Here's a good article in the APS Observer about how teachers can assist students who believe they put a lot of effort into a task but do not end up with good performance. Here is an article the first one reminded me of that I use often and has a great title: "Why people fail to recognize their own incompetence." It summarizes research finding that our weaker students not only are weak, but also can't identify when their performance is weak. Unfortunately, those same students are often the ones who don't know how to fix their performance even if it is pointed out to them that it is weak. The first article gives some good suggestions about helping such students. [added 1/15/10]
Teaching Tips - some newer teaching tips from the Office of Educational Development at the University of California Berkeley [added 1/15/10]
Teaching Tips - a good set of tools from Penn State's Schreyer Institute for Teaching Excellence [added 7/31/08]
Teaching Tips - from the Center for Instructional Innovation at Western Washington University [12/22/07]
Award-winning teachers on teaching -- watch video presentations from faculty at Stanford on a variety of teaching topics [added 9/7/07]
Creating a Syllabus: Tutorial - New to teaching? Or, just want to see how others handle certain issues in their syllabi? Here's a very detailed tutorial on creating a syllabus that is heavy on examples of what other faculty have included on components such as expectations, grading, and technology enhancements, from The Center for Teaching and Learning Services at the University of Minnesota. [added 1/4/06]
More Tutorials - Also from The Center, here are some online tutorials on Active learning with PowerPoint, Helping students research electronically, and more. [added 1/4/06]
More Teaching Tips - From the Center for Research on Teaching and Learning at the University of Michigan [added 1/4/06]
Exam grading scheme - Heather Claypool uses an interesting exam weighting scheme in her Introduction to Social Psychology course that you may or may not have seen before. Her syllabus states "your worst exam score will count less toward your final grade than your other exam scores. Specifically, your lowest exam score will be worth 16% of your final grade, whereas all other exam scores will be worth 28% each." [added 1/4/06]
Team-based Learning (TBL) - Read about and watch video demonstrations of a technique developed at Ohio University using "application-focused team assignments" for small group work. [added 1/4/06]
"The surprising impact of seat location on student performance" - Do you teach large classes? Then you might find this research interesting in which they randomly assigned students to seats in the front half or back half of the room in a large (201 students) physics course. Halfway through the course they moved those from the front to the back and those seated in the back to the front. "Seat location during the first half of the semester had a noticeable impact on student success in the course, particularly in the top and bottom parts of the grade distribution. Students sitting in the back of the room for the first half of the term were nearly six times as likely to receive an F as students who started in the front of the room. A corresponding but less dramatic reversal was evident in the fractions of students receiving As. These effects were in spite of many unusual efforts to engage students at the back of the class and a front-to-back reversal of seat location halfway through the term." [added 6/20/05]
First and last moments of a class - a good set of ideas from the December issue of the APS Observer on how to promote initial interest in students at the beginning of class and leave them with a good sense of the material at the end -- particularly for lecture classes
Eberly Center for Teaching Excellence at Carnegie Mellon [added 6/15/04]
Center for Teaching and Learning, Indiana State University [added 11/14/03]
Teaching Resources and Continuing Education, University of Waterloo [added 11/14/03]
Center for Teaching Excellence, University of Kansas [added 11/14/03]
Center for the Advancement of Teaching, Illinois State University [added 11/14/03]
Teaching Resource Center, University of Virginia [added 11/14/03]Techniques and Strategies and Teaching Tips from the Center for Teaching Excellence, Iowa State University [added 11/14/03]
Teaching Tips from APS [added 7/16/03]
Teaching Tips - extensive, categorized set of teaching tips from Berkeley
Teaching Tips - from Stanford University - also see teaching newsletters - also see Teaching at Stanford handbook
Teaching Tips - fairly extensive, categorized set of teaching tips from Honolulu Community College
Teaching Tips - a variety of general tips from the University of Nebraska
Resources for the Teaching of Social Psychology is a part of the CROW Project, Course Resources on the Web. CROW was initially sponsored by the Associated Colleges of Illinois and generously supported by UPS. This site was created by Jon Mueller, Professor of Psychology at North Central College, Naperville, IL. Send comments to Jon.
