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Hill, G. William, IV

Overview
Works: 15 works in 15 publications in 0 languages and 15 library holdings
Roles: Author
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Publications about G. William, IV Hill
Publications by G. William, IV Hill
Most widely held works by G. William, IV Hill
The Society for the Teaching of Psychology: A Psychology Teacher's Best Friend by G. William, IV Hill( file )
1 edition published in 2006 in Undetermined and held by 1 library worldwide
Best Practices for Teaching Beginnings and Endings in the Psychology Major: Research, Cases, and Recommendations by Dana Dunn( file )
1 edition published in 2010 in Undetermined and held by 1 library worldwide
Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses in psychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educators examine issues around teaching the introductory or careers course and developing a psychology-specific orientation program. The authors also provide concrete suggestions for building capstone experiences designed to fit the needs of a department, its pedagogical philosophy, or the educational agenda of the college or university. Undergraduate psychology curriculum designers and instructors can benefit from learning innovative and effective strategies for introducing the major to first-year students and, at graduation, for bringing closure, reinforcing the overall departmental learning outcomes, and helping students apply their disciplinary knowledge in capstone experiences and post-graduate life. In this collection of articles, psychology instructors involved in the improvement of teaching and learning review the research and share their own successes and challenges in the classroom. Discussions include effective practices for helping students become acclimated to and engaged in the psychology major, application of developmental knowledge and learning communities to course design, and use of quality benchmarks to improve introductory and capstone courses. Other chapters describe innovations in the design of stand-alone courses and offer concrete advice on counseling psychology graduates about how to use what they have learned beyond their higher education experiences
Quality Benchmarks in Undergraduate Psychology Programs by Dana Dunn( file )
1 edition published in 2007 in Undetermined and held by 1 library worldwide
Performance benchmarks are proposed to assist undergraduate psychology programs in defining their missions and goals as well as documenting their effectiveness. Experienced academic program reviewers compared their experiences to formulate a developmental framework of attributes of undergraduate programs focusing on activity in 8 domains: curriculum, assessment issues, student learning outcomes, program resources, student development, faculty characteristics, program climate, and administrative support. A continuum of performance was conceptualized for each attribute in each of the domains to characterize underdeveloped, developing, effective, and distinguished achievement for undergraduate programs. The authors hope to inspire a national conversation about program benchmarks in psychology in order to improve program quality, encourage more effective program reviews, and help optimally functioning programs compete more successfully for resources on the basis of their distinguished achievements
Blood, Sweat, and Trivia: Faculty Ratings of Extra-Credit Opportunities by G. William, IV Hill( file )
1 edition published in 1993 in Undetermined and held by 1 library worldwide
Presents a study of psychology faculty who rated each of 39 extra-credit opportunities based on their of the item, educational value and the likelihood that all students would be able to complete the opportunity. Percentage of respondents using extra credit; Positive correlations between rated educational value an use of extra credit; Most commonly used extra-credit opportunities
Reflections on Teaching by G. William, IV Hill( file )
1 edition published in 1990 in Undetermined and held by 1 library worldwide
Developing Scientific Reasoning Skills in Beginning and Ending Students by Suzanne C Baker( file )
1 edition published in 2010 in Undetermined and held by 1 library worldwide
The purpose of this chapter is to explore the role that departments and their faculty play in moving students from declaring psychology as a major to mastering the concepts, theories, and ways of thinking of psychologists at a baccalaureate level. We examine best practices that departments and faculty can adopt to facilitate optimal outcomes for both the students and the faculty who deliver the program. We begin before the story officially starts to unfold—with students who have little or no awareness of the whys and wherefores of psychology as a contemporary science
Essays from E-xcellence in Teaching 2000-2001 by William Buskist( file )
1 edition published in 2002 in Undetermined and held by 1 library worldwide
A collection of monthly essays originally published on the PsychTeacher™ Electronic Discussion List
Live From Across the Country: A Conference Session of In-Class Demonstrations by G. William, IV Hill( file )
1 edition published in 1992 in Undetermined and held by 1 library worldwide
We describe a conference session designed to present teaching demonstrations, especially for the introductory course. The session has been well received at various conferences and has several benefits for presenters and participants. Suggestions for those interested in scheduling such a session are offered
Spreading the Word: Faculty Development Conferences on Small Budget by G. William, IV Hill( file )
1 edition published in 1989 in Undetermined and held by 1 library worldwide
Incorporating Cross-Cultural Perspectives: Challenges and Strategies by G. William, IV Hill( file )
1 edition published in 2002 in Undetermined and held by 1 library worldwide
Incorporating a Cross-Cultural Perspective in the Undergraduate Psychology Curriculum: An Interview With David Matsumoto by G. William, IV Hill( file )
1 edition published in 2000 in Undetermined and held by 1 library worldwide
Interviews psychology professor David Matsumoto about incorporating a cross-cultural perspective in the undergraduate psychology curriculum. Increased emphasis on cross-cultural psychology in recent years; Definition of cross-cultural psychology by Matsumoto; Distinction between cross-cultural, cultural, ethnic, and indigenous psychologies
A Rubric for Learning, Teaching, and Assessing Scientific Inquiry in Psychology by Jane S Halonen( file )
1 edition published in 2003 in Undetermined and held by 1 library worldwide
Accountability pressures influence all levels of psychology instruction. In this article we explore how to meet those pressures with integrity, focusing on authentic assessment and teaching as a primary solution. We propose a rubric to describe the progress of students' acquisition of scientific inquiry skills applied to behavior and provide an example of an authentic assessment that demonstrates use of the rubric. Application of the rubric can enhance active learning, promote more sophisticated scientific inquiry, improve metacognitive development, support program evaluation, and enrich faculty development
Undergraduate Education in Psychology: All's Well That Begins and Ends Well by Dana Dunn( file )
1 edition published in 2010 in Undetermined and held by 1 library worldwide
This introductory chapter considers best practices for beginnings and endings in undergraduate psychology education. It reflects and responds to important concerns raised by colleagues who routinely teach undergraduates: What can be done early in the psychology major to help students learn better as they progress through it? What can be done later in the major, prior to graduation, so that students have an opportunity to integrate and synthesize the discipline-based knowledge they have acquired? We viewed these and related questions as a call for considering developmentally appropriate activities that build upon one another, thereby informing teaching and learning from the beginning to the end of the psychology program
The Psychology Lab Experience by Linda M Noble( file )
1 edition published in 1988 in Undetermined and held by 1 library worldwide
Mentoring Is as Mentoring Does by G. William, IV Hill( file )
1 edition published in 2005 in Undetermined and held by 1 library worldwide
 
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