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The Advanced Placement® (AP®) Program offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory level course or series of courses and are typically able to take more advanced courses in the same subject area. In this study, the authors compare the subsequent course performance of AP Exam takers who placed out of an introductory college course to students who did not take the AP Exam and completed the introductory course at their respective institutions. Results indicate that AP Exam takers, on average, earn the same or statistically significant higher grades in subsequent courses within the same subject area than do students completing the equivalent introductory coursework at their institution. Results provide evidence that AP Exam scores are valid indicators for course credit and placement decisions.

The purpose of this study was to address Advanced Placement (AP)® policy-related questions from administrators at the University System of Georgia (USG) using current AP Exam records and student course performance at four institutions. Specifically, comparisons of sequent or subsequent course grades were made between AP and non-AP students. This report details the AP Exam titles and institutions studied, analysis methods, and results, as well as data considerations to note. This study focused on examining the credit and placement policy or policies at the four institutions across multiple subject areas. Therefore, one research question was proposed for each exam title: How do AP Exam credit-holding students perform in sequent or subsequent courses compared to students without credit who took the corresponding introductory course at the institution? Four representative institutions, one from each USG institutional sector, were selected by USG for study: (1) Abraham Baldwin Agricultural College (ABAC); (2) Clayton State University (CSU); (3) Kennesaw State University (KSU); and (4) University of Georgia (UGA). Students in this study were first-time entering first-year students in the fall of 2013. Two academic years of course data for this cohort were included: 2013-14 and 2014-15. Course records from the institutions were matched to College Board AP Exam records using student identifying information. Due to varying AP Exam volumes, not all institutions were included in analyses for each AP Exam title. The combination of AP English Language and Composition and AP English Literature and Composition (referred to as "English") is the only area where all four institutions were able to be studied. Full Comparison Results are appended.

This document is the most recent revision of the document originally entitled "Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties," first approved by the American Psychological Association (APA) Council of Representatives in February 2012. The purpose of this document is to provide a consistent set of terms and definitions related to education and training in health service psychology specialties and subspecialties recognized by the APA. The "Guidelines" also provide a structure for the use of these terms within the education and training sequences for each of these approved specialties and subspecialties. The overarching goal of the "Guidelines" is to facilitate clear and consistent communication in the use of terminology for training programs, students, professional organizations, and members of the public. The "Guidelines" address the type and intensity of specialized training opportunities offered by individual education and training programs at the doctoral, doctoral internship, postdoctoral, and postlicensure stages of education and training. [These guidelines were prepared by the American Psychological Association's Commission for the Recognition of Specialties and Subspecialties in Professional Psychology (CRSSPP).]

Research from psychological science can tell faculty a great deal about how to enhance their teaching and learning in the classroom. This report was inspired primarily by the "Top 20 Principles from Psychology for PreK-12 Teaching and Learning" report published by the Coalition for Psychology in Schools and Education in 2015. The Committee on Associate and Baccalaureate Education (CABE) Task Force began by carefully examining the 20 principles. They then determined whether each concept presented was relevant or could be relevant for college teaching. Relevant concepts were carried forward and rewritten to better reflect teaching and learning in higher education. Next, the task force identified other concepts relevant to college teaching and learning. For this report, they identified 21 concepts that were highly important for college teaching and learning. The task force then created recommendations for instructors teaching in higher education, with one concept presented in each chapter. Each chapter begins with a bulleted list of ways that instructors can use the concept to promote learning and student success in their classrooms with an explanation why the concept is important and some of the psychological science research backing it. [For "Top 20 Principles from Psychology for PreK-12 Teaching and Learning," see ED583696.]

The 2012 edition of the "Digest of Education Statistics" is the 48th in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest," material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The "Digest" contains seven chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Programs for Education and Related Activities: (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with three appendices. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest"; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 493 tables and 29 figures. Individual chapters contain footnotes) [For Appendices, see ED544579. For "Digest of Education Statistics, 2011. NCES 2012-001," see ED544580.]

The 2011 edition of the "Digest of Education Statistics" is the 47th in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest," material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The "Digest" contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Programs for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with three appendices. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest"; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 29 figures and 450 tables.) [For Appendices, see ED544581. For "Digest of Education Statistics, 2010. NCES 2011-015," see ED518987.]

This report provides statistical information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. Its primary purpose is to serve as an information source. It offers no endorsement of or recommendations about policies or programs. National Science Foundation reporting on this topic is mandated by the Science and Engineering Equal Opportunities Act (Public Law 96-516). This digest, new for 2011, highlights key statistics drawn from the wide variety of data sources used to provide this information. Data and figures in this digest are organized into six topical areas--enrollment, field of degree, employment status, occupation, academic employment, and persons with disabilities. Surveys conducted by the Science Resources Statistics division of the National Science Foundation provided a large portion of the data used in this report. During the report's production, the America COMPETES Reauthorization Act of 2010 was signed into law. Section 505 of the bill renames the Division of Science Resources Statistics as the National Center for Science and Engineering Statistics (NCSES). The new name signals the central role of NCSES in the collection, interpretation, analysis, and dissemination of objective data on the science and engineering enterprise. Furthermore, the technical notes for this report provide information on specific data sources, including the survey population, data collection procedures, and sampling errors. This digest includes data on people with degrees in science, engineering, and health fields, constituted in this report by the following fields: astronomy, chemistry, physics, atmospheric sciences, earth sciences, oceanography, mathematics and statistics, computer sciences, agricultural sciences, biological sciences, psychology, social sciences, engineering, medical sciences, and other life sciences. Glossary and a list of online resources are also included.

Attrition in apprenticeships and traineeships is an ongoing concern for employers and government alike, with completion standing at around 50% on average. One possible explanation for this high attrition rate is that there is a mismatch between the respective expectations of apprentices/trainees and employers. This research uses the concept of the psychological contract, that is, the perceived mutual obligations between employers and employees of themselves and each other, to test this explanation. Findings include: (1) Expectations in apprentice and trainee employment arrangements are similar in most respects to that of other employment relationships; (2) Mismatched perceptions of the other parties' obligations are not a major issue, but there are differences in the perceptions of the extent to which obligations are being met; (3) Both parties consider the provision of training as the employers' most important obligation, but apprentices and trainees perceive that employers do not always deliver on their training obligations. Specific discrepancies were noted in relation to apprentices and trainees wanting a specific time for training and a wider range of training methods; (4) Apprentices who have completed pre-apprenticeships and apprentices and trainees employed by group training organisations have lower expectations and are relatively more satisfied; and (5) While a mismatch of expectations is not a key factor behind high attrition, the study suggests employers should ensure they have appropriate systems for managing apprentices and trainees across all age ranges and for communicating mutual expectations to all parties. Appended are: (1) Data tables; and (2) Methodology. (Contains 19 tables and 1 figure.)

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. The selected results presented in this annual report are based on responses from more than 362,000 students attending 564 U.S. baccalaureate-granting colleges and universities who completed NSSE in spring 2010, as well as subsamples of this group who responded to three sets of experimental questions. Results are also included from the Beginning College Survey of Student Engagement (BCSSE), with more than 8,000 entering students from 126 institutions, and the Faculty Survey of Student Engagement (FSSE), with more than 19,000 faculty representing 154 institutions. This report contains a lead story, "Engagement within the Disciplines". It analyzes results from specific major fields to show how disciplinary influences and student characteristics affect student engagement. It shows that participation in high-impact practices varied by major, and further illustrate this with analyses of seniors majoring in general biology, business, English, and psychology. These four disciplines were selected because they are fairly popular yet represent a wide spectrum of academic traditions. The second story--"The Engagement of Student Veterans"--presents valuable new information about the learning experiences and time use of student veterans, including those who had combat experience. It shows that, in certain areas, student veterans are less engaged than their peers and also perceive less support from their campus environments. Finally, "Exploring New Dimensions of Learning and Engagement" presents interesting results from three sets of experimental questions--curricular peer interaction, quantitative reasoning, and student perceptions of institutional learning goals. (Contains 10 tables, 16 figures and 5 online resources.) [For the 2009 report, see ED507080.]

This paper is designed to assist undergraduate and graduate students as they study the field of psychology. As a course supplement, it intends to guide students in their learning throughout the semester and beyond the scope of the present semester in the form of lifelong learning. This learning tool will help students in organizing psychological terms, concepts, and ideas as well as connecting psychological constructs to existing schemas from previous academic courses. A contextual approach will be used that situates psychology historically and structurally within the academic traditions of the humanities, social sciences, and natural sciences. The field of psychology is understood by examining four current viewpoints (psychoanalytic, behavioristic, humanistic, and cognitive) that can be employed to critically compare and contrast theoretical perspectives. The information and ideas presented here will supplement a course textbook, classroom lectures and activities, outside readings, and other learning activities. The document is also designed for readers who need a quick overview, reference, or review of the field of psychology because they are new to the field, new to a particular course, or lacking a strong background in the field. This scholarly effort is dedicated to all of those who strive to develop a comprehensive and in-depth knowledge of psychology in an effort to apply these ideas to practical situations in their professional careers and personal lives. (Contains 2 tables.)

The Board of Educational Affairs (BEA) of the American Psychological Association (APA) appointed a task force to articulate what students should know and be able to do at the conclusion of a master's program. Professional organizations such as APA have an obligation to lead the discipline in offering guidance about appropriate learning goals and outcomes at all levels of education. APA guidelines outline goals and outcomes at the high school and undergraduate level as well as competencies at the clinical, counseling, and school doctoral level. This document is intended to help bridge the sequence of education and training with core goals and outcomes for psychology master's programs. The Task Force will develop a set of goals and learning outcomes that will: (1) Be applicable to any subfield of psychology (e.g., neuroscience, cognitive, industrial-organizational (I/O), quantitative or clinical/counseling/school); (2) Serve as a basis for departments and programs to create learning outcomes; (3) Not prescribe any course or curriculum requirements, nor specific professional-based competencies associated with serving clients or applying psychological science; and (4) Not address or challenge the doctoral requirement for those licensed for independent practice of psychology, as set forth in the APA's Model Licensure Act. [The guidelines were written by the APA Task Force on Guidelines for Master's Programs in Psychology.]

The Tennessee social studies state standards present a vision of every child matriculating into a civic-minded citizen armed with the six content (culture; economics; geography; government and civics; history; and individuals, groups, and interactions) and four process standards of knowledge (communication; data analysis; historical awareness; and acquiring information). The philosophy is that process and content standards should be taught in an integrated manner, not in isolation. The learning expectations identify the essential and broad core of learning. Grade-level specific accomplishments delineate the skills and knowledge necessary to master the learning expectations at each grade. Learning expectations and accomplishments mastered within each grade cluster are assessed at the benchmark grades of three, five, and eight. The document's benchmark pages reflect performance indicators, detailing the level of achievement for each grade cluster. These performance indicators are divided into two categories: (1) state assessed; and (2) teacher observed. The Tennessee comprehensive assessment program evaluates the state performance indicators. In the classroom, teachers assess the teacher performance indicators through observation and other authentic methods. Within each category the indicators are divided into three levels: (1) below proficient; (2) proficient; and (3) advanced. All students are expected to master all three levels by the end of the grade cluster. The social studies standards include standards, learning expectations, and performance indicators for the following curriculum areas: K-8 social studies, U.S. history, world history, world geography, U.S. government, civics, sociology, economics, and psychology. Appendices provide a glossary of terms, resource materials, lists, and related information. (BT)

This curriculum for a medical assistant program is designed for students interested in caring for the sick, injured, convalescent, or disabled under the direction of the family, physicians, and credentialed nurses. The curriculum is divided into 12 units: orientation to medical assisting; principles of medical ethics; risk management; infection control and hazards management; anatomy, physiology, pathology, and psychology; medical database; patient examinations; patient education; medications; medical emergencies and facility safety; laboratory procedures; and general office procedures. Each unit is composed of 2-5 objectives; a number of performance indicators are listed for each objective. The program is designed to include classroom instruction via lectures, demonstrations, and discussions. Hospitals, medical centers, nursing home or care centers, or medical-surgical clinics often work cooperatively with schools to provide students with clinical practice and experience. (YLB)

The primary purpose of the social studies is to help young people, as future culturally diverse, democratic citizens in an interdependent world, develop the ability to make informed and reasoned decisions for the public good as citizens. Underlying this scope and sequence is the principle that neither gender, economic status, nor cultural background limits a student's ability to understand social studies and develop civic efficacy. The goals and objectives of the state of North Carolina's course of study for the social studies closely parallels the national social studies curriculum standards. The national content standards for history, geography, economics, and psychology support this guide and provide guidance for implementing the strands across the curriculum. The guide is divided into 19 sections: (1) "Preface"; (2) "Philosophy"; (3) "Purpose"; (4) "Program Description"; (5) "The Role of Disciplines in the K-12 Social Studies Curriculum" (History; Geography; Economics; Political Science; Anthropology, Sociology, Psychology; Sequence; Skills); (6) "Elementary Social Studies" (K-5); Middle School Social Studies (6-8); (7) "Secondary Social Studies" (9-12); (8) "African American Studies"; (9) "American Government"; (10) "American Indian Studies"; (11) "Contemporary Issues in North Carolina History"; (12) "Contemporary Law and Justice"; (13) "Economics; Geography in Action"; (14) "Latino American Studies"; (15) "Psychology"; (16) "Sociology"; and (17) "Bibliography" (n=18). (BT)

This document is a companion to the North Dakota Social Studies Standards (December 2000), and provides descriptions of levels of student performance and achievement in relation to the state standards and benchmarks. It is designed for use by all educators in grades K-12. Components of the document include: content standards (statement that describes what students should know and the skills they should have in a specific content area); benchmarks (statements of knowledge and skill that define a standard at a given developmental level e.g., grades 4, 8, and 12); and performance levels (level 4 advanced proficiency; level 3 proficient; level 2 partially proficient; level 1 novice). The performance levels defined in this document are written as expectations for students when they complete grades 4, 8, and 12. These standards are divided into: (1) "Nature and Scope of History"; (2) "Political Institutions"; (3) "Economic Systems"; (4) "Social Studies Resources"; (5) "Role of the Citizen"; (6) "Geography"; (7) "Culture"; (8) "Sociology and Psychology"; (9) "Sovereignty." Also included are: a list of nine Web sites for reference; a list of resources; and a glossary. (Contains 16 references.) (BT)

This paper examines potential relationships between students' reading proficiency and performance in general psychology classes. The primary research objective was to determine if there existed a relationship between reading level, as measured by a student's initial ACCUPLACER reading placement, and performance in a general psychology class, as measured by final course grade. Successful performance in general psychology consisted of course grades A, B, or C; unsuccessful performance consisted of course grades D, F, PR, or W. Analyses of the data showed that the relationship between reading level and performance in General Psychology, as defined by success rates, was not significant. However, significant differences in performance outcomes were observed for students who had developmental (Reading 030 and below) and non-developmental (Reading 513 and 100) reading placements. When the analysis was restricted to students who received grades that were used to calculate grade point average, the data showed that non-developmental students received significantly higher grades than developmental students. The mean grades received in general psychology by developmental (1.76=D) and non-developmental reading students (2.36=C) differed significantly. To obtain a more accurate measure of student reading ability, it is important that ACCUPLACER reading placements are adjusted to incorporate instruction in developmental reading coursework. (JA)

This workshop presents a collection of demonstrations of various psychological concepts. It provides a technique to increase people's interest in the field of psychology and to teach some basic principles about psychology for use on a daily basis. The workshop covers sensation; perception; learning; memory; responding; thinking; interference; measurement; feedback; reinforcement; assumptions; and interpretation. For each activity, you review the psychological basis for the activity; engage in participating in the activity; participate in a discussion relating the activity to real life experiences of the participants; and discuss the way in which participating in the activity will benefit the participants at home or on the job. This program provides a lively, informative workshop with minimal preparation. (ADT)

This paper provides tips and suggested activities for an online course in psychology. It describes the steps needed to start planning an Internet course and various features that are important to the success of the course (i.e., technical support, learning participation in discussions). Possible problems with computer-mediated instruction are also addressed. It is important to remember that teaching an online course is not an escape from teaching; it is teaching in a different format. (Contains 12 references.) (SLD)

Career options for baccalaureate level psychology graduates are not readily known. Deciding whether to pursue a university career or one in industry is often a difficult decision for graduates since they usually have limited industrial experience. This paper describes how graduates can maximize the value of their psychology degree. It explains what working in industry would be like for a graduate, what skills they would utilize, and which factors would lead to their success in industry. Practical recommendations are listed for working in both educational settings and in industry. Tips on writing a resume and preparing for an interview are also included. (JDM)

Social studies provides coordinated, systematic study of such disciplines as economics, history, geography, government, sociology, anthropology, psychology, and elements of the humanities. It develops the knowledge, skills, and processes necessary to understand historical and present day connections among diverse individuals and groups. A study of Montana's rich past and geographic diversity includes the distinct cultural heritage and contemporary perspectives of Montana's Native Americans and other cultural groups. Montana state content standards indicate what students should know, understand, and be able to achieve in a specific content area. Performance standards provide a picture of student achievement at four performance levels: (1) advanced, (2) proficient, (3) nearing proficiency, and (4) novice. Benchmarks define expectations for students' knowledge, skills, and abilities along a developmental continuum in each content area. That continuum is focused at three points at the end of grades four, eight, and twelve. Montana's six content standards for social studies are that students: (1) access, synthesize, and evaluate information to communicate and apply social studies knowledge to real-world situations; (2) analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility; (3) apply geographic knowledge and skills; (4) demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships; (5) make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption; and (6) demonstrate an understanding of the impact of human interaction and cultural diversity on societies. (BT)

There is a great need to increase the number of American Indian students in psychology, especially in clinical and counseling psychology. Nationally, there are fewer than 200 American Indian psychologists, and most mental health services for Indian people are provided by paraprofessionals, who may be poorly trained for this function. In addition, Indian people tend to experience more psychological problems than non-Indians, having higher rates of alcoholism, depression, and suicide. The lack of American Indian psychologists is a multifaceted problem, involving lack of cultural relevance of pathology-oriented models and lack of psychologist role models for prospective Indian students. The ability of university psychology programs to attract American Indian students is influenced by the small size and geographic concentration of the Indian population, the isolation of Indian students in rural areas and on reservations, student poverty, and biased admission criteria. Student recruitment efforts could be improved through the commitment and support of the entire psychology department, the recruitment of Indian faculty members, faculty travel to schools and tribal areas, advertisements in tribal publications, and establishment of an Indian student center on campus. Retention of Indian students in college could be improved by making reasonable accommodations for cultural differences, establishing support groups and mentoring relationships, and getting feedback from American Indian graduates. (Contains 28 references.) (SV)

This document provides comparative salary trend data for full-time faculty in 26 academic disciplines/major fields for the baseline year 1994-95 and the trend year 1997-98 for 262 public and 387 private institutions. For each discipline/major field surveyed, the report provides a Classification of Instructional Programs (CIP) definition, data tables providing information on salary by rank and faculty mix, and comparisons between the two study years. Appended to each review are lists of selected disciplines and public and private participating institutions. The following fields are included: History, General; Home Economics; Library Science; Marketing Management and Research; Mathematics; Multi/Interdisciplinary Studies; Music, General; Nursing (RN Training); Occupational Therapy; Parks, Recreation, Leisure and Fitness Studies; Philosophy and Religion; Physical Sciences; Physical Therapy; Physics, General; Political Science, General; Protective Services; Psychology; Public Health, General; Reading Teacher Education; Social Sciences, General; Social Work; Sociology; Special Education, General; Speech-Language Pathology and Audiology; Teacher Education; and Visual and Performing Arts. (CH)

This document is a guide for library research in psychology or counseling. The first section discusses how to do research in the library, including choosing a topic, beginning with books, updating the information with journals, checking out books, interlibrary loan, visiting other libraries, and writing the paper. The second section provides sources of general information in psychology in encyclopedias, handbooks, and dictionaries. The third section includes the following sources for information on psychology books and journals: thesauruses, periodicals indexes and abstracting services, indexes to government publications, review serials and yearbooks, current awareness, bibliographies of serials, and bibliographies. The fourth section presents guides to the literature of psychology and handbooks for writing psychology papers. The fifth section contains miscellaneous information, including bibliographical sources, dictionaries, statistics sources, tests and measurements, and professional training and careers. (AEF)

This supplement provides teachers with tests, quizzes, answers to questions in the text, and general teaching information for using the student text, "Psychology," by Rebecca Stark. Quizzes included are on the topics of human development; the nervous system; the brain; cognitive development; sensation and perception; conditioning; learning; memory; motivation; emotion; altered states of consciousness; frustration and conflict; psychotherapy; theories of personality; and social psychology. A crossword puzzle and pre- and post-tests also are in the booklet. (EH)

This document presents an environmental/ethics and counseling psychology training manual. An introductory preview for the manual includes "Green in Green: A study of disconnection, its implications and rectification" by Michael J. Cohen. This preview describes a study that helps readers to identify their natural old-brain as well as their culturally trained new-brain ways of knowing. The study contains a sampling of "Well Mind, Well Earth" nature-connecting activities. The manual itself presents activities and concepts from many areas of modern life. In order to help the reader beneficially become more integrated and balanced, it incorporates and unifies interdisciplinary and cross-cultural experiences. It offers 90 days of unique personal experiences, activities, and concepts that catalyze responsible growth and change through participatory contact with the natural world. The first five chapters are included under Section I, The War for Peace of Mind. Nine chapters are contained in Section II, Feelings are Facts, and an additional nine chapters are presented in Section III, Connecting With Us. Section IV, The Disconnectors, contains three chapters on alienation, prejudice against nature, and nature abandoned. Section V, Empowering Us, includes chapters on strengthening natural senses, fulfillment, and liferaft. Section VI contains four chapters on Interpretation, Theory, and Potential. The final section of the guide contains the appendices. Included are references, a brief description of The World Peace University, a summary of Project NatureConnect, and a form to obtain further information. (NB)

The two training manuals provide activities and exercises intended for use in college-level study groups for students needing assistance with academic English. They were prepared as part of a larger project at California State University at Los Angeles to enhance curricula, instruction, and preparation of students with limited English. In each volume, the first section contains a brief description of the study group program and some exercises designed to build group cohesion and communication. The subsequent three sections in each volume contain activities to accompany study groups for general education courses. In the first manual, these courses include: Humans and their Biological Environment (biology); United States Civilization (history); and Introduction to Psychology. In the second volume, the courses are: Introduction to American Politics and Society (political science); Principles of Sociology; and Oral Communication (speech). The exercises were contributed by a number of individuals. (Contains 25 references.) (MSE)

This workbook on library skills for psychological research covers: (1) how to look up books by title or author, including an introduction to STARS (the Stony Brook Automated Retrieval System); (2) how to find books by subject using STARS and how to consult the Library of Congress List of Subject Headings; (3) the kinds of informational questions in psychology that can be answered with reference works and the types of reference books available; (4) the importance of journals for psychological research and how to identify appropriate journals; (5) how to use a periodical index, the Stony Brook Union List of Serials, and the titles of periodical indexes useful for research in psychology; (6) how to use abstracting sources and the titles of abstracting sources useful for psychology; (7) how to use the Social Sciences Citation Index, CD-ROMs, and computerized information retrieval; (8) how to use newspapers and general magazines, the use of specialized newspaper indexes, and location of microform articles; (9) the use of reference sources for getting information about psychological tests and measures; and (10) government documents in the Stony Brook library and how to locate appropriate documents. Each chapter contains review questions, an answer key, and samples of questions that appear on the course practicum exam. (KRN)

This monograph summarizes the data from a study designed to evaluate how university deans, department chairmen and faculty view teaching related activities. A methodological problem which limited the analysis of a similar, earlier study prompted the development and execution of this research. An introductory section describes the earlier flawed study. There follows a description of the methodology for the current study: deans, department chairs and faculty were surveyed in nine disciplines within a national sample of colleges and universities; the study used a sample of 453 institutions and sent surveys to deans, departments chairs and faculty with 54 percent of deans and department chairs and 38 percent of faculty returning the survey (the final total was 142 deans, 392 chairs, and 1,172 faculty). In addition, to permit the testing of theories about differences among the disciplines, three disciplines were selected from each of the following areas: (1) the physical sciences (biology, chemistry, mathematics); (2) the social sciences (political science, psychology, sociology); and (3) the humanities (English, history, music). The bulk of the document consists of a series of tables presenting the data from the study. Many tables permit comparisons between disciplines. An index to the tables is included, and to assist in further research, the tables have been cross-referenced by category. (JB)

The paper briefly discusses pedagogical theory underlying the application of cooperative learning strategies in postsecondary environments and describes specific cooperative pedagogical strategies. Most of the paper consists of descriptions of the following exemplary cooperative learning techniques, with supporting data when available: (1) Aronson's Jigsaw Classroom (in which material to be learned is apportioned among student groups who teach their expertise to the rest); (2) Dansereau's scripted dyadic model, in which pairs of students exchange multiple oral summaries of brief sections of text material; (3) Fantuzzo's reciprocal peer tutoring (pairs of students test each other in preparation for a class test); (4) Johnson, Johnson, and Smith's structured controversy (students are assigned to support opposing sides of an issue); (5) Lyman's Think-Pair-Share technique (pairs of students discuss individual responses and then share with the whole group); (6) Miller and Spencer's roundtable (students brainstorm their responses); (7) Sharan's group investigation model (small groups investigate and prepare presentations on a subtopic); (8) Sherman and Woy-Hazleton's student team project (student groups work on a real community problem); and (9) Sherman's dyadic essay confrontations (students compose and share sample essay questions). Approximately 100 references accompany the theoretical portion of the paper, and an appendix includes an annotated bibliography of 58 items. (DB)

This book probes the ways ads persuade people to purchase, and attempts to teach individuals to become more discerning consumers. Critical thinking, when applied to analyzing ads, benefits consumers by helping them recognize patterns of persuasion and sort incoming information in order to get to the hidden message. The book s basic premise is that all people are benefit-seekers and persuaders are benefit-promisers. There are four dynamics of benefit-seeking behaviors: (1) protection, or keeping a perceived "good"; (2) relief, or getting rid of a perceived "bad"; (3) acquisition, or getting a new "good"; and (4) prevention, or avoiding getting a new "bad." The book identifies a five-part strategy of the basic pattern of advertising ("Hi, Trust Me, You Need, Hurry, Buy"), discusses the vocabulary of advertising, and provides exercises, discussion topics, and quiz sheets as learning and assessment tools. (DQE)

This sourcebook was developed to present ideas on how to bring the discussion of the Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) into the 11th and 12th grade social studies classroom, while continuing to focus on social studies concepts and skills. The manual's four main sections examine HIV and AIDS from the perspectives of U.S. history, economics, participation in government, and psychology. Each section contains background discussion material and suggestions for activities, which may be carried out either as class assignments or as extra credit projects. Each of the outlined activities includes an overview, teacher background, and follow-up assignments. Appendices include a student handout of what high school juniors and seniors need to know about HIV and AIDS, a synopsis for teachers of current information on HIV infection, an AIDS-myth fact sheet, a list of AIDS regional training centers, and lists of useful books and information sources. (DB)

The ideas and concepts of Carl Jung are the basis for the materials of this curriculum guide for teaching gifted students at the secondary level. Entitled "Man and His Symbols," the guide is organized in five parts: (1) Approaching the Unconscious; (2) Ancient Myths and Modern Man; (3) The Process of Individuation; (4) Symbolism in the Visual Arts; and (5) Symbols in An Individual Analysis. Each part is organized in the following format: introduction; instructional objectives; required activities; pre-test; questions for review; extra reading, research, and projects; for discussion and evaluation; and an insight and a reaction. (DB)

This curriculum guide, covering sociology, psychology, advanced social science problems, world area studies, and American culture studies contains the following components: a statement of philosophy and broad goals for each content area, objectives organized around broad content goals or strands, scope and sequence charts, instructional planning guides that include suggested teaching activities, sample units, bibliographies, and lists of community resources and other supplementary materials. (DB)

This issue of "DataPoints" shows how median earnings for individuals with associate degrees in STEM are $60,000 and $48,000 for individuals with a certificate in STEM, compared to $53,000 for bachelor's-degree earners in humanities and $46,000 for a bachelor's degree in education.

This revision of "APA Guidelines for the Undergraduate Psychology Major" (2006) represents a national effort to describe and develop high-quality undergraduate programs in psychology. "Guidelines 2.0" grew out of an expectation expressed in the first iteration of the "Guidelines" that policy documents on curricular matters should be living documents--meaning that the recommendations must be systematically revised over time to ensure their relevance. The task force charged with the revision of "Guidelines 2.0" examined the success of implementing the original document and made changes to reflect emerging best practices and to integrate psychology's work with benchmarking scholarship in higher education. "Guidelines 2.0" captures a set of optimal expectations for performance by undergraduates who are engaged in the study of psychology. The document outlines five broad goals and corresponding student learning outcomes that represent reasonable departmental expectations for the undergraduate psychology major across different kinds of educational contexts. The selection of the five goals and corresponding student learning outcomes reflects emerging best practices from the scholarship of teaching and learning in psychology as well as the experiences reported from academic program reviewers. [This revision was written by the APA Board of Educational Affairs Task Force on Psychology Major Competencies (2012).]

Dementia in its many forms is a leading cause of functional limitation among older adults worldwide and will continue to ascend in global health importance as populations continue to age and effective cures remain elusive. The following guidelines were developed for psychologists who perform evaluations of dementia and age-related cognitive change. These guidelines conform to the American Psychological Association's (APA's) "Ethical Principles of Psychologists and Code of Conduct". The term guidelines refers to statements that suggest or recommend specific professional behavior, endeavors, or conduct for psychologists. (Contains 1 footnote.)

The "Guidelines for Psychological Practice With Lesbian, Gay, and Bisexual Clients" provide psychologists with (a) a frame of reference for the treatment of lesbian, gay, and bisexual clients and (b) basic information and further references in the areas of assessment, intervention, identity, relationships, diversity, education, training, and research. These practice guidelines are built upon the "Guidelines for Psychotherapy With Lesbian, Gay, and Bisexual Clients" (Division 44/Committee on Lesbian, Gay, and Bisexual Concerns Joint Task Force on Guidelines for Psychotherapy with Lesbian, Gay, and Bisexual Clients, 2000) and are consistent with the American Psychological Association (APA) "Criteria for Practice Guideline Development and Evaluation". They assist psychologists in the conduct of lesbian, gay, and bisexual affirmative practice, education, and research. (Contains 2 footnotes.)

Maintaining contact with alumni can result in a number of benefits for psychology departments. For example, alumni may give feedback useful for curriculum assessment and departmental planning, assist with recruiting, and provide current students with information about jobs and graduate school. The authors describe a Facebook group they created for their department to connect alumni, current students, and faculty. A year later, members evaluated the site. Respondents agreed that it was a valuable resource, but current students rated it higher than did alumni. The authors discuss features the members enjoyed and ideas for improving the site. (Contains 1 figure.)

The purpose of this guide is to help lower barriers for instructors who are interested in using student response systems, or "clickers," but are intimidated by the technology or the time investment. This guide is a step-by-step overview of the process of adopting clickers based on the author's experiences as a professor who recently took the plunge. In order to continue to learn more after reviewing the basics presented in this document, the author suggests exploring the more advanced materials listed in Appendix A. The following is a list of the major steps that are detailed in subsequent sections of this guide: (1) Clicker uses; (2) Clickers or flash cards?; (3) Choosing a vendor and plan; (4) Learning the software; (5) Preparing students and the classroom; and (6) Developing best practices. Appended are: (1) Other Resources; and (2) Student Response System Vendors.

These guidelines are designed to educate psychologists and provide a framework for making decisions regarding professional record keeping. State and federal laws, as well as the American Psychological Association's "Ethical Principles of Psychologists and Code of Conduct," generally require maintenance of appropriate records of psychological services. The nature and extent of the record will vary depending upon the purpose, setting, and context of the psychological services. Within these guidelines, more directive language has been used when a particular guideline is based specifically on mandatory provisions of the Ethics Code or law. However, some areas are not addressed in those enforceable standards and regulations. In these areas, more aspirational language has been used. This document aims to elaborate and provide assistance to psychologists as they attempt to establish their own record keeping policies and procedures.

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP.

This guide directs the researcher to materials relating to Carol Gilligan's work in the fields of psychology and gender studies, the scholarly dialogue of her critics, and related authors and works. Its purpose is to present a single resource from which the study of Gilligan's work and influence can grow through varied types of research materials, including biographical sources, primary materials, periodical literature, and web resources. (Contains 1 note.)

Psychological First Aid is an evidence-informed modular approach to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism. Psychological First Aid is designed to reduce the initial distress caused by traumatic events and to foster short- and long-term adaptive functioning and coping. Principles and techniques of Psychological First Aid meet four basic standards. They are: (1) Consistent with research evidence on risk and resilience following trauma; (2) Applicable and practical in field settings; (3) Appropriate for developmental levels across the lifespan; and (4) Culturally informed and delivered in a flexible manner. This guide contains the following sections: (1) Introduction and Overview; (2) Preparing to Deliver Psychological First Aid; (3) Core Actions; (4) Contact and Engagement; (5) Safety and Comfort; (6) Stabilization; (7) Information Gathering; (8) Practical Assistance; (9) Connection with Social Supports; (10) Information on Coping; and (11) Collaborative Services. Appended are: (1) Overview of Psychological First Aid; (2) Service Delivery Sites and Settings; (3) Psychological First Aid Provider Care; (4) Psychological First Aid Worksheets; (5) Handouts for Survivors; and (6) Handouts to Distribute and Copy. (Contains 1 footnote.) [This paper is co-published by the National Center for PTSD.]

Hopes to supply literacy educators with multidisciplinary perspectives on literacy that lead to a broader, richer view of what it means to be literate. Examines how research in the fields of educational psychology, linguistics, anthropology, and critical theory has contributed to the understanding of literacy as a multilayered, complex phenomenon. (SG)

Provides a guide for developing, evaluating, and reviewing proposed and existing practice guidelines, explaining the difference between guidelines and standards and between practice and treatment. Describes the process of developing the 1995 American Psychological Association practice guidelines document, then focuses on practice guideline attributes, an outline for practice guidelines proposals, documentation and review, and status and expiration. (SM)

Discusses guidelines for professional practice and related policy development by the American Psychological Association's (APA) Board of Professional Affairs over the past decade, explaining that the APA policy distinguishes two types of guidelines for professional practice: treatment guidelines (providing specific recommendations about treatments to be offered to clients) and practice guidelines (providing recommendations concerning professional conduct and issues to be considered in specific areas of clinical practice). (SM)

Presents a set of criteria for use in evaluating treatment guidelines promulgated by health care associations, government agencies, professional associations, or other entities, explaining that treatment guidelines are designed to educate health care professionals and the health care system as a whole about the most effective treatments available. Focuses on treatment efficacy and clinical utility, then discusses the guideline development process. (SM)

Describes the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct, focusing on introduction and applicability; preamble; general principles; and ethical standards (resolving ethical issues, competence, human relations, privacy and confidentiality, advertising and other public statements, record keeping and fees, education and training, research and publication, assessment, and therapy). (SM)

Focuses on the use of student publications in journals as a teaching tool. Explores the use of this technique in three contexts: (1) enabling students to understand experimental methodology; (2) teaching students about statistics; and (3) helping students learn more about the American Psychological Association (APA) writing style. (CMK)

Presents activities to help students gain understanding about auditory perception. Describes demonstrations that cover topics, such as sound localization, wave cancellation, frequency/pitch variation, and the influence of media on sound propagation. (CMK)