A historical review and resource guide to the scholarship of teaching and training in psychology and law and forensic psychology.

Najdowski, Cynthia J.; Bottoms, Bette L.; Stevenson, Margaret C.; Veilleux, Jennifer C.

doi:10.1037/tep0000095

Cited by 4 publications

(3 citation statements)

References 91 publications

(162 reference statements)

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“…Adcroft and Lockwood 2010, Frost andFukami 1997), mathematics(Bennett and Dewar 2012), nursing(Oermann 2014), occupational therapy(Hammel et al 2015), pharmacy(Peeters, Beltyukova and Martin 2013, Tofade, Abate and Fu 2014), philosophy(Riordan 2008), political science(Craig 2014, Hamann, Pollock and Wilson 2009, Trepanier 2017, psychology(Gurung et al 2008, Najdowski et al 2015, science(Rowland and Myatt 2014), social work(Grise-Owens, Owens and Miller 2016, Wehbi 2009), sociology…”

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confidence: 99%

Tracking the scholarship of teaching and learning

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2017

Policy Reviews in Higher Education

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The scholarship of teaching and learning has become an increasingly popular theme for discussion, research and practice in higher education over the last three decades. In essence, this idea recognizes the importance of taking a critical and research-based approach to teaching and learning, and, in doing so, attempts to elevate the status of the teaching role in comparison to research. This article explores the derivation and development of the scholarship of teaching and learning, and considers its application and critique, through a systematic review of the academic literature. It concludes that, while the scholarship of teaching and learning has been influential in terms of thinking, practice and policy-particularly at the level of the individual, course or department-it has not led to the development of new or innovative lines of research. While it might be argued that this was not its intention, it has limited its impact.

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Tracking the scholarship of teaching and learning

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2017

Policy Reviews in Higher Education

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“…The guidelines highlight the need for both breadth and depth of knowledge and skills related to the intersection of psychology and the law. Since the Guideline’s publication, a growing body of literature has further developed models of training in forensic psychology (DeMatteo, Marczyk, Krauss, & Burl, 2009; Najdowski, Bottoms, Stevenson, & Veilleux, 2015; Packer & Borum, 2013) as well as the core foundational and functional competencies consistent with best practices within the field (Table 1; ABPP, 2015).…”

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Forensic psychology postdoctoral training in the United States: How do programs meet national guidelines and standards?

Kopelovich

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Michaelsen

et al. 2020

Training and Education in Professional Psychology

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The current paper reviews a sample of forensic psychology postdoctoral training programs in the United States during the 2016 -2017 academic year. The authors conducted the initial multimethod data collection at the behest of their state legislature as part of an effort to advance state hospital and university cosponsored forensic psychology training programs. The authors collected data from 12 of the 25 (48%) existing forensic psychology postdoctoral fellowships in the United States, prioritizing programs with state hospital affiliations. Though some differences exist in how forensic psychology postdoctoral programs attempt to train to the core foundational and functional competencies outlined by the American Board of Forensic Psychology (ABFP), we found few instances in which the core competencies were formally and/or systematically assessed during the training year. The authors conclude that the sampled forensic psychology fellowships provide interesting and relevant training experiences that are centered around competencies established by the ABFP, and that an important next step in the field is to use the relevant competencies to construct a framework for consistent evaluation and feedback.

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“…As the number of courses offered in psychology and law and forensic psychology continues to rise, so does our understanding of what works in classrooms focused on psycholegal topics (najdowski, Bottoms, Stevenson, & Veilleux, 2015). Several years ago, when we set out to systematically evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses, we were not sure what we would find.…”

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confidence: 99%