Teaching Students to Use Electronic Databases

McCarthy, Maureen A.; Pusateri, Thomas P.

doi:10.1002/9780470754924.ch18

Cited by 4 publications

(6 citation statements)

References 2 publications

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“…The Association of College and Research Libraries offers psychology-specific outcomes that include (a) developing a research plan, (b) identifying keywords and related terms, (c) carefully selecting terms relative to the database, and (d) using appropriate com- mands (e.g., Boolean operators). McCarthy and Pusateri (2006) offered psychology-specific student learning outcomes for information literacy. In addition to traditional information literacy skills, we suggest that programs consider the role of technology in the professional development of students.…”

Section: Student Learning Outcomesmentioning

confidence: 99%

Quality benchmarks in undergraduate psychology programs.

Dunn

McCarthy

Baker

et al. 2007

American Psychologist

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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.[A]lthough outcomes assessment and educational standards can aid in improving quality, in isolation they will fail. To succeed, they must be part of an integrated strategy with a heavy emphasis on the use of formative assessment for both teacher and learner.

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Section: Student Learning Outcomesmentioning

confidence: 99%

Quality benchmarks in undergraduate psychology programs.

Dunn

McCarthy

Baker

et al. 2007

American Psychologist

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“…However, our assignment focused mainly on teaching students to critically evaluate the quality of information and its source, which is only one important aspect of information literacy. Other important aspects include (a) determining what type of information to obtain, (b) locating and accessing information effectively, and (c) using information effectively (Harris & Cameron, 2010; McCarthy & Pusateri, 2006). Thus, psychology instructors might develop additional assignments that target these skills.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, psychology instructors might develop additional assignments that target these skills. For example, assignments that teach students how to search for and access peer-reviewed journal articles related to psychology (e.g., McCarthy & Pusateri, 2006) could be incorporated into many psychology courses, especially research methods courses.…”

Section: Discussionmentioning

confidence: 99%

Using Pseudoscience to Improve Introductory Psychology Students’ Information Literacy

Lawson

Brown

2018

Teaching of Psychology

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We developed an assignment that required introductory psychology students to read and evaluate the quality of several sources of information about the causal link between vaccines and autism. To evaluate the effects of this assignment, students in several different introductory courses completed a pretest and posttest in which they evaluated the quality of information from a website promoting a pseudoscientific therapy. Students who completed the assignment decreased their ratings of the quality of the information from the website (from pretest to posttest), were better able to identify specific problems with the information, and were less likely to recommend the therapy to a friend. Students who did not complete the assignment exhibited no changes in the dependent measures.

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“…The Association of College and Research Libraries offers psychology-specific outcomes that include (a) developing a research plan, (b) identifying keywords and related terms, (c) carefully selecting terms relative to the database, and (d) using appropriate commands (e.g., Boolean operators). McCarthy and Pusateri (2006) offered psychology-specific student learning outcomes for information literacy. In addition to traditional information literacy skills, we suggest that programs consider the role of technology in the professional development of students.…”

Section: Student Learning Outcomesmentioning

confidence: 99%

The Assessment CyberGuide for Learning Goals and Outcomes: Second Edition

Pusateri¹,

Halonen²,

Hill³

et al. 2009

PsycEXTRA Dataset

Self Cite

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Departments should maintain a dynamic assessment plan and actively engage in assessment practices throughout the educational process. Inherent in this plan is the need to evaluate student progress toward the learning goals and outcomes established in the APA Guidelines for the Undergraduate Major in Psychology (2007). Assessment of progress toward these goals includes evaluation of student learning both developmentally and at the end of the major. A viable assessment plan also includes student self-report data, student perceptions and archival records. We describe and evaluate each of these assessment categories and we make specific recommendations for using these methods for maximizing the assessment plan. First, we consider several important questions in assessment. Why are you doing assessment? You have to. Accreditation in higher education requires evidence. Departments now routinely face requirements for verifying that the institution can live up to its mission statement. An external mandate for assessment will not produce the best conditions for assessment practices, but required assessment planning has become an operational reality in higher education. You want to. Faculty recognize that sound assessment practices will provide appropriate feedback about the quality of the education they offer. The results can influence changes in curriculum practices and lead to improvement in student learning. Who is the target of assessment? Students. We can assess the attitudes and performance of students at various stages throughout the curriculum and after graduation as alumni. Faculty. Faculty quality can be assessed through peer review, student evaluations, administrator critique, or external review. Program Quality. Although students provide the data source, the target for improvement will often be the program itself. When and where do you assess? Classroom Grading. Course performance judged by the instructor of record for a course does provide a measure of student learning. However, uncorroborated judgment within a class does not typically meet the more strenuous requirements advocated by accrediting agencies. Embedded Assessment. Departments demonstrate efficient planning when they embed assessment practices in existing coursework. The department agrees in which courses this data collection should occur and collectively designs the strategy and uses the data to provide feedback about student progress within the program. Milestone. Some programs may designate certain gate-keeping courses as opportunities to capture specific skills levels. An example of embedded assessment is the acceptable production of an APA-style experimental paper as a benchmark of learning experimental psychology. Capstone courses may routinely provide an assessment opportunity that reflects development up to that point. Pre-post Comparisons. Departments may measure knowledge and abilities on the front end of a program to establish baseline for their students. They may re-administer the same instrument at the conclusion of the program to dete...

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Teaching Students to Use Electronic Databases

Cited by 4 publications

References 2 publications

Quality benchmarks in undergraduate psychology programs.

Quality benchmarks in undergraduate psychology programs.

Using Pseudoscience to Improve Introductory Psychology Students’ Information Literacy

The Assessment CyberGuide for Learning Goals and Outcomes: Second Edition

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