Jillian Grose-Fifer, PhD, is a cognitive neuroscientist and Associate Professor of Psychology at John Jay College of Criminal Justice and The Graduate Center, City University of New York (CUNY).Patricia J. Brooks, PhD, is a developmental psychologist and Professor of Psychology at the College of Staten Island and The Graduate Center, City University of New York (CUNY).Maureen O’Connor, PhD, JD, is President of Palo Alto University (PAU), an institution dedicated to education and research in psychology and counseling.

• About the Authors xiForeword xiiiAbout the Companion Website xviiIntroduction 11 Why a Student-Centered Approach to Teaching? 51.1 A Paradigm Shift? 51.2 Setting the Stage for Transformative Learning 71.3 Knowing Your Students 71.4 Supporting First-Generation College Students 121.5 Culturally Responsive Instruction 131.6 Starting Off with a Student-Centered Philosophy 211.7 Summary 222 Designing a Course Based on Learning Objectives 232.1 Backward Course Design 232.2 Step 1: Developing Learning Goals and Objectives 242.3 Step 2: Developing Assessment Strategies 262.4 Step 3: Creating Meaningful Learning Experiences in the Classroom 312.5 Universal Design 352.6 Creating a Syllabus 382.7 Interim and Post-Course Reflection and Student Evaluation: How Is it Going? 422.8 Summary 443 Effective Multimedia Instruction 453.1 Use (and Abuse) of PowerPoint (PPT) in Higher Education 453.2 Student Response Systems 493.3 Use of Videos and Video Clips in Classes 523.4 Information Literacy and the Effective Use of the Internet 573.5 Other Multimedia Projects 623.6 Summary 674 Advancing Critical Thinking through Active Learning 694.1 What is Critical Thinking? 694.2 Critical Thinking Instruction 714.3 Oral Communication: Talking to Learn (and Learning to Talk) 734.4 In-Class Demonstrations and Simulations 804.5 Distinguishing Science from Pseudoscience in Psychology Classes 824.6 Developing Qualitative and Quantitative Reasoning Skills 854.7 Service Learning and Community-Based Research 894.8 Challenges of Assessing Improvements in Critical Thinking 924.9 Summary 935 Group Work 955.1 Benefits of Group Work 955.2 Effective Strategies for Participation 985.3 How to Minimize Undesirable Group Behaviors 1055.4 Cooperative Learning Structures 1075.5 Cooperative Learning Games 1135.6 Summary 1146 Learning to Write and Writing to Learn 1156.1 The Value of Writing in Learning 1156.2 Strategies for Teaching Reading and Writing 1166.3 Helping Students to Improve Writing Drafts 1216.4 Plagiarism 1276.5 Lowering the Stakes in Writing Assignments 1286.6 Summary 1347 Enhancing Learning through Testing, Metacognitive Development, and Psychosocial Interventions 1357.1 Why Use Tests in Student-Centered Teaching? 1357.2 Using Quizzes in Your Classes 1387.3 Students' Metacognitive Biases 1437.4 Building Study Habits 1457.5 Mindsets around Testing and Learning 1497.6 Summary 1548 Gearing Up to Teach Online 1558.1 The Continuum of Online Instruction 1558.2 How Course Management Systems can Make Face‑to‑Face Classes More Student-Centered 1568.3 Using Online Tools to Facilitate Writing, Collaboration, and Critical Thinking 1588.4 Teaching in a Flipped Classroom 1668.5 Transitioning to Teaching Fully Online 1708.6 Summary 1739 Becoming an Effective and Fulfilled Teacher 1759.1 Ethical Teaching Using an Evidence-Based Approach 1759.2 Ethical Classroom Management 1789.3 Closing the Loop: Evaluating the Effectiveness of Your Instruction 1799.4 The Scholarship of Teaching and Learning 1819.5 Mentoring Student Research 1859.6 Self-Assessment 1869.7 Developing a Teaching Portfolio 1879.8 Writing a Teaching Philosophy Statement 1879.9 Summary 191References 193Index 259

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