The following articles and chapters are based on the Teaching of Psychology course at the University of Alabama:

12. Prentice-Dunn, S. (in press). Seeking balance in one’s early career: Teaching, research, service, and private life. In D. Dunn (Ed.), The Oxford handbook of undergraduate psychology education. London: Oxford University Press.

Suggestions for enhancing productivity while attending to work-private life balance.

11. Prentice-Dunn, S. (2012). Training University of Alabama graduate students in the teaching of psychology. In M. Beers, J. Hill, C. A. Thompson, & B. Buskist (Eds.), Guide to graduate student training in the teaching of psychology (2nd ed., pp. 97-100). Washington, DC: Society for the Teaching of Psychology.

Profile of UA’s course.

10. Prentice-Dunn, S. (2012).Teaching in the context of professional development and work-private life balance. In W. Buskist & V. A. Benassi (Eds.), Effective college and university teaching: Strategies and tactics for the new professoriate (pp. 39-47). Thousand Oaks, CA: Sage.

Suggestions for enhancing productivity while attending to work-private life balance.

9. Prentice-Dunn, S. (2007). Graduate student development at the University of Alabama: Systematic training and ample opportunities to teach. In C. Howard, B. Buskist, & J. Stowell (Eds.), Guide to graduate student training in the teaching of psychology. Society for the Teaching of Psychology.

Profile of UA’s course, identified by the editors as one training program offering “insightful ways of preparing the new psychology professoriate to become competent college and university teachers.”

8. Prentice-Dunn, S. (2006). Supervision of new instructors: Promoting a rewarding first experience in teaching. Teaching of Psychology, 33, 45-47.

Advice to new instructors, gleaned from the ToP course, on how to approach their first course. Recommendations to faculty supervisors on how to establish a positive context for the first teaching experience.

7. Prentice-Dunn, S., Payne, K. L., & Ledbetter, J. M. (2006). Improving teaching through video feedback and consultation. In W. Buskist & S. F. Davis (Eds.), Handbook of the teaching of psychology (pp. 295-300). Malden, MA: Blackwell.

Recommendations to supervisors of first-time instructors about how to provide feedback.

6. McElroy, H. K., & Prentice-Dunn, S. (2005). Graduate students’ perceptions of a teaching of psychology course. Teaching of Psychology, 32, 122-124.

Survey of graduate students and UA graduates indicates the most valuable aspect of the ToP course is the opportunity to consult with a supervisor and then immediately try suggestions. Students attributed their increased skills to the ToP class and not solely to teaching a course.

5. Prentice-Dunn, S., & Pitts, G. S. (2001). The use of videotape feedback in the training of instructors. In S. Meyers & L. Prieto (Eds.), The teaching assistant training handbook: How to prepare TAs for their responsibilities (pp. 89-102). Stillwater, OK: New Forums Press.

Recommendations to new instructors on how to use video feedback to improve teaching.

4. Prentice-Dunn, S., Rickard, H. C., & Lyman, R. D. (1995, January). The benefits of a graduate course in teaching of psychology: Results of a survey of doctoral graduates. Paper presented at the 17th annual National Institute on the Teaching of Psychology, St. Petersburg, FL.

Survey of UA graduates revealed that the skills learned in ToP are frequently used in a variety of job settings, including research and clinical positions. ToP course seen as one of the most valuable aspects of UA training.

3. Prentice-Dunn, S., & Rickard, H. C. (1994). A follow-up note on graduate training in the teaching of introductory psychology. Teaching of Psychology, 21, 111-112.

Study compared students who have taken the ToP course to similar-level students who had not, using a measure that is similar to the psychology test of the GRE. Graduate student knowledge about core areas of psychology was significantly increased as a result of the ToP course.

2. Rickard, H. C., & Prentice-Dunn, S. (1993). A graduate course in teaching of psychology. In L. M. Lambert & S. L. Tice (Eds.), Preparation of graduate students to teach: A guide to programs that improve undergraduate education and develop tomorrow’s faculty (pp. 108-109). Washington, DC: American Association for Higher Education.

Course selected as a model approach to training graduate students in teaching skills.

1. Rickard, H. C., Prentice-Dunn, S., Rogers, R. W., Scogin, F. R., & Lyman, R. D. (1991). Teaching of Psychology: A required course for doctoral students. Teaching of Psychology, 18, 235-237.

Described the course and demonstrated that student-instructors and faculty receive similar ratings from their undergraduate students.