Teaching beyond the Bounds

An Interdisciplinary Introduction to Psychology and Sociology

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

We describe the development and evolution of an interdisciplinary introductory course in psychology and sociology. Such a course benefits students by encouraging a wider view of the social sciences and interdisciplinary critical thinking. The challenges of a combined course include reduced content for each discipline, the selection of appropriate texts, and the negotiation of course processes between two professors. Course evaluations indicated that students appreciated thinking beyond the bounds of 1 discipline. Additionally, statistical analyses suggested that our students received similar grades in upper level psychology courses as a cohort of psychology majors who completed the traditional introduction to psychology course.

Original languageEnglish (US)
Pages (from-to)118-120
Number of pages3
JournalTeaching of Psychology
Volume34
Issue number2
DOIs
StatePublished - Jan 1 2007

Fingerprint

Sociology
Teaching
sociology
psychology
Psychology
Students
Social Sciences
Negotiating
student
university teacher
social science
Thinking
evaluation

ASJC Scopus subject areas

  • Education
  • Psychology(all)

Cite this

Teaching beyond the Bounds : An Interdisciplinary Introduction to Psychology and Sociology. / Widner, Sabina C; Davies, Kimberly A.

In: Teaching of Psychology, Vol. 34, No. 2, 01.01.2007, p. 118-120.

Research output: Contribution to journalArticle

@article{92c87b699a1f41c8a8adda1e88a63c7b,
title = "Teaching beyond the Bounds: An Interdisciplinary Introduction to Psychology and Sociology",
abstract = "We describe the development and evolution of an interdisciplinary introductory course in psychology and sociology. Such a course benefits students by encouraging a wider view of the social sciences and interdisciplinary critical thinking. The challenges of a combined course include reduced content for each discipline, the selection of appropriate texts, and the negotiation of course processes between two professors. Course evaluations indicated that students appreciated thinking beyond the bounds of 1 discipline. Additionally, statistical analyses suggested that our students received similar grades in upper level psychology courses as a cohort of psychology majors who completed the traditional introduction to psychology course.",
author = "Widner, {Sabina C} and Davies, {Kimberly A}",
year = "2007",
month = "1",
day = "1",
doi = "10.1080/00986280701293206",
language = "English (US)",
volume = "34",
pages = "118--120",
journal = "Teaching of Psychology",
issn = "0098-6283",
publisher = "SAGE Publications Inc.",
number = "2",

}

TY - JOUR

T1 - Teaching beyond the Bounds

T2 - An Interdisciplinary Introduction to Psychology and Sociology

AU - Widner, Sabina C

AU - Davies, Kimberly A

PY - 2007/1/1

Y1 - 2007/1/1

N2 - We describe the development and evolution of an interdisciplinary introductory course in psychology and sociology. Such a course benefits students by encouraging a wider view of the social sciences and interdisciplinary critical thinking. The challenges of a combined course include reduced content for each discipline, the selection of appropriate texts, and the negotiation of course processes between two professors. Course evaluations indicated that students appreciated thinking beyond the bounds of 1 discipline. Additionally, statistical analyses suggested that our students received similar grades in upper level psychology courses as a cohort of psychology majors who completed the traditional introduction to psychology course.

AB - We describe the development and evolution of an interdisciplinary introductory course in psychology and sociology. Such a course benefits students by encouraging a wider view of the social sciences and interdisciplinary critical thinking. The challenges of a combined course include reduced content for each discipline, the selection of appropriate texts, and the negotiation of course processes between two professors. Course evaluations indicated that students appreciated thinking beyond the bounds of 1 discipline. Additionally, statistical analyses suggested that our students received similar grades in upper level psychology courses as a cohort of psychology majors who completed the traditional introduction to psychology course.

UR - http://www.scopus.com/inward/record.url?scp=34547452041&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=34547452041&partnerID=8YFLogxK

U2 - 10.1080/00986280701293206

DO - 10.1080/00986280701293206

M3 - Article

VL - 34

SP - 118

EP - 120

JO - Teaching of Psychology

JF - Teaching of Psychology

SN - 0098-6283

IS - 2

ER -