Undergraduate Education in Psychology: All's Well That Begins and Ends Well
This introductory chapter considers best practices for beginnings and endings in undergraduate psychology education. It reflects and responds to important concerns raised by colleagues who routinely teach undergraduates: What can be done early in the psychology major to help students learn better as they progress through it? What can be done later in the major, prior to graduation, so that students have an opportunity to integrate and synthesize the discipline-based knowledge they have acquired? We viewed these and related questions as a call for considering developmentally appropriate activities that build upon one another, thereby informing teaching and learning from the beginning to the end of the psychology program.
Dunn, D., Beins, B., McCarthy, M., & Hill, G. (2010). Undergraduate education in psychology: All's well that begins and ends well. In D. Dunn, B. Beins, M. McCarthy, & G. Hill (Eds.), Best practices for teaching beginnings and endings in the psychology major: Research, cases, and recommendations (3-12). New York: Oxford University Press.