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Integrating Across the Psychology Curriculum: A Content Review Approach

机译：整合心理学课程：内容审查方法

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摘要

Teaching integration at the undergraduate level requires thoughtful coordination among psychology faculty. This article describes a content review process by which complimentary strengths and perspectives can be discovered and used to design a coordinated integration curriculum. The George Fox College undergraduate psychology departmentu27s integration content review is offered as an example. A content review requires a framework for both exploration of integration activity and desired outcomes. We propose four levels of integration activity in the classroom: (a) modeling of personal faith, (b) integrative discussions, (c) integration readings, and (d) course level integration. These levels are progressive, complimentary, and dependent, to some extent, on the course content. In addition, careful articulation of the knowledge, skills, and attitudes the department wishes a student to have at graduation is important for the design of an integration curriculum and for assessing outcomes. The content review is an opportunity for the department to coordinate efforts toward a multi-layered integration of psychology and Christian faith.
机译：本科阶段的教学整合要求心理学系之间进行周到的协调。本文介绍了一个内容审查过程，通过该过程可以发现互补的优势和观点，并用于设计协调的集成课程。以乔治福克斯学院的本科心理学系的整合内容复习为例。内容审查需要一个框架，用于探索整合活动和期望的结果。我们在课堂上提出了四个层次的整合活动：（a）个人信仰建模，（b）整合讨论，（c）整合阅读和（d）课程整合。这些级别是渐进的，互补的，并且在某种程度上取决于课程的内容。此外，系希望学生在毕业时认真表达的知识，技能和态度对于整合课程的设计和评估结果很重要。内容审查为部门提供了一个机会，以协调心理学和基督教信仰的多层整合。

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    Foster James D;

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  • 年度 1995
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