Action Writing: Using Op-Eds to Advance Public Understanding of Psychological Science

By Adam R. Pearson (Pomona College)

To (1) introduce students to a powerful and accessible venue for engaging and transforming public debate; (2) foster critical thinking about real-world applications of psychological research; (3) develop students' research and writing skills; (4) provide students with experience communicating research findings to non-academic audiences; and (5) empower students by recruiting them as fellow educators to help advance public understanding of psychological science.

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Understanding Social Injustice by Walking in Another Person's Shoes

By Fred Bemak and Rita Chi-Ying Chung (George Mason University)

To help students (1) gain an understanding of the psychological and sociological factors related to social injustices; (2) acquire analytical and reflective thinking skills to assess and understand the context, history, and contemporary realities of social injustices; (3) understand the personal lives of those affected by social injustices; and (4) gain clinical and advocacy skills to challenge social injustices

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Taking Social Psychology to the Streets: Humans of Northeast Pennsylvania

By Kristel Gallagher (Keystone College)

To (1) make students aware of the everyday diversity that exists around them; (2) reduce stereotypes and prejudices toward unfamiliar or misunderstood groups by fostering a sense of connectedness and empathy with strangers; (3) help students develop interpersonal and social skills, including cultural competency, in an unstructured situation; and (4) allow students to use the contact hypothesis in the real world and learn to avoid making the fundamental attribution error and activating a self-fulfilling prophecy

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Art and Aging: Digital Projects for People With Dementia

By: Elyssa Twedt, Dennis R. Proffitt, and Donna Hearn (University of Virginia)

(1) Foster values of citizenship and build students' confidence in their abilities to help others; (2) form intergenerational relationships between undergraduate students and the elderly by working towards common goals; (3) develop students' research skills; (4) highlight the reciprocal nature between knowledge learned in the classroom and knowledge acquired through real-world experiences; and (5) teach students about dementia and how the environment affects individual well-being.

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Bringing Organizational Psychology to Life Through Fundraising

By: Adam M. Grant (University of Pennsylvania)

Excerpt: To help students develop knowledge and skills in organizational psychology about (1) leadership, (2) collaboration, (3) networking, (4) negotiation, and (5) prosocial behavior through contributing to a meaningful cause in a cycle of application, feedback, and reflection.

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Using Principles of Social Influence to Create Prosocial Change

By: Salena Brody (Collin College)

The main objective of this action teaching project is to show students how knowledge can be used to effect positive social change. Students are challenged to apply principles of persuasion to a social problem in a creative way and to engage, inspire, and motivate members of their campus community to be change agents themselves. Over the years, this project has raised thousands of dollars for people in need and inspired students to pursue leadership roles on our campus.

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Building Cross-Cultural Understanding Through Facebook

By: Carie Forden and Amy Carrillo (Clarion University)

Excerpt: To give students the opportunity to: (1) experience meaningful cross-cultural interaction; (2) apply social psychological principles of prejudice and peacemaking to solving a real world problem; (3) strengthen their critical thinking skills; and (4) deepen their understanding and appreciation of diversity.

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From Wealth to Well-Being: Spending Money on Others Promotes Happiness

By: Lara B. Aknin (Simon Fraser University) and Elizabeth W. Dunn (University of British Columbia)

To help students (1) learn about cutting edge research on the emotional consequences of spending choices, (2) experience an in-class experiment and discuss experimental design features, and (3) consider how generosity can help the benefactor as well as the recipient.

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