Teaching Community Psychology: Facilitating Student Learning In and Out of the Classroom

2009 ◽  
Author(s):  
Sylvie Taylor ◽  
Gregor V. Sarkisian
Keyword(s):  
Student Learning ◽  
Community Psychology ◽  
Teaching Community

scholarly journals Another look at the core concepts of physiology: revisions and resources

2020 ◽  
Vol 44 (4) ◽  
pp. 752-762
Author(s):  
Joel Michael ◽  
Jenny McFarland
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Current Feedback ◽  
Anatomy And Physiology ◽  
The Core ◽  
Teaching Community ◽  
Conference Presentations ◽  
Core Concepts ◽  
Revised Definitions ◽  
Organizing Principles

In 2011, we published a description of 15 core concepts of physiology, and in 2017 we described how core concepts could be used to teach physiology. On the basis of publications and conference presentations, it is clear that the core concepts, conceptual frameworks, and the homeostasis concept inventory have been used by faculty in many ways to improve and assess student learning and align instruction and programs. A growing number of colleagues focus their teaching on physiology core concepts, and some core concepts have been used as explicit themes or organizing principles in physiology or anatomy and physiology textbooks. The core concepts published in 2011 were derived from inputs from a diverse group of physiology instructors and articulated what this group of instructors expressed a decade ago. On the basis of current feedback from the physiology teaching community as a consequence of the use of core concepts in teaching and learning, we have revisited these concepts and made revisions to address issues that have emerged. In this article, we offer revised definitions and explanations of the core concepts, propose an additional core concept (“physical properties of matter” which combines two previous concepts), and describe three broad categories for the revised core concepts. Finally, we catalog published resources for each of the core concepts that provide instructors tools to focus facilitation of student learning on goals (learning outcomes), activities and assessments to enable students to develop and apply their understanding of the core concepts of physiology.

Teaching Community Psychology as Community Engagement

2012 ◽  
Vol 22 (4) ◽  
pp. 573-575 ◽  
Author(s):  
Angelo Fynn ◽  
Martin Terre Blanche ◽  
Eduard Fourie ◽  
Johan Kruger
Keyword(s):  
Community Engagement ◽  
Community Psychology ◽  
Teaching Community

Epistemological resistance towards diversality: teaching community psychology as a decolonial project

2017 ◽  
Vol 47 (4) ◽  
pp. 495-505 ◽  
Author(s):  
Ronelle Carolissen ◽  
Hugo Canham ◽  
Eduard Fourie ◽  
Tanya Graham ◽  
Puleng Segalo ◽  
...  
Keyword(s):  
South Africa ◽  
South African ◽  
Community Psychology ◽  
Curriculum Design ◽  
Public Universities ◽  
Political Instability ◽  
Teaching Community ◽  
Cognitive Justice

In contexts of political instability and change, the value of disciplinary knowledges and the processes that constituted them is often questioned. Psychology is not exempt from this process. Little South African work has illustrated what teaching for decoloniality may mean in South African psychology. We draw on examples of curriculum design in community psychology from the Universities of the Witwatersrand, South Africa and Stellenbosch, three large South African public universities, in an attempt to surface what we regard as the decolonial frameworks that underpin their development and delivery. Capacities for reflexivity and the ability to hold multiple epistemologies encourage economies of knowledge that may prevent abyssal thinking, while contributing to cognitive justice and minimising opportunities for epistemicide. Some challenges to our pedagogy involve the potential for romanticising decoloniality.

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