Bringing Psychology to Life: Making Connections Between Course Material and Real Life through Active Demonstrations
Discover effective classroom activities to help your psychology students connect concepts to real-life situations and learn better.
Dr. Danae L. Hudson, Missouri State University
Dr. Brooke L. Whisenhunt, Missouri State University
Some psychology concepts can be difficult for students to translate into meaningful, real-life situations. However, making new concepts personally relevant is one of the most effective learning strategies by connecting new information with previously acquired knowledge or experiences. During this presentation, we will demonstrate several classroom activities that can help your students make these important connections and improve learning.
Danae Hudson and Brooke Whisenhunt are co-authors on Hudson/Whisenhunt's Psychology and Beidel / Hudson / Whisenhunt's Psychological Disorders.
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About the speakers
Dr. Danae L. Hudson, Missouri State University
Danae L. Hudson is a professor in the Department of Psychology at Missouri State University (MSU). Since 2003, Dr. Hudson has taught large sections of introductory psychology, in addition to other clinical psychology undergraduate and graduate courses. From 2010 to 2013, Dr. Hudson served as the team leader for a large-scale redesign of MSU’s introductory psychology course. Since Fall 2012, all introductory psychology courses have been taught in the redesigned, blended format.
Dr. Hudson and her colleagues have published peer-reviewed articles and case studies, and have presented at national and international venues on the successful outcomes of the redesigned course. She is also actively involved in APA’s Division 2: Society for the Teaching of Psychology (STP) as the Director of Teaching Resources in Psychology.
Dr. Brooke L. Whisenhunt, Missouri State University
Brooke L. Whisenhunt is a professor of psychology at Missouri State University where she has been a faculty member since 2002. Her research has focused on body image, obesity, and eating disorders, in addition to the scholarship of teaching and learning. She teaches undergraduate courses, including introductory psychology, abnormal psychology, and teaching of psychology, as well as graduate-level courses in psychological assessment.
In addition to her academic position, she is also a licensed clinical psychologist. She is also a National Center for Academic Transformation (NCAT) Redesign Scholar. She has presented across the country about pedagogical strategies to improve learning, decrease institutional costs, and improve retention in introductory psychology.