Psychology

How do you motivate students to persist and succeed in your Statistics for Psychology course? When MindTap counts for at least 20% of their grade, students in Statistics for Psychology classes are engaging in course material more and performing better. Recently, we analyzed MindTap usage across the 2014-2015 academic year. The data demonstrates that using MindTap can have a significant and positive impact on student learning and outcomes. The data shows that students who use the platform consistently are more likely to improve their grades. When MindTap assignments count for at least 20% of their grade, students spend 50% more Read More…

By assigning digital in your Developmental Psychology course, you can spark engagement and improve student outcomes. When MindTap counts for at least 20% of their grade, students in Developmental Psychology are engaging in course material more and performing better.

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To increase engagement and improve outcomes in your Abnormal Psychology courses, try incorporating digital for a grade. Instructors who make MindTap count for at least 20% of their students’ score see higher engagement and improved outcomes. Read More…

Assigning digital could be key to the success of the students in your Introduction to Psychology course. When MindTap counts for 20% of students’ grade, participation and outcomes improve.

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Have you ever struggled to engage your students in your Psychology and Psychotherapy courses? Try incorporating digital for a grade. Instructors who make MindTap count for at least 20% of their students’ score see higher engagement and improved outcomes.

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By assigning MindTap, you can help your psychobiology students succeed in your course. When MindTap counts for at least 20% of their grade, students are engaging in course material more and performing better.

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Imagine taking one of your first college courses, not being able to hear a word the professor is saying, but still be required to pass an exam on the material. That’s exactly the situation in which Beatrice Bachleda, a freshman at The Ohio State University, found herself. Soon after Bachleda enrolled in an online Introduction to Psychology course she discovered the videos on which the course were based lacked the captioning she requires for comprehension. Without access to an interpreter as she has in traditional classroom settings, Bachleda was forced to request an extension for her first midterm and Read More…

Due to her extensive background in research and statistics, Dr. Starlett M. Sinclair became the dedicated instructor for Research Methods and Behavioral Statistics courses when she was hired as full-time faculty and the Assistant Program Director of South University’s undergraduate psychology program. Both courses are a significant part of the psychology major at her school.

Sinclair strives to make statistical content approachable for students, even those who are “math-phobic.” She lets them know that they may be challenged, but that she will give them every resource they need to succeed. She wants to see her students engage with the material, do their best to master it in the timeframe we have, and ultimately succeed academically, and believes that having access to researched, well-designed, intuitive-to-use resources really can make the difference for a student.

After being introduced to MindTap during a focus group at the 2014 American Psychological Association meeting, Sinclair decided to participate in a MindTap pilot program, which would give her students access to the learning solution. In this case study, you’ll read her observations from this pilot, and see how student engagement and achievement were boosted among those students who chose to engage with the material through MindTap.

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Kim Feager started college twenty years ago, but marriage, family, and an accelerating career led her to sideline her quest for a higher education degree. Today, she’s back in school, working full time at another job and attending St. Charles Community College in Missouri at night, where she majors in applied science with an intent to obtain a new career in health care.

Kim has used three different digital products since returning to college. She liked MindTap® Psychology the best for the way it helped her learn concepts and prepare for exams, and for the convenience it provided by allowing her to listen to reading assignments anywhere.

It took Kim some time to get “reacclimated” to being a student, and MindTap made the transition easier by helping her make good use of her study time as she read and completed homework. Kim most appreciated MindTap’s text-to-speech app, ReadSpeaker, which helped her absorb course information anywhere she was able to listen. She also appreciated the visual aspects of MindTap, such as video clips, word activities, and its overall interactivity. MindTap’s assignments also helped Kim see the course concepts she understood, and where she needed to go back for additional help.

In this Student Success Story, you’ll read why Kim credits MindTap for Psychology as a key element in earning an “A” om the class. You’ll read how MindTap engages students like Kim through a learning path that integrates chapter readings, videos, and interactive assignments. You’ll also learn about MindTap’s helpful automatic grading, which gives students immediate feedback on their assignments, so that they always know where they stand.

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A Study of MindTap in Post-secondary College Success, Criminal Justice, Medical Terminology, and Psychology Courses

 
MarketingWorks and SEG Measurement, two independent research firms, conducted a comprehensive study of faculty and student perceptions of MindTap in the fall of 2014.

In a national, semester-long study, a majority of instructors and students in college success, criminal justice, medical terminology, and psychology courses judged MindTap to be effective in helping to teach students the content of their courses. In addition, students using MindTap in psychology courses showed significantly greater growth in psychology knowledge and skills than students who did not use MindTap but did support their learning with other digital tools.

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