A Teacher is Forever: The Legacy of Harry Kirke Wolfe (1858–1918)

1987 ◽  
Vol 14 (2) ◽  
pp. 68-74 ◽  
Author(s):  
Ludy T. Benjamin
Keyword(s):  
United States ◽  
American Psychological Association ◽  
The United States ◽  
American Psychological ◽  
American Universities ◽  
Professional Career ◽  
Wilhelm Wundt ◽  
The University

After studying briefly with Hermann Ebbinghaus in Berlin, Harry Kirke Wolfe became one of the first two Americans to earn a doctorate in psychology from Wilhelm Wundt at Leipzig. Wolfe founded one of the earliest psychology laboratories in the United States at the University of Nebraska in 1889 and remained there for most of his professional career. His contribution to psychology was as a teacher who inspired numerous students to pursue careers in psychology. The number of students was so large that the University of Nebraska ranked third among all American universities in several surveys in the 1920s that asked psychologists where the received their first inspiration to study psychology. Numbered among his undergraduates are three former presidents of the American Psychological Association: Walter Pillsbury, Madison Bentley, and Edwin Guthrie. This article traces Wolfe's career, emphasizing his blending of psychology and pedagogy, and his qualities as a teacher.

Undergraduate Psychological Writing

2016 ◽  
Vol 44 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Shaziela Ishak ◽  
Nicholas P. Salter
Keyword(s):  
United States ◽  
Best Practices ◽  
Writing Instruction ◽  
Online Survey ◽  
American Psychological Association ◽  
The United States ◽  
American Psychological ◽  
Writing Assignments

There is no comprehensive guide for teaching psychological writing, and little is known about how often instructors teach the topic. We present a best practices guide for teaching psychological writing beyond just American Psychological Association style, discuss psychology-specific writing assignments, and examine psychological writing instruction. In an online survey, 177 psychology instructors across the United States reported on psychological writing instruction and their writing assignments. In general, we found that instructors reported using many best practices. Comparisons between courses revealed that instructors use course-specific writing instruction such that it becomes progressively complex across courses. However, instructors might not provide students with enough training to successfully complete assignments. Instructors assign diverse assignments, though, suggesting that students get varied practice at psychology-specific writing.

Introduction

2013 ◽  
pp. 3-8
Author(s):  
Christine Maguth Nezu ◽  
Christopher R. Martell ◽  
Arthur M. Nezu
Keyword(s):  
United States ◽  
Scientific Method ◽  
American Psychological Association ◽  
The United States ◽  
Professional Psychology ◽  
Learning Theories ◽  
American Psychological ◽  
The World ◽  
Formal Recognition

Chapter 1 traces the converging paths and unique characteristics of the specialty of cognitive and behavioural psychology beginning with foundational learning theories and the emergence of behaviourism in the United States and the rest of the world. It also covers the numerous factors that contributed to the specialty’s evolution, and how the approach was focused on applying a scientific method to understanding and treating psychopathology. It also illustrates the path from the specialty’s early roots to its present day, and the formal recognition of the specialty by the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP), which is associated with the American Psychological Association (APA), and the American Board of Professional Psychology (ABPP).

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