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Halpern, D. F., Anton, B., Beins, B. C., Bernstien, D. J., Blair-Broeker, C. T., Brewer, C. L., Buskist, W., Casad, B. J., Dixon Jr., W. E., Harper, Y. Y., Hailstorks, R., Kite, M. E., Puccio, P., & Rocheleau, C. A. (2010). Principles for Quality Undergraduate Education in Psychology. In D. F. Halpern (Ed.), Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline (pp. 161-173). Washington DC: American Psychological Association.
https://doi.org/10.1037/12063-010

has been cited by the following article:

• TITLE: Using Discussion to Teach Capstone Courses in Psychology

  AUTHORS: Alyse M. Meadows, Michael Rose, Lawrence R. Burns, Katy Bellamy

  KEYWORDS: Discussion-Based Class, Socratic Method, Capstone Courses, Pedagogic Theory

  JOURNAL NAME: Creative Education, Vol.12 No.1, January 20, 2021

  ABSTRACT: The American Psychological Association (APA 2002, 2007, 2013) recommends the inclusion of a capstone course in psychology undergraduate teaching alongside traditional lecture-based learning. This review explores what is meant by a capstone course by taking a fresh look atempiricallyderived pedagogic theory and how this may address some long-standing curricular needs of the psychology faculty and undergraduate students. It then explores the use of Socratic teaching methods and how this could be used as a template for teaching a capstone course within psychology.