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Roehling, P. V., Root Luna, L. M., Richie, F. J., & Shaughnessy, J. J. (2017). The Benefits, Drawbacks, and Challenges of Using the Flipped Classroom in an Introduction to Psychology Course. Teaching of Psychology, 44, 183-192.
https://doi.org/10.1177/0098628317711282

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.