April J. Schwarzmueller

This article details a multi-modal active learning experience to help students understand elements of social categorization. Each student in a group dynamics course observed two groups in conflict and identified examples of in-group bias, double-standard thinking, out-group homogeneity bias, law of small numbers, group attribution error, ultimate attribution error, and moral exclusion. Students individually wrote papers detailing their observations. The author then carefully structured students' small and large group discussions so students could present and compare their findings orally. Pretest–posttest analyses revealed that students had a more complete and accurate understanding of social categorization after participating in this assignment than they did after merely reading the relevant textbook chapter.

Students in a child development course interviewed primary-caregiving fathers (PCFs) via e-mail and wrote formal papers discussing their interview data with reference to relevant empirical literature. Analyses showed the project provided students a valuable opportunity to learn about challenges PCFs face, gender stereotypes about parenting, and fathers' influence on children's understanding of gender roles.

Students in a forensic psychology course critiqued fictional screen media (i.e., television and movies) with regard to how they portrayed forensic professionals. Students developed multimedia presentations in which they showed several excerpts from movies and television shows and discussed both accurate and inaccurate portrayals of forensic professionals. Results showed that this project enabled students to apply what they had learned in the course and helped them consider how the media may affect the general population's understanding of forensic issues.