Argues that instructors of courses in psychology of gender roles need to address the life-stage concerns of participants in their classes. Identifies seven unifying themes for such a course and provides examples of useful topics, films, and books with a developmental emphasis. (Author/JDH)

An advanced undergraduate seminar in adolescent psychopathology is described. Course content, course materials, and special problems to be considered by the instructor are discussed. (RM)

Described is a college course on the use of computers in psychology that included an introduction to computers, computing, word processing, data analysis, data acquisition, artificial intelligence, computer assisted instruction, simulation, and modeling. Students conducted independent research projects using the computer. (Author/RM)

Students in an abnormal psychology course worked in teams to produce dramatizations of diagnostic interviews and then presented them in class. Positive and negative aspects of the activity are discussed. (RM)

Explains how psychology teachers at the University of Georgia designed preliminary examinations in the psychology graduate program to demonstrate research skills. The prelims centered around choosing, analyzing, and elaborating three research problems. (DB)

Because student evaluations of teacher performance are often used in salary and promotion decisions, it is important that they are not influenced by student and course characteristics that are beyond the control of the instructor. This article investigates correlation of course and student characteristics and whether student responses on general…

A course on the psychology of the aged which emphasizes a humanistic approach and field trips to institutions housing the aged is described. Six frequently encountered factors which inhibit student learning are: negative feelings towards the aged, fear of aging, social conditioning, limited acquaintance with the aged, guilt, and teacher attitude.…

Described is a course in which college senior psychology majors provide counseling for freshmen majors. The course was positively evaluated by freshmen for encouraging motivation and involvement and by seniors for allowing them to serve as paraprofessional psychologists. (Author/DB)

Details a course for teaching ethics to undergraduates. Argues that participation in service-learning experiences teaches students about moral philosophy and ethical principles for psychologists, and helps them become more sensitive to complex ethical dilemmas involved in psychology and related fields. Reports that students' course evaluations are…

Asks students to rate their attention to 29 syllabus items before receiving their introductory psychology syllabus, and again at the end of the semester. Notes differences in responses for first-semester students, continuing students, and nontraditional students, as well as for students as a whole. (DSK)

Implementation in a college level course of the Therapeutic Community Teaching Concept, which creates a comforting community that values mutual concern, is described. (JH)

A study investigated student participation in class discussion in a college psychology course. Findings indicated that the quality of participation is related to personality. Teachers are cautioned to avoid one-sided discussions by dividing students into discussion groups which include intuitive, extroverted, judging, thinking, and perceptive…

A course for teaching an advanced undergraduate course on the psychology of adult development and aging is described and evaluated. Course goals, content, and format are discussed. Students generally viewed the course favorably. (RM)

Described are practical ways in which writing can be used to help students learn the concepts and methods of social psychology. These include keeping a course log (a type of journal), writing analyses of published articles, doing an observational study, and writing a formal research report. (Author/RM)

The portfolio writing assignment given to students in a life span developmental psychology course required that they complete 10-15 typewritten pages of writing for the course. Students were allowed to choose their own projects; for example, they might write about an interview they had conducted, or discuss an outside reading. (RM)