Describes a research project which demonstrates to college-level psychology students the differences between experimental and correlational research methods. The project consisted of an examination of the relationships between rewards and helping and costs and helping in a nonemergency situation. (Author/KC)

Presents method for introducing William Sheldon's approach to psychology through a classroom demonstration using student observations. Sheldon contends that three general body types relate to three types of personality. (KC)

Describes a survey of undergraduate field placement programs in 29 liberal arts colleges' psychology departments. Findings show that programs vary greatly in scope and requirements. Recommendations include intrafaculty communication and obtaining malpractice insurance coverage for undergraduate field placement programs. (CK)

Describes a board game used to facilitate the learning of theoretical principles associated with the psychoanalytic perspective on personality. Covers rules governing play and special advantages of this learning experience. Game board is reproduced. (Author/LS)

This article describes the use of a microcomputer software/textbook package which provides for individualized assignments in an introductory statistics course. Advantages and limitations of these materials are summarized and student reactions to them are reported. (Author/JDH)

Describes changes made in a general psychology course to encourage greater student responsibility, active participation, and critical thinking. Aims were accomplished by variety of techniques, including having students develop and discuss a list of expectations and responsibilities, requiring students to write their own examination questions, and…

Assumptions regarding undergraduate psychology research conferences (UPRCs) are questioned: (1) that UPRC's are more suited to undergraduate schools than to larger research-oriented universities; (2) that senior faculty speakers are essential; (3) that speakers should never read their papers; and (4) that practice sessions should only have…

It is argued that undergraduate psychology research conferences (UPRCs) are more suited to undergraduate schools than to larger research-oriented universities, that senior faculty speakers are essential at UPRCs, that speakers should never read their papers, and that practice sessions should only have reasonable questions posed to the speaker. (RM)

Describes undergraduate teaching assistant (TA) system designed to maintain high standards of grading by TAs and to assure students and colleagues that TA grading is consistent and fair. A description of TA training and monitoring and data on TA performance are presented. (Author/KC)

Describes "mini-lab" as one of the requirements for a university undergraduate course in child psychology. Students observe and record the activities of children in a child care center. (KC)

Pedagogical research on Web-based learning and instruction has not kept pace with the proliferation of Web-based courses offered by colleges and universities. Consequently, we encourage the application of the "Seven Principles of Good Practice in Undergraduate Education" (American Association of Higher Education, 1987) to guide the design and…

In response to recent trends in higher education, this article invites the research specialist to do undergraduate teaching and suggests four ways to make the experience interesting for him as well as rewarding and "relevant" for the student. (JH)

Two experienced intern supervisors discuss aspects of the management of undergraduate psychology intern programs. Included are concerns about credit and grades, selection procedures, faculty supervisors, and liability and malpractice insurance problems. (Author/AV)

A classroom exercise for teaching students how to examine aspects of their own impression-formation processes is described. The data generated can be used to stimulate discussion about the origins of implicit personality theories, person prototypes, and the accuracy of first impressions. (Author/DH)

Characteristics of undergraduate psychology research conferences (UPRC) are discussed, the role of UPRCs in undergraduate education is examined, and guidelines for organizing such a conference are presented. (RM)