This book provides a showcase for "best practices" in teaching statistics and research methods in two- and four-year colleges and universities. A helpful resource for teaching introductory, intermediate, and advanced statistics and/or methods, the book features coverage of: (1) ways to integrate these courses; (2) how to promote ethical conduct; (3) how to create writing intensive programs; (4) novel tools and activities to get students involved; (5) strategies for teaching online courses and computer applications; (6) guidance on how to create and maintain helpful Web resources; (7) assessment advice to help demonstrate that students are learning; and (8) tips on linking diversity to research methodology. This book appeals to veteran and novice educators and graduate students who teach research methods and/or statistics in psychology and other behavioral sciences and serves as an excellent resource in related faculty workshops. A CD with activities that readers can customize is included. Following a foreword (W. F. Buskist) and a preface (D. S. Dunn, R. A. Smith, and B. C. Beins), this book is divided into six parts. Part I, Introducing Best Practices, presents the initial chapter of the book: (1) Overview: Best Practices for Teaching Research Methods and Statistics for Psychology (D. S. Dunn, R. A. Smith, and B. C. Beins). Part II, Basic Issues for Best Practices, continues with the next chapters: (2) Student-Faculty Research Collaboration: A Model for Success in Psychology (S. F. Davis); (3) Changing Topics and Trends in Introductory Statistics (R. E. Kirk); (4) Creating Syllabi for Statistics and Research Methods Courses (R. E. Landrum and R. A. Smith); and (5) Assessing Students' Research Idea (P. C. Smith). Part III, Approaches to Teaching Statistics, provides: (6) Designing Effective Examples and Problems for Teaching Statistics (S. L. Chew); (7) Designing an Online Introductory Statistics Course (C. M. Harris, J. G. Mazoue, H. Hamdan, and A. R. Casiple); and (8) Beyond Basics: Enhancing Undergraduate Statistics Instruction (K. Brakke, J. H. Wilson, and D. V. Bradley). Part IV, Emerging Approaches to Teaching Research Methods, continues with: (9) Hands-On Labs in Content Area Methods Courses (R. L. Ault, M. P. Munger, S. Tonidandel, C. Barton, and K. S. Multhaup); (10) Innovative Approaches to Teaching Statistics and Research Methods: Just-in-Time Teaching, Interteaching, and Learning Communities (K. E. Barron, J. O. Benedict, B. K. Saville, S. L. Serdikoff, and T. E. Zinn); (11) Teaching Ethics in Research Methods Classes (E. P. Kardas and C. Spatz); and (12) Upper-Division Research Methods: From Idea to Print in a Semester (K. D. Keith, J. Meerdink, and A. Molitor). Part V, Integrative Approaches to Teaching Methods and Statistics, provides: (13) Benefits and Detriments of Integrating Statistics and Research Methods (A. N. Christopher, M. I. Walter, R. S. Horton, and P. Marek); (14) Integrating Computer Applications in Statistics and Research Methods (B. C. Beins and A. Lynn); and (15) Through the Curriculum and Beyond: Giving Students Professional Opportunities in Research (R. A. Smith). Part VI, Special Topics: Diversity Issues and Writing, concludes with: (16) Understanding the Mosaic of Humanity through Research Methodology: Infusing Diversity Into Research Methods Courses (L. M. Woolf and M. R. Hulsizer); and (17) Teaching Writing in Statistics and Research Methods: Addressing Objectives, Intensive Issues, and Style (M. E. Schmidt and D. S. Dunn).