I summarize multidisciplinary paradigms and best practices' recommendations for professional learning by higher education faculty members. This review leads to an innovative narrative model for academic life that synthesizes current personality and vocational psychology theory and positive psychology's emphasis on virtues and character…

"Faculty Virtues and Character Strengths: Reflective Exercises for Sustained Renewal" is a transdisciplinary faculty handbook to enhance the quality of learning and teaching. The author applies six multicultural virtues and 24 character strengths from Positive Psychology research to the tasks of course design, managing critical incidents, and…

We describe a model for new and senior faculty members, integrating a behavioral approach to enhancing teaching skills with research from the field of positive psychology on virtues and character strengths. The Teacher Behaviors Checklist (Keeley, Smith, & Buskist, 2006) identifies target behaviors amenable to modification, derived from…

Describes an interdisciplinary course on multicultural autobiographies that integrated psychology and literature, requiring students to examine primary texts using analytical tools from both disciplines. Addresses the outcomes and writing assignments, psychological and literary perspectives on autobiographical texts, the students' responses, and…

Describes the evolution of a career development program for undergraduate psychology majors at Virginia Commonwealth University. Discusses needs assessment instruments and workshops, curriculum evaluation by faculty members, and educational objectives. (Author/CK)

Describes both faculty and student expectations for the major and their evaluation of the curriculum. Students' career interests and differences in gender, race, and grade point average influenced the changes that were made in course requirements and department services. Suggests questions and resources other departments might use in revising…

Reviews survey research on psychology programs' alumni. Analyzes research objectives, samples, results, and program implementations. Recommends that future studies be conceptualized as part of an overall student outcomes assessment linked to program evaluation and within a life-span developmental framework. Suggests that the American Psychological…

Describes the author's rationale, method, and evaluations for teaching a graduate course in ethics and psychology. Discusses the use of a pre-assessment instrument to evaluate student achievement, examines student responses to the course, and considers future teaching directions. (Author/GEA)

Investigates faculty and graduate students' judgments about mentoring women in academia and finds no significant differences in either group's ratings on the mentor characteristics analyzed. Includes a discussion of which characteristics women find most important in a mentor. (Author/GEA)

Presented is a case study of a three-year comprehensive review and renewal of an undergraduate psychology department at a medium-sized urban university. Discussed are the antecedents or context of the review, method of review, the three stages of the renewal and revision procedure, and caveats culled from the experience. (RM)

Discusses a study undertaken by faculty members in a university psychology department to help students bridge what is learned in psychology courses with possible job requirements. The study defined the environment of the psychology major, identified marketable skills learned in various psychology courses, matched specific skills and job…

Describes the development and evaluation of writing-across-the curriculum teacher inservice workshop at Virginia Commonwealth University. Characterizes the approach as a faculty-based model. Workshop topics included writing activities and assessment for individual psychology courses. Provides an extensive bibliography. (NL)