Presents results of a survey of courses offered by college psychology departments from 1975-77, and compares results with a 1950 study. There are 519 percent more courses offered now than in 1950. Data indicate new areas of interest; fragmentation of subject matter; and the popularity of practical experience. (Author/AV)

Examines the relationships between admission criteria, graduate school performance, and professional success among masters level psychology graduate students. Although several variables were significantly related to professional success, correlations with admission criteria and graduate school performance were relatively small. (Author/AV)

Describes a seminar on teaching techniques for graduate students and college faculty in terms of course design, teaching assumptions, content, format, and evaluation techniques. Initially designed for psychology graduates, the course recently has included participants from 11 other disciplines. The seminar stresses broad topic coverage, teaching…

A study of variables related to undergraduates' opinions about behavior modification indicated that previous coursework in behavior modification resulted in greater knowledge about the topic and more confidence in its effectiveness as applied to diverse problems. (Author/AV)

A bibliography of 27 introductory psychology textbooks published since February 1977, and a list of 33 reviews of psychology textbooks. This article is an update to a similar bibliography published in the February 1977 issue of "Teaching of Psychology" (EJ 154 288). (AV)

Describes a study of the relationship between student characteristics and rates of progress in a self-paced psychology course. Students who proceed faster were found to be more intelligent, score lower on measures of need for approval, and have higher GPA's and aptitude test scores. (Author/AV)

Describes a research course for undergraduate students based on an adversary model system, which involves conflict between the research student and (1) the judgment of other experts in the field and (2) temporal constraints. (JR)

Maintains that medical students should learn more about psychology. Briefly describes why medical students have not learned more about psychology, discusses the aspects of psychology most relevant to the needs of medical students, and suggests teaching formats to accomplish this goal. (JR)

Discusses the Programmed Achievement learning system in an introductory psychology course. This system is based on an instructional system of motivation and reward in which a crucial ingredient is the testing procedure. (Author/JR)

Describes the use of television in teaching introductory psychology, presents a brief survey of the techniques used, enrollment figures, an evaluation of the experience, the present status of the course, and suggestions for the future. (Author/JR)

The paper reviews major objectives of introductory psychology courses; suggests a possible alternative to the traditional introductory course; and summarizes a follow-up evaluation of the alternative teaching approach. The summary compares results from a similar evaluation of another institution's traditional general psychology course. (Author/JR)

This research study provides data on both the reliability of evaluation instruments and the relationship between student course evaluations and achievement in an introductory college psychology course. (Author/JR)

Describes an interdisciplinary approach to the introductory psychology course which integrates philosophy, political science, and English. The article describes organization and content of the course and emphasizes material most relevant to psychology. (Author/JR)

An experimental study was conducted to determine whether a training program for teaching assistants that was highly general in scope would (1) affect the participants' teaching behavior; and (2) improve their students' ratings of instruction. (Author/JR)

Describes an evaluation instrument which measures student attitudes and misconceptions about college psychology. (JR)