Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating…

Evidence supported the use of one type of peer evaluation in small group activities, particularly when the instructor is unable to make sufficient observations for assigning grades. However, students should be provided with few evaluative categories and explicit directions for applying the categories. (RM)

A psychology course in which students are required to apply learned principles to their interpersonal experiences is the instructors answer to the need to make psychological principles and methods generally available for a wider impact on human existence. (JH)

Reports on a classroom project in which college-level psychology students developed a institutionwide course ratings questionnaire. Describes the data gathering, item development, and pilot testing phases of the project. Concludes that the students learned about tests and measurements by doing the project and that the institution benefited from…

An evaluation of the effectiveness of experiential adjuncts to clinical psychology textbooks is reported. The adjuncts to the undergraduate course were films, exercises, and exposure to professional literature. Results indicate that the use of adjuncts to the text is a positive learning experience. (KC)

Findings showed that students with little or no previous experience with exceptional children changed their attitudes in a positive direction as a result of doing volunteer work. Many students reported wanting to do more volunteer work in the future, and some continued volunteering their services. (RM)

Describes a course that is built around student participation in an annual teaching of psychology professional conference. Focuses on course goals and objectives, course requirements, such as written assignments and attendance, and the evaluation of students. Considers benefits of the course. (CMK)

Focuses on a course in humanistic and transpersonal psychology for undergraduate students that addresses metaneeds, consciousness, altered states of consciousness, Eastern and Western meditative practices, mytho-poetic wisdom, and metaphoric epistemology. Describes the goals, content, and structure of the course and discusses the course…

Describes the demonstration of DYASIM, a program that performs various statistical computations to assess the degree of similarity of dyadic data, in classroom settings to illustrate the conceptual difficulties associated with measuring dyadic similarity. Presents the demonstration within the context of the similarity-complimentarity debate on…

Describes a university course in developmental psychology in which students participated as volunteers in community services for children and families. Explains that the course requirements offered 2 options: 50 hours of volunteer work or a series of 3 papers. Suggests that the volunteer experiences helped students maintain motivation and aided in…

Describes a service-learning project for an introductory psychology course. Addresses the students' feedback about the service-learning project as measured by a 20-item evaluation form. Provides recommendations about the project ranging from logistics to student and faculty concerns. Includes example discussion questions. (CMK)

Describes a psychology program to involve undergraduate students in community child care centers. Assessment of student performance indicated that students achieved skill in observation and evaluation techniques but did not develop adequate objectivity. (Author/DB)

Presents a course that integrates psychology and drama in order to study drama therapy and psychodrama. Explains that the instructors utilized both a lecture method and an active learning approach to increase student motivation. Describes the course, addresses the benefits for the students, and discusses the students' reactions to the course. (CMK)

Presents a description of an undergraduate abnormal psychology course developed from a theory of instruction and active student participation, the theoretical basis for the course, student course evaluation, and an interpretation of the students' performances. (Author/CK)

Reports on a collaborative learning project in which college-level counseling students designed and presented workshops on therapeutic intervention. Finds workshops stimulated more personal involvement with the topic and individual written papers ensured that all shared the workload. Concludes that workshops prepare students for collaborative…