Introduction: Individuals in various career fields will interact with people who have experienced trauma while engaging in their work responsibilities, and many have limited, if any, trauma training. Therefore, there is a need to provide trauma training within undergraduate degree programs. Statement of Problem: Online learning is a viable method…

Theories and research related to the unconscious can be found in every area of psychology, but there is no course devoted to the topic in the undergraduate curriculum. A capstone course on the unconscious is described. The course integrates topics across the major fields of psychology. Themes in the course include the existence of mental processes…

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)

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 a class assignment that was used in a social psychology course in which students worked in groups of three and produced a 15-20 minute presentation about a prominent social psychologist. Evaluates the reactions of the students to the assignment. (CMK)

Describes an assignment in a social psychology course to help students learn about social constraints. Directed students to write a report after either violating a norm or imagining what would happen during a norm violation. Discusses student reaction to the assignment. (CMK)

Describes teaching methods that promote reflexivity, a practice of observing and locating one's self as a knower within certain cultural and sociohistorical contexts, in order to open up the classroom for all students. Provides seven strategies that each incorporate reflexivity within a course, such as modeling and inviting speakers. (CMK)

Describes a system that involves randomly administered quizzes and offers suggestions for its implementation in classes of any size. Presents data in support of the effectiveness of this technique stating that students completed their assigned reading at impressive rates when motivated by randomly administered quizzes. (CMK)

Describes a writing project, based on the reader's guide, that helps students get an overview of the literature on a psychology topic. Highlights the five components of the reader's guide (content outline, theorists and contributors, central concepts, hot topics, and major resources). Addresses the role of the assignment and student reactions.…

Describes instructional use of brief first-person accounts of mental disorders. Explores the benefits of using first-person, autobiographical accounts as required reading in a course on abnormal psychology. Finds that first-person accounts were more helpful in increasing student appreciation of the experience of having a disorder and empathy for…

Describes an assignment in which senior psychology majors write letters of advice to incoming psychology freshmen. Provides a course context and focuses on the representative results and student evaluations of the assignment. Discusses the different purposes the letters have served. (CMK)

Discusses the guidelines for two class projects used in an undergraduate cognitive psychology class: (1) Museum of the Mind, where students created interactive museum-like displays; and (2) the Cognition Book, an edited book about cognition. Finds that students enjoyed the former activity but learned more from the latter. (CMK)

Provides suggestions for using active learning as the primary means to teaching statistics in order to create a collaborative environment. Addresses such strategies as using SPSS Base 7.5 for Windows and course periods centered on answering student-generated questions. Discusses various writing intensive assignments. (CMK)

Surveys two universities regarding their use of and views toward extra-credit assignments. Findings show faculty were more likely to view such assignments negatively, citing the disadvantage of extra credit as encouraging irresponsible attitudes. Students disagree and emphasize the advantage of a second chance. (NL)

Describes an undergraduate Psychology of Social Problems course. The course focuses on the psychological aspects of legal abortion for adolescents and women, the consequences of denied abortions on unwanted children, and psychological ramifications of alternatives to abortion. Summarizes student evaluations of the course. (CFR)