Intercultural competence--the ability to successfully interact and communicate sensitively with members of other cultural groups--is an essential skill in multicultural societies and an increasingly globalized world. A quasi-experimental study revealed that completing a cross-cultural international psychology course increased college students'…

The present study piloted a cognitive exercise program in a college classroom to enhance learning of lecture material. Undergraduate students enrolled in introductory psychology (N = 68) completed variations of letter-number cancelation tasks with spoken instructions in 5-min sessions prior to lecture during four nonconsecutive class periods.…

Promoting undergraduate engagement is an important and challenging obstacle at large research-focused universities. Thus, the current study evaluated whether a peer-led program of student-geared events could improve engagement among a diverse group of psychology students early on in their degrees. We randomly assigned interested second-year…

In its recent report outlining principles for teaching undergraduate students in psychology, the American Psychological Association Board of Educational Affairs recommended including experiential learning in the curriculum and identified study abroad opportunities as being particularly valuable. Unfortunately, although American universities offer…

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…

We conducted a national survey of psychology department chairs, and, based on their responses, we concluded that psychology programs differ in the number of students enrolled in various types of classes; the degree of focus on each of the goals recommended by the "American Psychological Association (APA) Guidelines for an Undergraduate…

An overview of the objectives and courses of a doctoral program in forensic psychology is provided. Forensic psychology is the application of psychological methods, principles, and skills to the relevant needs of the legal system. (DE)

Describes field experience programs for psychology undergraduates in cooperation with social service agencies. Students worked with battered child families, retarded adolescents, prisoners, and the elderly. Concludes with discussion of program goals, format, knowledge and research base, and program evaluation. (AV)

To provide undergraduate students in developmental psychology and child psychology courses with examples of developing behaviors in infants, two teachers videotaped the infants of friends during the first 18 months of life. The project is described. (RM)

Describes a letter-writing system developed to increase the communication and interests of parents of undergraduate psychology students selected for positions in the modified PSI instructional systems. (CK)

We describe a program for involving undergraduate teaching assistants (UTAs) in many types of psychology courses, as well as a 1-credit seminar for preparation of UTAs. The program, widely used by both faculty and students, has matured over a 10-year period. The seminar covers such topics as course organization, evaluation procedures, and…

Describes rationale and framework for the psychology program at Loyola University, Chicago. The two major components of the curriculum are a core consisting of basic perspectives, phenomena and methods and a variety of special interest areas that students can pursue in depth. (Author/DB)

Describes how a teacher can give demonstrations of additive color mixing with one slide projector. (CK)

A description of a course called Topics in Human Sexuality is reviewed as one model for a non-credit lecture series. It has proved highly successful, combining both professional expertise and student-led discussions. (Author/JR)

Reviews the practice of holding exit interviews with graduating psychology students at Loyola University (Louisiana). Discusses the benefits and limitations of exit interviews, stating that they provide unique data unavailable from other sources. (GEA)