This article makes a case for the use of blended learning in teaching human development as a means to encourage higher-order student learning outcomes. The authors review literature regarding the use and effectiveness of blended learning, discuss an illustrative example of a redesign of a human development course, present outcomes from a…

Describes the method and procedures used and results of research into 72 students' participation in a psychology course emphasizing self-modification. Findings showed that students were able to produce significant changes as a result of course participation and application of self-control procedures. (CK)

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)

Contends that high school psychology instruction has grown stronger by accounting for three important issues: (1) the content taught in high school psychology as opposed to the college-level content; (2) the training of high school psychology teachers; and (3) the role of the College Board's AP Examination in Psychology. (CMK)

Reveals the need for departments to offer course instruction in behavioral self-change. Describes a self-change course which offers students an opportunity to apply proven psychological principles to their own lives and thus meets the need for personal relevance of education. Provides suggestions for implementation of a self-change course.…

Describes the benefits and drawbacks of teaching a course outside one's area of expertise. Claims this enhances faculty development and alleviates burnout. Finds the positive aspects, personal and institutional, outweigh the negative. Results show favorable student evaluations. (Author/NL)

Describes the use of newspaper advice column letters as case problems in a human development course where students wrote weekly papers focusing on defining the problem in the letter, offering a solution to that problem, and relating the letter to course concepts. Reveals that students enjoyed and learned from the assignments. (CMK)

Describes problems undergraduate psychology faculty members encounter as they are forced to adapt to the increasingly diverse needs of their students. Faculty members must learn to be flexible and open to the idea of personal growth and professional development. (AM)

Reviews major areas of interest in the future of undergraduate psychology education. Educators will be concerned with the increasingly diverse student needs, the value of a liberal arts education, and the need for personal and professional growth. The debate over educational objectives and program course content will continue. (AM)

Discusses a developmental model for supervising internships for undergraduate students in psychology programs. Provides some context on the nature of both the undergraduate students being supervised and the supervision itself. Evaluates the effectiveness of this model of supervision stating that the interns are generally satisfied with the…

Describes study to determine the success of university students' behavioral self-control projects. Results indicate that the teaching of self-control principles is easily integrated into personal adjustment classes and can have lasting effects on students' coping skills. (KC)

Presents instructional concerns and strategies for ethnic/culture-based courses. Focuses on four student issues: (1) uncomfortableness with ambiguous concepts; (2) different levels of ethnic/cultural identity development; (3) fear of examining personal biases and assumptions; and (4) emotions from the acquisition of new information. (CMK)

Describes an undergraduate course entitled "Nontraditional Families and Individual Development" that focuses on nontraditional families and their implications for life-span development while familiarizing students with psychological research, theories, and applied issues. Explains that this course was created as a response to the changing state of…

Describes an exercise where students examine their perceptions of normative developmental patterns in life domains across an adult life span. Explains that the activity aims at eliminating the myth of a single prime of life. Discusses the post-exercise discussion and student evaluations of the exercise. (CMK)

Identifies imagoes as idealized and personified self-concepts that we form in early or mid-adulthood. These characters dominate life stories and personal myths. Discusses a class exercise where students review the imagoes most frequently used in journal entries concerning individual myths and major life events. (MJP)