Teachers of psychology have been called to both educate college students about interpersonal violence (e.g., sexual assault) and use service learning. However, few models exist for how teachers may simultaneously address both of these calls. This article describes a service-learning course in psychology that integrated an evidence-based, bystander…

Although there have been many suggestions for incorporating cell phone use into classroom activities, there have been few suggestions for removing cell phone use from the classroom. This article presents an easy-to-implement method using positive reinforcement that effectively removes cell phones from the classroom in a way that is highly endorsed…

Most psychology curricula require the completion of coursework on the physiological bases of behavior. However, delivery of this critical content in a laboratory format is somewhat rare at the undergraduate level. To fill this gap, this article describes the design and implementation of an undergraduate laboratory course in psychophysiology at a…

Urges community psychologists to act as behavioral ecological matchmakers--a role entailing identifying individuals or groups desiring behavioral change and linking the target participants with networks of settings analyzed previously as facilitating the specified changes. (Author/DB)

Analyzes the use of behavioral self-modification projects in college classes. Such projects are attempts by students to apply the principles of behavioral psychology to their own behavior. Discussed are impact of projects on student learning, extent of student behavior change, and adequacy of research design. (Author/AV)

Discusses teaching techniques, course content, strategies, and problems of teaching a behavior modification course to university students. Course target areas include subjects such as anxiety control, fear elimination, weight control, smoking reduction, interpersonal interaction, assertiveness, and exercise maintenance. (Author/DB)

Examines academic and pacing performance differences for students who chose between instructor- and self-set deadlines. Finds that students in the two conditions did not differ in academic performance but that students who chose to set their own deadlines missed fewer deadlines and showed accelerated pacing. (KO)

Describes a classroom procedure that induces cognitive dissonance in students by pointing out inconsistencies between their behavior and attitudes. Argues that this technique makes teaching about cognitive dissonance easier. Reports that students positively evaluated the effectiveness of the activity. (CFR)

Describes an instructional activity in which students are given false data in a research methods class. Finds that all students accepted the data but that seniors were more skeptical than sophomores or juniors. Determines that students agree that the approach helped them learn about the costs and benefits of deception in research. (CFR)

Maintains that a comprehensive understanding of abnormal psychology requires coverage of recent advances in primary prevention. Describes a conceptual scheme and recommends resources and teaching methods for instructors. Asserts that clinical and community psychology are conceptually distinct but complementary fields. (CFR)

Describes an assignment within a college course on thinking, reasoning, and decision-making skills. Discusses how students observe and describe the reasoning style of a partner on four different tasks. Maintains that the assignment illustrates course objectives on theories and models of reasoning in concrete ways. (CFR)

Reviews studies and journal articles to collect suggestions for increasing individual student involvement in small-group activities. Briefly addresses the lack of student productivity during these activities. Includes a descriptive table of all articles appearing in "Teaching of Psychology" between 1974 and 1995. (MJP)