To experience an important psychological phenomenon, carefully follow these instructions: Pick a number between 1 and 50 and write it on a piece of paper Fold the paper in half so that you cannot see the number Hold the paper at eye level about 2 feet out from your face More
You are teaching an upper-level undergraduate course of about 90 students. Each day, one particular student arrives to class late, sits front and center in the class, and proceeds to send text messages on her cell phone. Instead of trying to make her texting less obvious by holding the phone More
Most students who take the general, introductory psychology course (hereafter called Psychology 101) are not psychology majors. They take the course because they think it will be interesting, or because they see connections between psychology and their major field of study, or because it satisfies a curriculum requirement. My argument More
When a student paper states that performance anxiety can lead to sexual impudence, we might laugh. When a dissertation uses the expression It is argued more times than we can count, we might cry. High-quality written communication is important at all levels of psychology education and in most fields of More
Ah, office hours. Some faculty actually enjoy holding them while others practically have to be forced to. Where you fall in this spectrum can be noted by your own reaction to the title of this article (insert dramatic pause here for a moment of self-reflection . . .). Using office More
Whatever is rushed to maturity will surely break down early. Whatever is accomplished in a hurry will surely be easily destroyed. (Zen Lessons, 1989, p. 33). This final Teaching Tips column under our editorship looks back and seeks to summarize the important, prevailing ideas in Teaching Tips over the last More
