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
As I write this, it’s near the end of the semester, and yet another academic advising period has come and gone. For many busy faculty members, advising time conjures images of extended office hours, multiple meetings with frazzled advisees, and hectic schedules added to the normal routine of classes, research More
At the beginning of a market research project, 79 percent of students chose to participate in a group project rather than complete a similar one alone (Ryan & Ogilvie, 2005). Unfortunately, only 52 percent maintained this preference by the end of the semester-long experience. In addition, project quality often does More
