Universities are businesses, although we academics do not like to think of them as such. However, we are not in business to make a profit, but rather to produce teaching and research. Thus, our bottom line needs to be measured in quality and productivity of our teaching and our research. More
It’s a new school year and at campuses all across the country, record numbers of students are taking psychology courses. And most of them are taking introductory psychology. By far the most popular course on my campus and many others is the introductory psychology course. Thousands of students take introductory More
Consider the following: Most psychologists read only journals in their sub-specialty of psychology; Psychologists are employed in many departments on university campuses, not just psychology departments; Most psychologists attend psychology meetings only in their subdiscipline and often attend meetings that are not of psychologists (neuroscience, decision and information science). Are More
On May 23, APS will hold its Fourth Annual Institute on the Teaching of Psychology in Washington, DC. Scheduled in conjunction with the Ninth Annual Convention (May 23-26, 1997), this exciting one-day preconference is open to teachers of psychology at two- and four year colleges and universities, graduate students and More
Whether you’re a computer neophyte or computer guru, you will find here ideas for some useful high-tech supplements to traditional education methods, and we hope to persuade you to explore further the many facets of computer-aided instruction. As a starting point for your own investigations into hardware/software advances and even More
“I tried to have a discussion today, but hardly anybody said anything. You’d think a class of 95 students really would get into arguing about theory XYZ.” Sound familiar? It’s a common and chronic refrain of professors around the country. And many attempts to inspire class discussions use the following More
