Describes a college level history of psychology course designed to use art and music as a means of aiding students in recognizing the relationship between their present research and service interests and psychology's past. The course approached history in a less abstract fashion and stressed the interrelationship between the development of…

Discusses a study undertaken by faculty members in a university psychology department to help students bridge what is learned in psychology courses with possible job requirements. The study defined the environment of the psychology major, identified marketable skills learned in various psychology courses, matched specific skills and job…

Presents ideas for developing psychology curriculum to meet the needs of the increasing numbers of handicapped students (particularly blind students) who are appearing in psychology classes. Suggests resources, teaching aids, and sources to help teachers help handicapped students. (DB)

Maintains that academia has not escaped the litigious nature of the current U.S. social climate. Cites pivotal U.S. Supreme Court cases on academic judgment and reviews lower court cases where students challenged their assigned grades. Provides suggestions for lessening the likelihood of litigation. (CFR)

The rapid generation of information today constitutes an imperative for change in the way undergraduate psychology courses are taught. Psychology instructors must carefully select material for their courses, structure courses to maximize student performance, emphasize information retrieval skills, and contribute to the development of general…

Discovers little change concerning the use of animals in undergraduate psychology programs that do not offer a graduate degree. Few institutions have had any contact with animal rights activists and most chairpersons report that students generally favor the use of animals. Lists alternatives to animal use. (MJP)

Examines cover letters, curricula vitae, and teaching statements of 82 doctoral candidates and 74 Ph.D. applicants for an assistant professor position. Discovers that all of the applicants presented very little teaching information. Discusses reasons for this and offers recommendations for correcting the problem. (MJP)

Recommends the inclusion of a master's thesis in industrial and organizational psychology programs. Argues that the thesis serves several critical educational purposes and is relevant to applied psychology. Offers suggestions for increasing the relationship between the educational requirement and the professional tasks. (MJP)