This study compared a traditional lecture-based life span development course to the same course redesigned using Fink's (2003) taxonomy of significant learning. The goals, activities, and feedback within the course corresponded to Fink's 6 taxa (knowledge, application, integration, human dimension, caring, learning how to learn). Undergraduates in…

Supplements Steven A.Meyers's article (Teaching Psychology, 1997) on the use of collaborative-learning groups. Provides additional suggestions on starting in-class groups, maintaining their effectiveness, and anticipating common problems. Argues that with careful attention, in-class groups can effectively complement lectures. (DSK)

Proposes that a game called Black Box is a useful tool for introducing various features of scientific reasoning to introductory research methods classes. Outlines the rules of the game and suggests analogies that instructors can make between the game and concepts commonly mentioned in discussions of scientific reasoning. (DSK)

Reports on two studies of student responses to increased emphasis on experiential activities in an undergraduate developmental psychology course. Finds that students in the experiential sections rated the value of and interest in the subject matter higher. (CFR)

Outlines and discusses four unique and major challenges facing the undergraduate statistics instructor. These are motivating students to study material they think is uninteresting, handling mathematics anxiety, dealing with performance extremes, and making the learning memorable. Offers solutions for each challenge. (MJP)

Maintains that the history of psychology course is a common capstone course in the undergraduate psychology curriculum. Describes exercises designed to encourage active learning and critical thinking. Presents basic steps in completing the exercises and students' reactions to them. (CFR)

Defines and discusses a definition of critical thinking. Maintains that college students improve their learning effectiveness when they are engaged actively and invested personally. Describes student evaluation techniques used to enhance thinking skills. (CFR)

Describes techniques for creating collaborative student-constructed hypertexts. Maintains that student goals include courseware development, promotion of critical thinking skills, and facilitating student-directed learning. Reports that students' reactions to the assignments were overwhelmingly positive. (CFR)