What is Summer For? Recalculating!

Summertime is a great time to plan your future. Don't be too lazy during the hazy days--have fun, yes, but use the time wisely and well, too, by "recalculating."

Teaching About Practical Steps to Creativity

It's nice when teaching and research inform daily life—and here is some intriguing evidence about the creative impact of walking.

On Pleasing Students, or the Goldilocks's Problem

Psychology teachers should routinely introduce changes to how their courses run. When they, however, it can be like dealing with Goldilocks--the porridge might be too hot, the chair too small, and so on. What to do?

That Question: “What’s a Psychology Degree Worth, Anyway?"

A college education is expensive—we all know that. But is a future salary the only return on investment (ROI) we should be concerned with? Aren't there important educational intangibles that provide us with a rich life then as well as later?

Vocabularies, the Evolving SAT, and Teaching Psychology

The SAT is changing: Vocabulary words on the test are to become less obscure and more aligned with college curricula. What does this mean for the learning of obscure words in or out of psychology?

Need to Remember Something? There's No App for That

Taking notes using traditional methods—writing in longhand, for example—appears to promote better learning and retention of course material than does taking notes on a laptop computer. This finding should have consequences for how technology is used in the classroom.

Test Early, Test Often?

Can routine, repeated quizzing or testing actually lead to enhanced academic performance? Apparently so!

Trust but Verify: Replication Is Important—for Teaching, Too

In order to be taken seriously, findings in psychological science need to be replicable, that is, found independently and consistently. Establishing a similar standard for teaching research and pedagogical demonstrations makes sense and will go a long way towards promoting educational integrity.

Holiday Gifts for Psychology Teachers, Students, and Others

It can be better to give than to receive, but what kinds of gifts should you give to those interested in psychology?

Evaluating Teaching Faculty or Faculty Who Teach? Huh? What?

Most college and university faculty teach, but not all faculty are teaching faculty. Huh? What? Faculty members have distinct duties depending upon the nature of the institution where they work, not to mention that there are different types of adjunct colleagues. The situation is more complex than it appears—students need to know and so does the general public.

Early Decision and College Admission: Waiting is Hard

How should high school seniors applying early decision handle their immediate futures? What should they do and not do? How should they act?

Well Done! Good Job! Excellent! But Temper Your Enthusiasm

Psychology faculty need to offer praise as well as criticism, but sometimes teachers go too far in one or the other direction. What's are some best practices for offering appropriate feedback on student work, such as writing, exams, presentations, and so on?

Creative Mess, Creative Clutter

A teacher's or a student's cluttered workspace might actually be a source of creativity.

When Less is Actually More in the Psychology Classroom

Remembering and applying the Zeigarnik Effect to promote good teaching.

Timely Tips for New College Teachers

Some helpful suggestions for a first venture in teaching psychology, whether in a traditional (face-to-face) or virtual (online) classroom.

Stylish Academic Writing? Really? Yes, Really!

Teachers who write or teach writing to psychology students can still learn new lessons and refine both crafts.

Desert Island Musings: If Only One, Which Would You Take?

If you were on a desert island, what work of psychology would you want along for solace and sustenance? Why?

Avoiding Teaching Tedium

Some psychology teachers will secretly admit they don't like teaching—but maybe it's how they go about teaching that is the real problem.

Much Ado About MOOCs

MOOCs are probably not the educational answer. They may present new problems, including some new forms of elitism.

College Choice Time: How to Choose Well

May 1 is the traditional date on which high school seniors must (finally) decide their college choice for the following fall. What issues should they consider when making this oh-so-important choice?

Underscoring a Learning Practice that Just Doesn’t Work

Yellow marks--underlining and highlighting draw our attention but do little for our learning. Can we and our students break this unhelpful habit?

Teacher's Pet

Caring for a dog offers a variety of benefits to round out a teaching life.

Grade Grudge or What Ever Happened to the Honestly Earned C?

The psychology of the problematic C grade: What does it mean? Can the grade still be useful rather than stigmatized?

College Costs: A Psychology of Dollars and (Common) Sense

Based on some intriguing economic data, college is not just an expensive and important investment--who pays is linked with grades and graduating. Parents and students need to talk about cost and the responsibilities entailed on both sides.

A New Year's Memory, the Need for Authenticity, and Teaching

A New Year's memory from childhood still motivates me but not in the direction of annual resolutions--instead, it encourages me to be authentic in my teaching and dealings with my students.

Lifelong Learning: Vacuous or Virtuous?

One of the most overused and, to my mind, bloated catch phrases of all time is “lifelong learning.” But does the concept underlying it have merit?

Avoiding Grinchy Disgruntlement at the Semester’s End

As psychology teachers, we need to appreciate the good things about campus life when the semester’s end makes us forget them.

My Desk, Myself?

What do our offices say about us? Do they reveal our personalities? I think of myself as hardworking, organized, and productive, but my desk is a mess—is that contradictory?

Remembering a Great Teacher I Never Had

Chris Peterson was a great teacher of psychology, one I never actually had--but I knew and learned from his work, especially his advice on writing.

A Teachable Moment About Maturity

Can psychology teachers deal with immaturity by behaving in a mature manner themselves?