PSY 293 is the opposite of the study of abnormal individuals

Students will study to identify and improve . . . strengths, talents, abilities, gifts, and intelligences

Personality traits will be examined for improvement

Class is discussive and requires: The desire to be introspective; the desire to self disclose; the desire to improve oneself; and the desire to reach out to others.

One example of a class project is the capstone teamwork integration concept. Groups of students design marketing ideas that advertise class strengths.

The number of entering students in class day one compared to the number who complete all course requirements often exceeds 85% and has been as high as 100% in certain classes.
Note: many models indicate 70-75% is ideal.

Diversity includes the following:

1. Age
2. Study Skills
3. Work Ethic
4. Initial Reason for enrolling in class
5. Time available to study outside class
6. Intrinsic Motives
7. G A F: Global Assessment of Functioning
8. Energy/Synergy
9. Attitude

Question: What does an instructor do with all of the above? How does one teach under these conditions in order to be effective? How . . . is the question.

The following teaching techniques have worked for me, however, realize that each class has a different class personality:

1. Ignore the diversity in the beginning. There is only one goal: maximize learning for as many as possible, each class.
2. Provide the class with appropriate learning goals that are achievable by all, not just the elite student.
3. Embed study skill instruction in all classes.
4. Insist and instruct all students about why your class is important.
5. You must motivate each student, collectively.
6. Homework and project work, outside class, must be relevant and meaningful.
7. Initial reasons for taking your class must morph into why each student must (need to) finish your class.
8. GAF the students every class.
9. Transfer your excitement about the class to your students.
10. Teach the reasons "Synergy" is important in life after college.