Virginia Andreoli Mathie

RAPE SCRIPTS AND RAPE ACKNOWLEDGMENT

Past research has indicated that nearly half of college-aged women who experience forced, nonconsensual sexual intercourse, do not label their experience as rape. We found evidence that these unacknowledged rape victims possess more violent, stranger rape scripts than do acknowledged rape victims, who are more likely to have an acquaintance rape script. The difference in rape scripts between acknowledged and unacknowledged rape victims was not due to different demographics or actual rape experience. However, unacknowledged victims did have a sexual history which involved less force than did acknowledged victims. Apparently, most unacknowledged victims do not define their rape experience as rape because they have a rape script of a violent, stranger, blitz rape which does not match their experience of being raped in a less forceful manner by someone with whom they were acquainted. The extent to which their less forceful sexual histories is related to their more violent rape scripts remains to be investigated.

What Should Graduate Teaching Assistants Know About Teaching

This article reports results of a content analysis of 18 teaching assistant (TA) manuals. Topics were divided into four major categories of tasks: professional socialization, intellectual, interpersonal, and organizational. Twenty-six of the 103 topics identified were included in more than 50% of the manuals. Among the common topics, more topics were included from the categories dealing with intellectual and interpersonal tasks than from the other two categories, highlighting the importance of these two dimensions of effective teaching, which is consistent with Lowmans (1984) theoretical model. The topic outline provided by our study could serve as a model for TA manuals.

Undergraduate Research Groups: Two Models

Research suggests that participation in out-of-class research projects is a valuable experience for undergraduate psychology students. At many academic institutions, however, limited resources and large numbers of majors preclude requiring all students to participate in one-on-one research opportunities with faculty. In an effort to offer research experience to as many students as possible, some departments have instituted research teams. We describe two research team models that have worked well at a mid-size university. Model 1 is a single-faculty, single-project team, and Model 2 is a large multifaculty, multiproject team. Faculty and students find that this team approach is a valuable way to meet their research needs.

Face facts: An unbidden role for features in communication

Physiognomic or facial structure influence was investigated with regard to perceived facial expression. Subjects saw nine drawings, three of which had been altered for eyebrow characteristics, three for lip characteristics, and three for differing face shapes. Subjects rated the faces within each feature variation group as differing significantly on exhibited facial expression, even though the physiognomic structure of only one feature had been varied. Statistically, heavy eyebrows and a narrow face shape had the most effect on perceived facial expression. Physiognomic change alone led to different perceptions of exhibited facial expression. Implications for human interaction and personality development are discussed.

Expanding the Boundaries of Scholarship in Psychology Through Teaching, Research, Service, and Administration

The Society for the Teaching of Psychology formed a task force in 2000 on Uniting Scholarship and Teaching to develop suggestions for how the Society might facilitate Boyers (1990) and Halpern et al.s (1998) expanded views of traditional scholarship with respect to the teaching of psychology. This article represents a partial fulfillment of that charge. Specifically, we explore the scholarly dimensions of teaching, research, service, and administration and consider models for undertaking and documenting scholarship in each of these realms of academic life.

Building academic partnerships in psychology: The Psychology Partnerships Project.

The increased number and mobility of psychology students, the need for a more coordinated curriculum and a more diverse student population in psychology programs, and the need to prepare students for a changing marketplace pose serious challenges for psychology educators. Partnerships among psychology teachers in high schools, community colleges, 4-year colleges and universities, and graduate programs in research universities can help teachers address these challenges effectively. This article outlines how academic partnerships across educational levels can help psychology teachers address educational challenges, examines factors that facilitate the formation and maintenance of these partnerships, and presents the American Psychological Associations successful Psychology Partnerships Project: Academic Partnerships to Meet the Teaching and Learning Needs of the 21st Century, describing the organizational features that enhanced its success.