1999-2000 Williams Fund Recipients

An innovative overhaul of "Engaging Students in the Science of the Mind: Realizing the Potential Contribution of Introductory Psychology to Undergraduate Education and Evaluation" (PSY 201) led by Jennifer Freyd.

In their Williams-funded project, Jennifer Freyd and doctoral student Bayta Maring overhauled Psychology 201, implementing innovative changes in every aspect of this large lecture course.

Interactive demonstrations and small-group exercises encourage students to take an active role in the learning process. A highly-interactive web site is used as a tool to help students learn and foster a sense of community outside the classroom.

Changes were also made to assessment techniques in the course; instead of a traditional midterm and final, partially-cumulative quizzes are given each week. Faculty members in the psychology department have eagerly adopted many of these changes, and have made Psychology 201 a more enriching experience for themselves and their students.

This project stands out as an example of how to create a small-class atmosphere in one of the largest lecture classes at the University of Oregon.

English (1997-1998, 1998-1999, 1999-2000)
An interdisciplinary project, "Writing for the Future," developed by Anne Laskaya, Department of English.

Responding to the writing needs of advanced undergraduate students, theDepartment of English Composition Program and the Center for Teaching Writing proposed a cooperative teaching program. Its aim was to help students successfully negotiate writing situations found within specific disciplines and prepare students for post-baccalaureate jobs and careers.

Several other universities, including Indiana, Minnesota, Cornell, and the University of Washington have recognized the same need and have established successful programs similar to the one made possible at Oregon by the Williams Fund.

Designed for students in their junior and senior years, the pilot program created sound and rigorous writing courses that were attached to and interwoven with advanced subject-area courses. With an emphasis on mutual responsibility of the participating departments and professional schools, the pilot's design included extensive training for teachers assigned to teach the courses.