At some point in the distant past, teaching undergraduate psychology was straightforward. A college professor with a doctorate in psychology gave lectures to a group of young people whose main occupation was being a student. Today, psychologists' vision of what it means to be a quality instructor of psychology has expanded as the contexts in which psychology is taught have become more varied and complex (see chaps. 4 and 5, this volume). The instructor's level of expertise in the discipline, knowledge of and preparation for effective teaching, past experience in teaching roles, personal and cultural identity, and institutional context all combine to complicate the picture. Instructors face different challenges, have different strengths and weaknesses, have access to different resources, and require different forms of support to perform well in their role.Graduate programs in psychology will serve their students well by preparing them for this complex educational environment with an academic background in teaching per se and professionally supervised teaching experiences. There is much more to being a successful teacher than knowing more 29

Psychologists are likely to consider issues of compensation when considering employment at a university. Correspondingly, this study explored the salary and promotion negotiation practices of female and male school psychology university faculty members. In all, 191 female and 115 male faculty members completed a survey regarding negotiation practices and job satisfaction. Although significantly more faculty members reported successful salary negotiations than failed attempts, results suggest that female faculty members earn significantly less than do their male colleagues, controlling for years of experience. No gender differences were found regarding participants' willingness to negotiate for increased salary; however, Correspondence should be sent to Laura M. Crothers, G3B Canevin Hall,

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