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In recent years, national policy experts have questioned the overall quality of educational research, and they have suggested that researchers strengthen their scientific methods by maximizing the use of experimental designs. To promote more rigorous methodology, we discuss several new and often-overlooked opportunities for incorporating experimentation into the scholarship of teaching and learning in psychology. Although experiments can be difficult to conduct in educational settings, our methodological suggestions are particularly well-suited for relatively small-scale studies, like those typically published in Teaching of Psychology.

The circumstances under which answer changing is beneficial or detrimental to test performance were investigated. Undergraduates (N = 65) identified their reasons for changing answers on a 62-item multiple-choice examination. An analysis of the success of answer changing in relation to the reasons offered for changing was completed. Students who reported guessing as their reason for changing answers were not nearly as likely to benefit from their answer changing as were students who reported other reasons. Implications for previous work and test-taking strategies are discussed.

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Although an increasing number of death educators will have the opportunity to teach abroad, many may not be fully aware of the issues that arise in intercultural instruction and are not prepared to handle the pedagogical challenges associated with teaching thanatology in a foreign country. On the basis of experience of teaching in China, the author describes the challenges of intercultural teaching, strategies for adapting instruction to address the pedagogical obstacles, and the ways an international teaching experience can enrich instruction.