Mayo (psychology, Gordon College, Georgia) has published his classroom research on constructivist pedagogical applications in professional journals, and continues that work here by addressing three concerns of psychology teachers. They are to align course contents with student learning outcomes endorsed by the American Psychological Association, to integrate class-tested instructional strategies with authentic or real-world learning and assessment tools designed to foster higher-order thinking, and to assess student understandings of course content along a developmental continuum that gauges progress from the introductory psychology course through the baccalaureate degree. Among his topics are psychology curriculum initiatives, the epistemological roots of constructivism, case-based instruction, graphic organizers as learning and assessment tools, and the future of undergraduate psychology education. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)