The burnout literature is reviewed, compared, and summarized. Based on this process a definition of burnout is proposed encompassing three components: emotional and/or physical exhaustion, lowered work productivity, and overdepersonalization. A model to aid researchers is presented accompanied by research questions in need of answer if burnout is to be more fully understood.

Continuing research with a 60-year history, we read 400 college catalogs and identified the most frequently listed undergraduate psychology courses for 4 institutional types. Results suggested ongoing segmentation in the research methodology and developmental areas, with an increasing number of courses listed in each. Experimental content courses (e.g., experimental, biological), clinical (e.g., abnormal, personality), and social/developmental courses are listed with about equal frequencies, and no movement toward additional vocational content is evident. We noted emerging subdisciplinary areas and courses.

A review of 500 college catalogs for 4 institutional types found the modal undergraduate psychology program follows the traditional model. It is taught in the liberal arts tradition as recommended by the St. Mary's Conference (Brewer et al., 1993), balancing natural and social science content. The major typically requires 34 credits including introductory, statistics, and a capstone course (either a senior seminar, colloquium or history); at least one content course; and limited laboratory experience. It neither necessarily requires the integrative capstone course nor psychometric methods courses recommended by the St. Mary's Conference. Prerequisites for methodology and capstone courses are limited.Psychology has repeatedly studied its undergraduate curricular structure and focus over several decades (Brewer, 1997;McGovern, 1992). This work has looked at courses offered and required (recent data on courses offered; Perlman & McCann, 1999), breadth (distributional models with courses chosen from broad topic areas), integration (knowledge synthesis), and objectives (goals) for undergraduate education and how best to meet them (models). These extensive reports and articles provide the basis for understanding psychology's curricular history, for example:

We surveyed departments nationally to better understand the extent of scientific opportunities and experiences for undergraduate psychology students. Results showed intradepartmental variability, but overall students can expect 7 courses that offer research experiences in the typical psychology curriculum. Nonetheless, research is often not the primary course focus; some students must wait until their junior year to take such a course, and most such courses are elective, not required. We discuss implications for departments' curricula and the goals and outcomes for undergraduate education as well as future research directions.

The quality and type of instruction teaching assistants (TAs) receive provide basic preparation for a faculty career. We sampled 249 chairs of psychology departments offering doctoral programs. Questionnaire results show that faculty respondents (a) identify TA responsibilities in a variety of pedagoical areas, (b) describe a diverse set of TA training components, and (c) rate TA supervisors as experienced in both working with TAs and as undergraduate teachers. Faculty respondents describe a pedagogical base from which new faculty with TA experience may continue to develop as teachers.