The challenge of teaching communication skills outlined in Goal 4 of the APA Guidelines for the Undergraduate Psychology Major is that it occurs in many contexts and the communicator must adapt the form to match both context and purpose. We created a taxonomy of dimensions and kinds of communication that represents the various contexts in communication assignments in psychology classes. We propose a curricular-level solution to assessing the development of communication skill, including multiple assessment opportunities in both course and curriculum with progressively higher standards. We discuss how different forms of rubrics can be used to assess communication and created a “common” rubric that can be adapted and used to assess communication across many different contexts. Finally, since social media have increased the frequency of exposure to often engaging, but misleading or inaccurate communication, we discuss the value of being able to judge the validity of received communications and the importance of teaching students how to evaluate messages critically.

When and where do people learn about psychology? In this chapter, we suggest that the sun never sets on the teaching and learning of psychological science. The term psychological science emphasizes the scientific nature of the discipline. Psychological science is communicated in a variety of formal and informal settings. Formal settings include a wide array of academic institutions and professional development venues, whereas informal settings include popular media, Web sites, podcasts, networking sites, family discussions and religious communities. Psychological science is taught to students across the life span, in a wide range of contexts, at all hours of the day and night, in most parts of the world, and using many instructional modalities. Psychological science is local, national, and international. Psychological science appeals to a diverse audience. In this chapter, we explore quality control of the discipline's content and address the misconceptions that are commonly held by the public. We also describe when and where people learn 81

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