Abstract
Although journal writing has been extensively described and advocated in the teaching literature, little attention has been given to empirical assessment of its effectiveness in increasing student learning. Previous evaluations typically relied on student and faculty perceptions rather than performance measures. In this article, I describe journal writing as a way to actively engage students in learning about personality theories and include new criteria for instructor evaluation of journal entries. Analysis of student test grades indicated that a journal writing assignment increased student learning, and student evaluations supported the perceived usefulness of this exercise in fostering understanding. Examples from journals illustrate the ways in which students connected the course material to their own observations.
