Offering a course in humanistic and transpersonal psychology in a traditional psychology department

We introduced a humanistic and transpersonal psychology course into a tradi tional undergraduate curriculum. The course addressed metaneeds, consciousn ess, altered states of consciousness, Eastern and Western meditative practi ces, mytho-poetic wisdom, and metaphoric epistemology. Classes included bot h didactic and experiential teaching methods. Quantitative data from standa rdized course evaluations and qualitative data from open-ended questionnair es provided converging lines of evidence of high student satisfaction. In a ddition, quantitative data from the Personal Orientation Inventory (Shostro m, 1963) provided evidence that students grew personally from the course. W ith all 14 scales changing in the predicted direction, 6 reached significan ce.