Introduction to Psychology

2018 ◽  
Vol 45 (3) ◽  
pp. 213-219 ◽  
Author(s):  
Rory A. Pfund ◽  
John C. Norcross ◽  
Robin Hailstorks ◽  
Karen E. Stamm ◽  
Peggy Christidis
Keyword(s):  
General Education ◽  
Department Chairs ◽  
American Psychological Association ◽  
Introductory Psychology ◽  
Psychology Programs ◽  
Introductory Course ◽  
Undergraduate Study ◽  
Nationally Representative ◽  
Psychology Course ◽  
Written Assignments

A robust literature has explored multiple facets of the introductory psychology course, but few studies have examined its purposes, student learning outcomes (SLOs), and assessment practices. The second iteration of the Undergraduate Study in Psychology gathered data on these facets in a nationally representative sample of associate ( n = 62) and baccalaureate psychology programs ( n = 161). Most department chairs indicated that their intro course served as both an introduction to the major and a general education function. Approximately one third of programs incorporated the American Psychological Association Guidelines for the Undergraduate Psychology Major 2.0 in their entirety or with minor changes to develop their SLOs for the introductory course. Written assignments and professor-developed quizzes/exams were the most frequently used assessment methods. Discussion centers on how these results may be used by teachers of introductory psychology.

The Introductory Psychology Census: A National Study

2021 ◽  
Author(s):  
Aaron S. Richmond ◽  
Guy Boysen ◽  
Danae Hudson ◽  
Regan A. R. Gurung ◽  
Karen Naufel ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
American Psychological Association ◽  
The United States ◽  
Introductory Psychology ◽  
National Study ◽  
Psychology Programs ◽  
Current State ◽  
Working Groups ◽  
Training And Support

Nearly all undergraduate psychology programs in the United States (99%) offer an Introductory Psychology (IP) course (Norcross et al., 2016). Yet, there is a surprising dearth of information relating to the learning outcomes and course designs employed in IP, nor is information readily available regarding the training and support of those who teach it. Over the past 12 years, American Psychological Association (APA) working groups have made recommendations intended to strengthen IP but no empirical data are available concerning the efficacy or impact of those recommendations. This national census of IP instructors, conducted by APA’s Introductory Psychology Initiative (IPI), surveyed instructors of the course nationally to investigate how past IP recommendations have been implemented and to develop a baseline understanding of the current state and structure of the IP course. The census was structured in four parts, paralleling the four subgroups of the IPI: Student Learning Outcomes and Assessment; Course Models and Design; Teacher Training and Development; and Student Success and Transformation. We provide an overview of who teaches the course, how it is taught, how instructors’ teaching skills are developed and supported, and the extent to which evidence-based learning strategies are incorporated into the IP course.

The Perils and Promises of Teaching Integration in Introductory Psychology

1995 ◽  
Vol 23 (4) ◽  
pp. 296-302
Author(s):  
Christopher R. Grace ◽  
Kathryn Ecklund
Keyword(s):  
General Education ◽  
Introductory Psychology ◽  
Christian College ◽  
General Psychology ◽  
Different Types ◽  
Psychology Courses ◽  
Introductory Class ◽  
Psychology Course ◽  
College Or University

Teaching effectively at a Christian college or university demands excellent skills and particularly so in introductory psychology courses. With an expansive area and a large portion of students taking the class to fulfill a general education requirement, general psychology professors are challenged uniquely. Adding integration issues can overwhelm even the most diligent instructor. Yet, few pedagogical and theoretical resources on the effectiveness of different types of integrative components are available. The purposes of this article are to explore the perils and promises associated with teaching an introductory psychology course and to provide some resources and illustrations that have been found to be effective. The article also serves as an introduction to an integration curriculum incorporated into several general psychology courses at two different universities. An introduction to the curriculum reader is provided in this text, as well as an overview of other materials and topics that lend themselves to integrative discussions. Finally, the efficacy of a laboratory type experience for instilling an integrative component to an introductory class is discussed.

Traditional versus Televised Instructional Methods for Introductory Psychology

1980 ◽  
Vol 9 (1) ◽  
pp. 45-53 ◽  
Author(s):  
George R. Mount ◽  
Sharon R. Walters
Keyword(s):  
Community College ◽  
Instructional Methods ◽  
Introductory Psychology ◽  
Personality Factors ◽  
Study Guide ◽  
Older Students ◽  
Introductory Course ◽  
Psychology Course ◽  
Better Than

This study compared the performance of students in a televised introductory psychology course to that of students in a traditional introductory psychology course at a community college. All students had the same instructor and textbook. They took approximately the same tests. Students in the televised introductory course did significantly better than those in the traditional introductory course. These two groups were also compared on the basis of age, sex, and scores on the Sixteen Personality Factors Inventory. Students in the televised psychology course were more happy-go-lucky, conscientious, trusting, astute, controlled and less apprehensive. They were also considerably older. Students' evaluation of the TV course, text, and study guide were favorable. More students successfully completed the on-campus psychology course.

scholarly journals The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

2021 ◽  
Vol 16 ◽  
pp. 69-87
Author(s):  
Valerie Whittlesey ◽  
Hillary Steiner
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Introductory Psychology ◽  
Self Regulated Learning ◽  
Passive Learning ◽  
Regulated Learning ◽  
Passive Strategies ◽  
Psychology Course

College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.

Introductory Psychology

2017 ◽  
Vol 44 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Jamie J. Peterson ◽  
Arturo Sesma
Keyword(s):  
Undergraduate Students ◽  
American Psychological Association ◽  
Nationwide Survey ◽  
Introductory Psychology ◽  
Original Research ◽  
Research Experience ◽  
Introductory Courses ◽  
Research Activity ◽  
Research Activities ◽  
Psychology Course

The American Psychological Association Board of Educational Affairs Working Group (APA) recommends providing some research experience to undergraduate students in the introductory psychology course. This nationwide survey of introductory psychology instructors explored the frequency of integrated research opportunities in introductory courses, types of research activities included in courses, instructors’ perceptions of the importance of providing research experience, and perceived barriers to integrating research. We found that although few of the introductory courses have a separate laboratory (5%), over 75% of the respondents indicated some manner of research activity in their courses. Most introductory courses included opportunities to read and critique original research, but few psychology programs at institutions of higher learning provided students with hands-on research, APA writing, or data presentation opportunities. Respondents also rated activities such as designing, conducting, and interpreting research as not especially important for introductory courses. Primary barriers to integrating research are logistical in nature.

Careers in Psychology Course: Prevalence, Structure, and Timing

2020 ◽  
Vol 48 (1) ◽  
pp. 63-68
Author(s):  
Rory A. Pfund ◽  
Robin Hailstorks ◽  
Karen E. Stamm ◽  
Peggy Christidis ◽  
Jessica C. Conroy ◽  
...  
Keyword(s):  
Representative Sample ◽  
Future Research ◽  
Career Course ◽  
Undergraduate Study ◽  
Baccalaureate Programs ◽  
Nationally Representative ◽  
Psychology Course ◽  
Undergraduate Programs

Despite the multiple benefits of the careers in psychology course, it is not universally offered in undergraduate programs. Teachers who wish to design such a course may wonder about its typical number of credits, when students should take the course, and how much it uses a common curriculum across sections. The 2018 Undergraduate Study in Psychology gathered data on these questions in a nationally representative sample of undergraduate programs at associate ( n = 60) and baccalaureate ( n = 180) institutions. In 2017–2018, 39% of baccalaureate programs and 12% of associate programs offered the course. Discussion centers on department-specific adaptations of the career course, its curricular alternatives, and future research. The authors also issue a call for action to more widely implement the career course nationally.

Staffing the Introductory Psychology Course in Graduate Departments

1988 ◽  
Vol 15 (3) ◽  
pp. 124-127 ◽  
Author(s):  
Richard A. Griggs ◽  
Stephen K. Lange ◽  
Merle E. Meyer
Keyword(s):  
Doctoral Programs ◽  
Graduate Programs ◽  
Introductory Psychology ◽  
Introductory Course ◽  
Psychology Course ◽  
Large Research

Psychology departments with graduate programs were surveyed to examine how large, research-oriented programs are handling the introductory course in psychology. Particular interest was paid to differences between master's-only and doctoral programs and to staffing difficulties and solutions to such problems.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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