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.

Preparing Psychology Majors to Enter the Workforce

2017 ◽  
Vol 45 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Drew C. Appleby
Keyword(s):  
American Psychological Association ◽  
The United States ◽  
Bachelor's Degree ◽  
American Psychological ◽  
Psychology Programs ◽  
Job Seeking ◽  
Psychology Faculty ◽  
Psychology Majors ◽  
Psychology Curriculum ◽  
Undergraduate Psychology

Undergraduate psychology programs have not always provided the same level of support for their job-seeking students than they have for those preparing to become psychologists. This is a particularly unfortunate situation because, according to the American Psychological Association's Center for Workforce Studies (American Psychological Association, 2017), only 13% of the 3.4 million people in the United States who have earned a bachelor's degree in psychology have gone on to earn a higher psychology degree. The first part of this article uses quotations from seven national reports on the psychology curriculum to identify the genesis and gradual amelioration of this unfortunate situation. The remainder of this article focuses on strategies that psychology faculty can use to help their job-seeking students successfully accomplish Goal 5: Professional Development of the APA Guidelines for the Undergraduate Psychology Major. These strategies include referring advisees to professionally trained advisors and becoming aware of careers in which baccalaureate-level psychology majors have entered or can prepare to enter and the sets of knowledge, skills, and characteristics important for success in these careers.

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.

Academic Advising Assessment Practices: Results of a National Study

2014 ◽  
Vol 34 (1) ◽  
pp. 64-77 ◽  
Author(s):  
Keith L. Powers ◽  
Aaron H. Carlstrom ◽  
Kenneth F. Hughey
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Student Learning Outcomes ◽  
National Study ◽  
Professional Judgment ◽  
Assessment Practices ◽  
Current State ◽  
Advising Assessment

Best practices of academic advising assessment involve identification of student learning outcomes, the development and use of multiple measures of student learning, and sound professional judgment to understand the information gathered and to improve student learning. However, the assessment results often come from minimal, narrow, and inconsistent evaluation practices, often based on student satisfaction surveys. Therefore, to generate a picture of the current state of assessment, we surveyed those conducting or deemed responsible for academic advising assessment. Although 80% of survey participants identified academic-advising student learning outcomes, one half assessed the achievement of those outcomes, with most using student surveys. Furthermore, 7% reported employing three or more measures while 60% reported improvements of practice and student learning based on the assessment.

Fool’s Gold: Psychologists Using Disingenuous Reasoning to Mislead Legislatures into Granting Psychologists Prescriptive Authority

2003 ◽  
Vol 29 (4) ◽  
pp. 489-524
Author(s):  
Brent Pollitt
Keyword(s):  
Primary Care ◽  
Mental Illness ◽  
Nurse Practitioners ◽  
Primary Care Physicians ◽  
American Psychological Association ◽  
The United States ◽  
Psychotropic Medications ◽  
American Psychological ◽  
Training Requirements ◽  
Prescriptive Authority

Mental illness is a serious problem in the United States. Based on “current epidemiological estimates, at least one in five people has a diagnosable mental disorder during the course of a year.” Fortunately, many of these disorders respond positively to psychotropic medications. While psychiatrists write some of the prescriptions for psychotropic medications, primary care physicians write more of them. State legislatures, seeking to expand patient access to pharmacological treatment, granted physician assistants and nurse practitioners prescriptive authority for psychotropic medications. Over the past decade other groups have gained some form of prescriptive authority. Currently, psychologists comprise the primary group seeking prescriptive authority for psychotropic medications.The American Society for the Advancement of Pharmacotherapy (“ASAP”), a division of the American Psychological Association (“APA”), spearheads the drive for psychologists to gain prescriptive authority. The American Psychological Association offers five main reasons why legislatures should grant psychologists this privilege: 1) psychologists’ education and clinical training better qualify them to diagnose and treat mental illness in comparison with primary care physicians; 2) the Department of Defense Psychopharmacology Demonstration Project (“PDP”) demonstrated non-physician psychologists can prescribe psychotropic medications safely; 3) the recommended post-doctoral training requirements adequately prepare psychologists to prescribe safely psychotropic medications; 4) this privilege will increase availability of mental healthcare services, especially in rural areas; and 5) this privilege will result in an overall reduction in medical expenses, because patients will visit only one healthcare provider instead of two–one for psychotherapy and one for medication.

PENERAPAN STRATEGI PEMBELAJARAN GO TO YUOR POST UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SDN 024 TARAI BANGUN KECAMATAN TAMBANG KABUPATEN KAMPAR

2017 ◽  
Vol 1 (1) ◽  
pp. 85
Author(s):  
Delfi Yendri
Keyword(s):  
Social Sciences ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Student Activity ◽  
The Poor ◽  
The Subject ◽  
Data Collection Activity

This research is motivated by the poor results of Study Social Sciences (IPS) Student Class VI SDN 024 Tarai Bangun Kecamatan Tambang. This study aims to determine the resulting increase studying social sciences (IPS) student class VI SDN 024 Tarai Bangun Kecamatan Tambang through the application of learning strategies go to yuor post, which carried out for 1 month. The subjects were VI SDN 024 Tarai Bangun Kecamatan Tambang by the number of students as many as 38 people. Form of research is classroom action research. The research instrument consists of instruments and instrument performance data collection activity observation sheet form teacher and student activity. Based on the research, the conclusion to this study is based on the analysis and discussion in chapter IV can be concluded that the application of learning strategies go to yuor post can improve learning outcomes in the subject of social sciences grade VI SDN 024 Tarai Bangun Kecamatan Tambang. Evidenced by the increase in learning outcomes before action to the first cycle, to cycle II. Before the act of student learning outcomes classified as unresolved with an average of 59%, an increase in the first cycle by an average of 69%. While the results of student learning in the second cycle must be increased by an average of 75% with the category completed.

STRATEGI PEMBELAJARAN DAN MOTIF BERPRESTASI TERHADAP HASIL BELAJAR MATA PELAJARAN MENGGAMBAR TEKNIK

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Timbul Purba ◽  
Harun Sitompul
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
High Achievement ◽  
Low Achievement ◽  
Significance Level ◽  
Achievement Motive ◽  
Analysis Technique

Abstrak: Penelitian ini bertujuan: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan siswa yang memiliki motif berprestasi rendah dan (3) interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian diperoleh: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan hasil belajar siswa yang memiliki motif berprestasi rendah dan (3) terdapat interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa.   Kata Kunci: strategi pembelajaran elaborasi dan ekspositori, motif berprestasi, hasil belajar menggambar teknik   Abstract: This research was aimed to: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher than students taught by expository learning strategy, (2) drawing techniques learning outcomes of students who have high achievement motive higher than students who have low achievement motive, and (3) the interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. The research method used was quasi experiment with 2 x 2 factorial design. The analysis technique used is the two-track analysis of variance ANOVA (2 x 2) with a significance level α = 0.05. The findings of the study indicate: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher learning outcomes than students taught by expository learning strategy; (2) drawing techniques learning outcomes of students who have high achievement motive higher than the learning outcomes of students who have low achievement motive; and (3) there is interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. Keywords: elaboration learning strategies and expository, achievement motive, the result of learning drawing techniques

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