Each year, well over a million undergraduate students take an introductory psychology course. This edited volume presents recommendations for designing and teaching this important course. The recommendations stem from an initiative of the American Psychological Association, which seeks to make introductory psychology a transformational experience for students. While some students taking the course will become psychology majors or even psychologists, most will pursue other careers. Thus, successful introductory psychology courses help students grow personally, academically, and professionally with skills that will be valuable for the rest of their lives, regardless of career. The book's recommendations cover four key areas: course design, defining and assessing student learning goals and outcomes, teacher training and development, and student learning and transformation. Chapters illustrate how to implement the recommendations in various institutions, including public and private colleges and universities, research universities, liberal arts colleges, comprehensive universities, two-year colleges, and high school. Given the diverse purposes served by the introductory psychology course, this work is a must-have for every psychology department and every person who teaches introductory psychology.
Preface Regan A. R. Gurung and Garth Neufeld Introduction: The Introductory Psychology Initiative Regan A. R. Gurung and Garth Neufeld I. Introductory Psychology Initiative Recommendations 1. Why Introductory Psychology? Stephen L. Chew, Karen Z. Naufel, Guy A. Boysen, Katherine Wickes, and Jerry Rudmann 2. Designing the Introductory Psychology Course: An Evidence-Informed Framework Bridgette Martin Hard, Dana S. Dunn, Robin Musselman, Danae L. Hudson, and Aaron S. Richmond 3. Measuring Meaningful Learning in Introductory Psychology: The IPI Student Learning Outcomes Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz 4. Assessing Student Learning Outcomes in Introductory Psychology Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz 5. Navigating the Nuances of Teaching Introductory Psychology: A Roadmap for Implementing Evidence-Based Instructional Methods Danae L. Hudson, Aaron S. Richmond, Bridgette Martin Hard, Dana S. Dunn, and Robin Musselman 6. The Successful Psychology Course: Transformative Skills in Introductory Psychology Stephen L. Chew, Guy A. Boysen, Karen Z. Naufel, Katherine Wickes, and Jerry Rudmann 7. Changing the Paradigm: Support and Development for Teachers of Introductory Psychology Melissa Beers, William S. Altman, Elizabeth Yost Hammer, Erin Hardin, and Jordan Troisi II. Operationalizing Recommendations Across Diverse Contexts0 8. Teaching Introductory Psychology as a High School Elective: Davis High School Kristin Whitlock 9. Teaching Introductory Psychology to Students of Varying Ages: Cascadia College Garth Neufeld 10. Teaching Introductory Psychology When There Is No Standardization: Lehigh Carbon Community College Robin Musselman 11. Teaching Introductory Psychology to Students with Varying Degrees of Readiness: Irvine Valley College Jerry Rudmann, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor 12. Teaching Introductory Psychology in a Small University: McKendree University Guy A. Boysen 13. Teaching Introductory Psychology to a Homogenous Student Population: Samford University Stephen L. Chew 14. Teaching Introductory Psychology in a Historically Black College/University for Women: Spelman College Shani N. Harris, Kai McCormack, Angela Farris-Watkins, Juanchella Grooms Francis, and Karen Brakke 15. Teaching Introductory Psychology When Classes Have Uneven Enrollment: The University of Tennessee Erin Hardin 16. Teaching Introductory Psychology in Large Classes: Missouri State University Danae L. Hudson 17. Teaching Introductory Psychology When the Department Is Growing: Oregon State University Regan A. R. Gurung Appendix A: Census Questionnaire APA Introductory Psychology Initiative Working Group Appendix B. Census Response Data APA Introductory Psychology Initiative Working Group Appendix C: Study Skills Lesson Stephen L. Chew and Guy A. Boysen
