The Introductory Psychology Census: A national study.

Abstract

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.

Do graduate students aim to teach undergraduates employable skills?

“…This suggests that the instructional methods introduced via teaching assistantships do not emphasize these skills to the same extent as other skills (e.g., research). Such findings are echoed in the recent survey of Introductory Psychology instructors, which reported leadership and oral communication (along with hardware/software skills) as the career skills most rarely taught (Richmond et al, 2021).…”

“…Self-management skills (including time management) have been shown to buffer stress (Adams & Blair, 2019), improve study habits (Boekaerts & Corno, 2005), and predict academic outcomes (Credé & Kuncel, 2008) and may have greater impact if taught in introductory-level courses (Hood et al, 2021). In a survey of Introductory Psychology instructors (Richmond et al, 2021), more than 80% reported teaching students about the benefits of spaced practice, retrieval practice, and elaborative rehearsal for studying, yet such instruction occurred primarily through lectures on memory rather than via deliberate practice to improve study habits. With regard to professionalism, Ciarocco et al (2016) piloted a modular “across the curriculum” approach and found it increased awareness of opportunities for student involvement (e.g., internships) and career options.…”

“…Despite apparent agreement on what skills students need for future careers, it remains unclear whether college instructors are transitioning their courses to be more skills focused. With respect to Introductory Psychology, offered as a general education course at most institutions and taken by over 1 million American college students per year (Gurung et al, 2016), almost all instructors (89%) reported in a recent survey that they addressed the knowledge base of psychology a lot or a great deal in the course, while only 13% addressed professional development and only 35% addressed communication skills to the same extent (Richmond et al, 2021). Given that general education courses, like Introductory Psychology, are often the only course in a discipline that nonmajors take, educators have argued for less content coverage and more application of material to students’ lives and future careers (Frantz, 2020).…”

“…As of 2015, approximately 70% of instructional positions at U.S. colleges and universities were staffed by contingent faculty (American Association of University Professors Research Office, 2017; National Center for Education Statistics, 2019). Contingent faculty tend to receive less compensation, professional development, and support as compared to tenured or tenure-track faculty (Benjamin, 2002; Richmond et al, 2021). Graduate students, in particular, often lack formal pedagogical training and may feel unprepared to teach college courses (Dudley, 2009).…”

Well-Being Science for Teaching and the General Public

“…Teaching subjective well-being offers an opportunity to promote each of these. For example, professional development includes building career skills that overlap with core well-being topics such as self-regulation and adaptability (Richmond et al, 2021). Further, well-being is a cross-cutting theme that is consistent with the APA Introductory Psychology Initiative in that it is about applying psychological principles to create positive change at the individual and community levels .…”