Use of Primary Source Readings in Psychology Courses at Liberal Arts Colleges

Abstract

This study examined how frequently psychology professors at liberal arts colleges assign primary source readings. Professors provided information on 576 courses. Frequent use of primary sources suggests that professors view such readings as a valuable component of the psychology curriculum. Professors assigned primary source material in 70.8% of the courses. Professors assigned articles from scholarly journals more often in higher level courses and courses with lower enrollments. Professors reported more satisfaction with the classroom discussion of primary sources in smaller, more advanced courses. This study also provides a list of readings identified most frequently by participants as being effective.

Teaching undergraduate students to read empirical articles: An evaluation and revision of the QALMRI method

“…to learn (Coil, Wenderoth, Cunningham, & Dirks, 2010). In support of these goals many psychology instructors incorporate primary source readings into their curriculum; for example, Oldenburg (2005) estimated that 70% of liberal arts college instructors assigned primary source readings. And although more prevalent in upper level courses, 46% of introductory psychology instructors assigned primary source readings (Oldenburg, 2005).…”

Topical Coverage in Introductory Psychology

“…Introductory psychology is the most popular course in psychology with an estimated annual enrollment in the United States of 1.2–1.6 million students (Steuer & Ham, 2008) and the second most popular college course, second only to English composition (Landrum & Gurung, 2013). Because 98% of teachers use textbooks for the introductory course and the majority of introductory teachers, even at top-ranked liberal arts colleges, do not assign reading beyond the textbook (Miller & Gentile, 1998; Oldenburg, 2005), it would appear that introductory teachers likely “teach the text.” In this context, “teach the text” means that introductory teachers allocate the amount of lecture time for the various textbook chapter topics in about the same proportions as their coverage in introductory textbooks. Therefore, topics receiving more coverage in introductory textbooks receive more coverage in lecture.…”

Open Introductory Psychology Textbooks

“…We focused on open introductory psychology textbooks because it is psychology’s most popular course with an annual enrollment of 1–2 million (Steuer & Ham, 2008), and half of these students take the course at a community college (Ewing et al, 2010). In addition, 98% of introductory psychology teachers use textbooks for the introductory course and the majority of these teachers do not assign reading beyond the text (Miller & Gentile, 1998; Oldenburg, 2005). Griggs and Bates (2014), based on their analysis of 107 introductory psychology syllabi, found that teachers essentially teach the text in the sense that they allocate class lecture time to chapter topics in proportion to the space allocated to them in introductory psychology textbooks.…”