Introduction to Psychology

Abstract

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.

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