Intro Psych is arguably psychology’s most prolific and consequential courses. This page lists some key publications to get you up to speed on the research done on this course, and its history. A link to a public Zotero library with empirical articles is in the works.

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 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.

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. [Overview from APA]

Want to quickly get up to date on what is going on in Intro Psych?

American Psychological Association. (2014). Strengthening the Common Core of the Introductory Psychology Course. Washington, DC: American Psychological Association, Board of Educational Affairs. Retrieved from www.apa.org/ed/governance/bea/intro-psych-report.pdf

Gurung, R. A., Hackathorn, J., Enns, C., Frantz, S., Cacioppo, J. T., Loop, T., & Freeman, J. E. (2016). Strengthening introductory psychology: A new model for teaching the introductory course. American Psychologist, 71(2), 112-124. doi:10.1037/a0040012

Weiten, W., & Houska, J. A. (2013). Introductory psychology: Unique challenges and opportunities. In D. S. Dunn (Ed.) The Oxford Handbook of Undergraduate Psychology Education

Weiten, W., & Wight, R. D. (1992). Portraits of a discipline: An examination of introductory psychology textbooks in America. In A. E. Puente, J. R. Matthews, & C. L. Brewer (Eds.), Teaching psychology in America: A history (pp. 453–504). American Psychological Association.

Key Areas for Future Research (Gurung & Hackathorn, 2018).

1. What are students learning in Intro Psych?
2. Is Intro Psych better taught in one semester or two?
3. Does class size influence learning?
4. What is the best format to deliver content?
5. Does incorporating research experience enhance learning?
6. Are some textbooks better than others?
7. What are optimal teaching techniques to enhance learning?
8. What are the best ways to study?
9. What are the bottlenecks to learning/most difficult topics for students?
10. What are key moderators influencing learning?
11. Do different models of teaching Intro Psych deferentially influence learning.