Transforming Introductory Psychology

Regan A. R. Gurung, PhD, is Associate Vice Provost and Executive Director of the Center for Teaching and Learning, professor of psychological science, and director of the General Psychology program at Oregon State University. His Applied Social Cognition lab studies factors influencing teaching and learning. A recipient of the APF Charles L. Brewer Distinguished Teacher of Psychology Award, he is author/co-author/editor of 5 books and over peer-reviewed articles. He was founding co-editor of APA's Scholarship of Teaching and Learning in Psychology and past president of both the Society for Teaching of Psychology (APA Division 2) and Psi Chi, the International Honors Society in Psychology. Garth Neufeld, PhD, is Professor of Psychology at Cascadia College, founder of Teaching Introductory Psychology Northwest and the Teaching of Psychology Incubator workshop, and co-founder of the PsychSessions podcast. He has served the national teaching of psychology community through the Society for the Teaching of Psychology, the AP Psychology Reading, and APA amp rsquo s Education Directorate. In 2 8, Garth was awarded a Citizen Psychologist presidential citation from the APA for co-founding Shared Space For All, an organization that educates and mentors at-risk Thai children toward the prevention of prostitution. He is also the recipient of the 2 9 STP Wayne Weiten Teaching Excellence Award.

• ContributorsPrefaceIntroduction: The Introductory Psychology InitiativeRegan A. R. Gurung and Garth Neufeld I. Introductory Psychology Initiative Recommendations. 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 FrameworkBridgette 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 PsychologyJane 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 MethodsDanae L. Hudson, Aaron S. Richmond, Bridgette Martin Hard, Dana S. Dunn, and Robin Musselman. The Successful Psychology Course: Transformative Skills in Introductory PsychologyStephen L. Chew, Guy A. Boysen, Karen Z. Naufel, Katherine Wickes, and Jerry Rudmann7. Changing the Paradigm: Support and Development for Teachers of Introductory PsychologyMelissa J. Beers, William S. Altman, Elizabeth Yost Hammer, Erin E. Hardin, and Jordan Troisi II. Operationalizing Recommendations Across Diverse Contexts8. Teaching Introductory Psychology as a High School Elective: Davis High SchoolKristin H. Whitlock9. Teaching Introductory Psychology to Students of Varying Ages: Cascadia CollegeGarth Neufeld. Teaching Introductory Psychology With Revised Standards: Lehigh Carbon Community CollegeRobin Musselman. Teaching Introductory Psychology to Students With Varying Degrees of Readiness: Irvine Valley CollegeJerry Rudmann, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor2. Teaching Introductory Psychology in a Small University: McKendree UniversityGuy A. Boysen3. Teaching Introductory Psychology to a Homogenous Student Population: Samford UniversityStephen L. Chew4. Teaching Introductory Psychology in a Historically Black Liberal Arts College for Women: Spelman CollegeShani N. Harris, Kai M. McCormack, Angela Farris-Watkins, Juanchella Grooms Francis, and Karen Brakke5. Teaching Introductory Psychology When Classes Have Uneven Enrollment: The University of TennesseeErin E. Hardin. Teaching Introductory Psychology in Large Classes: Missouri State UniversityDanae L. Hudson7. Teaching Introductory Psychology When the Department Is Growing: Oregon State UniversityRegan A. R. GurungAppendix A: Census QuestionnaireAPA Introductory Psychology Initiative Working Group Appendix B. Census Response DataAPA Introductory Psychology Initiative Working Group Appendix C: Study Skills LessonStephen L. Chew and Guy A. BoysenIndexAbout the Editors

Introductory psychology is critical in explaining the importance of psychology to the general public-people who will vote, decide what and whom to believe, and make psychology-related decisions throughout their lives. Transforming Introductory Psychology is a treasure-trove of information for both seasoned and new instructors. Every chapter is written by well-known psychologists with a cumulative hundreds of years of experience. It is a must-read for faculty, curriculum committees, and everyone else who cares about quality teaching. - Diane F. Halpern, PhD, Professor of Psychology Emerita, Claremont Mckenna College, Claremont, CA, and Past-President of the American Psychological Association This remarkable collection of chapters should be required reading for all teachers of introductory psychology, especially those who are considering reshaping the course in line with recommendations of the APA amp rsquo s Introductory Psychology Initiative. The authors are expert introductory psychology teachers whose insights and ideas will surely stimulate colleagues at every academic level to think more deeply about their teaching goals and assessment methods, as well as about how they might incorporate thematic innovations into their courses. Bravo! - Douglas A. Bernstein, PhD, University of South Florida, Tampa