To improve teaching in higher education, teachers in psychology are encouraged to use evidence-based teaching, that is, to apply empirical findings regarding learning and teaching, when designing learning opportunities. This report illustrates the combination of evidence-based teaching and the Scholarship of Teaching and Learning in teaching psychology and describes the implementation of an innovative module for first-year students in the undergraduate psychology program at Goethe University Frankfurt, Germany, as an example. A detailed description of the teaching formats is provided with a focus on evidence-based teaching techniques, which were implemented in the first semester of the module, specifically feedback, testing effects, and spaced learning. Furthermore, evaluation data concerning the students' perceptions and objective assessments are presented as an example of the Scholarship of Teaching and Learning. For example, students significantly acquired knowledge during web-based training, but the learning outcomes are independent of their pretest knowledge, suggesting that this teaching format may contribute to the reduction of heterogeneity among first-year students. Possible implications for future modifications of the module are discussed and general recommendations are offered to teachers of psychology regarding the implementation of a combination of evidencebased teaching and the Scholarship of Teaching and Learning to promote empirically founded teaching.

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