Measuring meaningful learning in introductory psychology: The IPI student learning outcomes.

Halonen, Jane S.; Thompson, Jennifer L.; Whitlock, Kristin; Landrum, R. Eric; Frantz, Sue

doi:10.1037/0000260-004

Cited by 2 publications

(2 citation statements)

References 20 publications

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“…Instructors may need professional development to incorporate skill development in survey classes where they may feel pressured to cover a broad range of content at the expense of developing skills. They may also need support in developing assessments inclusive of both skills and content knowledge (e.g., student-created podcasts that convey scientific concepts to members of the general public), as this may seem less obvious compared with assessing retention of content knowledge via a traditional test (Beers et al, 2022; Halonen et al, 2022). Advising graduate students to reduce content coverage may be perceived as a break from how courses have traditionally been taught (Petersen et al, 2020) and may be different from what they experienced in their own education (Austin, 2002).…”

Section: Discussionmentioning

confidence: 99%

Do graduate students aim to teach broad-based “employable” skills in online courses?

Che,

Brooks

2024

Scholarship of Teaching and Learning in Psychology

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Higher education standards emphasize the importance of developing broad-based "employable" skills in undergraduate coursework. This study, conducted during the COVID-19 pandemic, examined how graduate students employed as college instructors (N = 151, 67.5% psychology) addressed skill development in online courses. Instructors completed the Teaching Employable Skills survey (Che et al., 2021), the Teachers' Awareness of Goals of Students scale (Saltzman et al., 2018), and Likert-scale measures of teaching strategies. Instructors gave higher ratings and provided more examples of teaching analytic inquiry and communication skills than collaboration or professional development skills on the Teaching Employable Skills survey. Awareness of students' goals correlated positively with teaching skills. We used principal component analysis to identify clusters of related teaching strategies: lecturing/testing, research methodology, active learning, and online tools. Utilizing research methodology, active learning, and online tools was positively associated with skill development, unlike lecturing/testing. Psychology instructors utilized research methodology and active-learning strategies less than instructors in other disciplines. Results suggest that instructors may benefit from pedagogical training specifically focused on effective strategies for developing students' skills in online courses.

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Section: Discussionmentioning

confidence: 99%

Do graduate students aim to teach broad-based “employable” skills in online courses?

Che,

Brooks

2024

Scholarship of Teaching and Learning in Psychology

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“…Fourth, our survey was limited to topical coverage in the IP course. Although acquiring a foundation of knowledge of the discipline remains an important goal of the course, recent reviews suggest that the course should do more, such as helping students develop skills and apply concepts (Chew et al, 2022; Halonen et al, 2022a, 2022b). Further research will be needed to explore whether the IP course realizes this broader potential.…”

Section: Discussionmentioning

confidence: 99%

Topical coverage in teaching introductory psychology: A national survey of instructors.

Nevid¹,

Keating²,

Jaeger³

2023

Scholarship of Teaching and Learning in Psychology

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Two hundred eighty-seven introductory psychology (IP) instructors representing 212 institutions of higher learning participated in an anonymous, online national survey of topical coverage in the course. Instructors ranked the degree of importance of the American Psychological Association (APA) pillars of psychology and the amount of class time focused on these major content areas. They also indicated whether they covered, in class and in assigned readings, 20 topical areas associated with the pillars as well as research methods. The survey results point to a high level of homogeneity in how IP is taught across different types of institutions. The APA pillars were well represented in how instructors structure the IP course. Overall, instructors were generally balanced in the emphases they placed on the five APA pillars in their classes, although the biological pillar was ranked higher than the other pillars. Instructors from applied areas of professional psychology also ranked the mental/physical health pillar higher, and the cognitive pillar lower, than their counterparts from basic content areas. Although instructors may place somewhat greater emphasis on the APA pillars they deem more important, they do not appear to give short shrift in class to pillars they rated as somewhat lower in importance. Traditional topical areas in the field, which largely correspond to chapters of standard textbooks in the field, were highly represented with respect to both class coverage and assigned readings.

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Measuring meaningful learning in introductory psychology: The IPI student learning outcomes.

Cited by 2 publications

References 20 publications

Do graduate students aim to teach broad-based “employable” skills in online courses?

Do graduate students aim to teach broad-based “employable” skills in online courses?

Topical coverage in teaching introductory psychology: A national survey of instructors.

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