Strengthening introductory psychology: A new model for teaching the introductory course.

Gurung, Regan A. R.; Hackathorn, Jana; Enns, Carolyn Zerbe; Frantz, Susan M.; Cacioppo, John T.; Loop, Trudy; Freeman, James E.

doi:10.1037/a0040012

Cited by 119 publications

(180 citation statements)

References 45 publications

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“…Our research was aimed at showing how some of the shortcomings for Psychology as a STEM discipline in a distance education institution could be overcome. Thus, our data add to those showing that for Psychology to be considered as a STEM discipline, the use of computers as lab analogues can be very profitable to spread among students "the critical idea that human thought and behavior can be studied scientifically" (Breckler, 2014b, p. 48; see also Gurung et al, 2016). …”

Section: Discussionsupporting

confidence: 64%

“…With that goal in mind, for ordinary psychology courses, the benefits of engaging students in a teacher-monitored immersion within a psychological research procedure are well-known (e.g., Gurung et al, 2016;Pearson & Richardson, 2013). However, for distance education institutions, most of the learning tasks are usually self-guided; and, very often, no specific tutoring is available at the exact moment when the student starts studying a certain psychological topic.…”

Section: Introductionmentioning

confidence: 99%

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Open Praxis vol. 9 issue 4

Gil‐Jaurena¹

2017

openpraxis

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Section: Discussionsupporting

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Open Praxis vol. 9 issue 4

Gil‐Jaurena¹

2017

openpraxis

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“…The advancement most closely related to changes in the MCAT is a new conceptual model for teaching introductory psychology (see Gurung et al, 2016). This model emphasizes that psychology is a hub science and that new developments in the discipline are occurring at the intersections between psychology and other disciplines, including medicine.…”

Section: The 2015 Mcat and Psychologymentioning

confidence: 99%

“…If all students sitting for the new MCAT were to take introductory psychology, then we would predict a 50% increase or 30,000 additional premedical students taking introductory psychology each year. Although, this estimate represents an increase of only 2% above the 1.5 million students now taking introductory psychology (Steuer & Ham, 2008; Gurung et al, 2016), staffing issues could become significant, depending on the number of premedical students and the elasticity of the size of introductory psychology at a given institution. For schools with a relatively large number of premedical students and small, inflexible class sizes, this will create staffing challenges.…”

Section: Implications For Teaching Undergraduate Psychologymentioning

confidence: 99%

The new Medical College Admission Test: Implications for teaching psychology.

Mitchell

Lewis

Satterfield

et al. 2016

American Psychologist

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This year’s applicants to medical school took a newly revised version of the Medical College Admission Test. Unlike applicants in the past, they were asked to demonstrate their knowledge and use of concepts commonly taught in introductory psychology courses. The new Psychological, Social, and Biological Foundations of Behavior Test asked applicants to demonstrate the ways in which psychological, social, and biological factors influence perceptions and reactions to the world; behavior and behavior change; what people think about themselves and others; the cultural and social differences that influence well-being; and the relationships among social stratification, access to resources, and well-being. Building from the classic biopsychosocial model, this article provides the rationale for testing psychology concepts in application to medical school. It describes the concepts and skills that the new exam tests and shows how they lay the foundation for learning in medical school about the behavioral and sociocultural determinants of health. This article discusses the implications of these changes for undergraduate psychology faculty and psychology curricula as well as their importance to the profession of psychology at large.

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“…An estimated 1.2 to 1.6 million students take Introductory Psychology courses each year (Gurung et al, 2016). As such, cost savings associated with this course have the potential to positively impact a large number of students.…”

Section: Introductionmentioning

confidence: 99%

Open Educational Resources as a Tool for Educational Equity: Evidence From an Introductory Psychology Class

2020

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A college education is becoming increasingly expensive, and the burden of this cost is often felt disproportionately by marginalized students. One aspect of rising college costs are textbook prices, which have increased at a rate that far surpasses inflation. Open educational resources (OER; free, openly-licensed course materials) are often proposed as a solution to this problem. It is not clear, however, whether these materials are equivalent in quality to standard commercial textbooks. During one semester, half of the Introductory Psychology sections at a large, public university were assigned to use OER while the other half were assigned to use the incumbent commercial textbook. Participants were asked to self-report the behaviors they engage in as a result of high textbook costs. We also examined student performance in the courses and students' perceptions and use of the two books. We found no significant differences between textbook groups on course performance or perceptions of the book, but marginalized students (first-generation students and/or ethnic minority students) reported engaging in negative behaviors (i.e., dropping a class) more often than their peers as a result of textbook costs. These findings suggest that textbook costs disproportionately affect our most vulnerable students and the use of OER may be one solution to this problem, particularly given the equivalent performance across textbook groups.

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Strengthening introductory psychology: A new model for teaching the introductory course.

Cited by 119 publications

References 45 publications

Open Praxis vol. 9 issue 4

Open Praxis vol. 9 issue 4

The new Medical College Admission Test: Implications for teaching psychology.

Open Educational Resources as a Tool for Educational Equity: Evidence From an Introductory Psychology Class

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