Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline

Pages: 227
Item #: 4316115
ISBN: 978-1-4338-0545-5
List Price: $24.95
Member/Affiliate Price: $24.95
Copyright: 2010
Format: Hardcover
Availability: In Stock
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Major factors are changing the landscape of undergraduate education in psychology. Changes in education, the workplace, health care, and everyday life point to an increase in psychology's importance as a core academic discipline and as a service discipline for other majors in the 21st century. In fact, many of the problems currently facing Americans and people in other countries—heart disease, cancer, drug addictions, racism, environmental pollution, violence and terrorism, and child abuse—have behavioral and cognitive causes. Graduates with psychology degrees must be prepared to address these problems.

As the popularity of the psychology major and psychology classes continues to increase, faculty and administrators have the responsibility to teach the skills, knowledge, and values necessary to succeed in today's world. They must foster critical thinking and provide a solid foundation of core psychological principles and content areas. Furthermore, they must convey both the scientific nature and the practical application of psychology.

This book examines recent changes in our undergraduate students and faculty; in our knowledge about how people learn; in our understanding of diversity; and in our beliefs about what our students need to know to be psychologically literate citizens of the world, caring family members, and productive workers who can meet today's challenges. With practical recommendations in every chapter, this book will help teachers and administrators design the most effective undergraduate psychology programs using the best modes of teaching for the coming decades.

Table of Contents



Introduction: A Call to Action
—Diane F. Halpern

  1. Psychologically Literate Citizens
    —Thomas V. McGovern, Laurie Corey, Jacquelyn Cranney, Wallace E. Dixon Jr., Jeffrey D. Holmes, Janet E. Kuebli, Kristen A. Ritchey, Randolph A. Smith, and Sheila J. Walker
  2. Toward a Scientist–Educator Model of Teaching Psychology
    —Daniel J. Bernstein, William Addison, Cindy Altman, Debra Hollister, Meera Komarraju, Loreto Prieto, Courtney A. Rocheleau, and Cecilia Shore
  3. The Undergraduate Psychology Curriculum: Call for a Core
    —Dana S. Dunn, Charles L. Brewer, Robin L. Cautin, Regan A. R. Gurung, Kenneth D. Keith, Loretta N. McGregor, Steve A. Nida, Patricia Puccio, and Mary Jean Voigt
  4. Psychology Students Today and Tomorrow
    —Linh Nguyen Littleford, William Buskist, Susan M. Frantz, Dennis B. Galvan, Robert W. Hendersen, Maureen A. McCarthy, Melanie C. Page, and Antonio E. Puente
  5. When and Where People Learn Psychological Science: The Sun Never Sets
    —Ann T. Ewing, Jeffrey Andre, Charles T. Blair-Broeker, Amy C. Fineburg, Jessica Henderson Daniel, Jennifer J. Higa, Salvador Macias III, and Kenneth A. Weaver
  6. A Contextual Approach to Teaching: Bridging Methods, Goals, and Outcomes
    —Stephen L. Chew, Robin M. Bartlett, James E. Dobbins, Elizabeth Yost Hammer, Mary E. Kite, Trudy Frey Loop, Julie Guay McIntyre, and Karen C. Rose
  7. Teaching and Learning in a Digital World
    —Keith Millis, Suzanne Baker, Judith E. Owen Blakemore, Fred Connington, Yolanda Y. Harper, Wei-Chen Hung, Art Kohn, and Jeffrey Stowell
  8. Promising Principles for Translating Psychological Science Into Teaching and Learning
    —Frank C. Worrell, Bettina J. Casad, David B. Daniel, Mark McDaniel, Wayne S. Messer, Harold L. Miller Jr., Vincent Prohaska, and Martha S. Zlokovich
  9. Desired Outcomes of an Undergraduate Education in Psychology From Departmental, Student, and Societal Perspectives
    —R. Eric Landrum, Bernard C. Beins, Mukul Bhalla, Karen Brakke, Deborah S. Briihl, Rita M. Curl-Langager, Thomas P. Pusateri, and Jaye Jang Van Kirk
  10. Principles for Quality Undergraduate Education in Psychology
    —Diane F. Halpern, Barry Anton, Bernard C. Beins, Daniel J. Bernstein, Charles T. Blair-Broeker, Charles Brewer, William Buskist, Bettina J. Casad, Wallace E. Dixon Jr., Yolanda Y. Harper, Robin Hailstorks, Mary E. Kite, Patricia Puccio, and Courtney A. Rocheleau

Conclusion: How to Meet the Challenge of Preparing College Students for Life in the 21st Century
—Diane F. Halpern


  1. Steering Committee Members and American Psychological Association Administrative Staff
  2. Participants in the 2008 National Conference on Undergraduate Education in Psychology
  3. Photo of Participants



About the Editor

Editor Bio

Diane F. Halpern, PhD, is professor of psychology at Claremont McKenna College. She has won many awards for her teaching and research, including the Outstanding Professor Award from the Western Psychological Association, the American Psychological Foundation Award for Distinguished Teaching, the Distinguished Career Award for Contributions to Education given by the American Psychological Association, and the California State University's State-Wide Outstanding Professor Award.

Dr. Halpern was president of the American Psychological Association in 2004 and is a past president of the Society for the Teaching of Psychology. Her recent books include Thought and Knowledge: An Introduction to Critical Thinking; Sex Differences in Cognitive Abilities; and Women at the Top: Powerful Leaders Tell Us How to Combine Work and Family. She joined Mike Gazzaniga and Todd Heatherton as the third author of the third edition of Psychological Science, an introductory psychology textbook.