Using the APA Guidelines 3.0 to inform the teaching of Introduction to Psychology

Functional fixedness would suggest that we would use the APA Guidelines for the Undergraduate Psychology Major: Version 3.0 (Guidelines 3.0) as a set of performance expectations for psychology students graduating with an undergraduate psychology degree, and that would be the extent of their use. We could use Guidelines 3.0 to help us write outcomes for our respective undergraduate psychology programs, put them on a shelf, and hope our classes achieve the desired results. However, if we do that, we are missing an opportunity to infuse all of our classes with the rich information included in the guidelines. In order to achieve the outcomes we desire, we need to make sure our classes are providing the instructional methods needed for students to build the skills and abilities the guidelines suggest they should have at the end of our bachelor’s degree programs.

Introduction to psychology is a course that is typically required for psychology majors. In addition, many non-majors also take the course. Students may take this course in high school as an AP course or a dual-enrollment course, or they may take it at a community college, a 4-year college, or a university. Though there are many different places a student may take this introductory psychology course, the course taken in these different institutions may serve as the first psychology course for a psychology major, and thus should be moving students toward the desired major outcomes.

While the committee charged with writing Guidelines 3.0 did not specifically target the introductory psychology course, there is much information in the guidelines that can be used when teaching this course.

The Guidelines 3.0 document includes foundation indicators, which can be used in course design for introductory courses, and baccalaureate indicators, which can be used in course design for upper-level courses. Because the foundation indicators are particularly useful for introductory psychology, they are the focus here. For example, Goal 1: Content Knowledge and Applications, specifically lists several outcomes and foundation indicators that can be achieved in an introductory psychology course. Below is one example:

1.1 Describe key concepts, principles, and theories in psychological science
1.1a Use basic psychological principles to describe or explain behavior
1.1b Recognize that simple explanations rarely explain behavior adequately
1.1c Provide examples in which the sociocultural context has affected research findings
1.1d Explain why psychology is science
1.1e Explain why psychology is a hub science

All of the above can be explored in an introductory psychology course, and by doing so, we begin the students on a path that can lead to achieving the foundation indicators during the first two years of their college experience. This will also serve to facilitate a deeper exploration of this outcome in upper-level psychology courses where the baccalaureate outcomes and indicators will be addressed.

I would be remiss if I did not acknowledge the fact that APA has more specifically addressed the introductory psychology course through the APA Introductory Psychology Initiative (IPI). The IPI generated, among other things, a set of student learning outcomes for the introductory courseopens in new window and a list of integrative themes that provide a framework for organizing course material. The table below shows how the integrative themes, student learning outcomes, and sample concepts or ideas from the APA IPI are consistent with the foundation indicators in the guidelines document using goals 2 and 3 as examples.

While the guidelines document specifically addresses the psychology major, our introductory course reaches many non-majors as well, thus it presents an opportunity to share information far and wide. Guidelines 3.0 includes a list of philosophical principles that can be applied to our introductory course and can help guide us as we develop our teaching materials. The principles are listed below:

• Psychology is a transformative pursuit
• Psychological science is an inclusive discipline
• Psychological science should support movement toward achieving a fair, just, and equitable society
• Psychological science should support diversity of ideas and freedom of expression
• Psychological science should promote attention to different global perspectives and contributions
• Psychological science should reaffirm the central importance of operating from ethically defensible decisions
• Psychological science should continue its leadership in conducting and advocating open science practices
• Psychological science students should have a well-rounded grasp of both psychology’s accomplishments as well as its failings
• Undergraduate programs should do a better job of preparing students who enter the workforce after graduation
• Psychological science majors can help correct public misperceptions about the nature of the discipline

Integrating the philosophical principles of Guidelines 3.0 into the introductory course can have a great impact on the perception of psychology among members of the general public since most of the people who take the introductory course will go on to occupations outside of the field of psychology.

The widespread appeal of the introductory course provides an opportunity to share knowledge about psychological science broadly, and with the support of the guidelines document, we can ensure the quality of the information we share.

American Psychological Association. (2021). APA Introductory Psychology Initiative (IPI) student learning outcomes for introductory psychology. https://www.apa.org/about/policy/introductory-psychology-initiative-student-outcomes.pdfopens in new window

American Psychological Association. (2023). APA Guidelines for the Undergraduate Psychology Major; Version 3.0 https://www.apa.org/about/policy/undergraduate-psychology-major.pdfopens in new window