This book presents recommendations for teaching the introductory psychology course, developed by the Introductory Psychology Initiative (IPI) task force appointed by APA’s Board of Educational Affairs (BEA). Case studies illustrate the application of recommendations to learning goals and outcomes, course design, teacher training, and student transformation.

Contributors
Preface

Introduction: The Introductory Psychology Initiative
Regan A. R. Gurung and Garth Neufeld 

I. Introductory Psychology Initiative Recommendations

1. Why Introductory Psychology?
Stephen L. Chew, Karen Z. Naufel, Guy A. Boysen, Katherine Wickes, and Jerry Rudmann 

2. Designing the Introductory Psychology Course: An Evidence-Informed Framework
Bridgette Martin Hard, Dana S. Dunn, Robin Musselman, Danae L. Hudson, and Aaron S. Richmond 

3. Measuring Meaningful Learning in Introductory Psychology: The IPI Student Learning Outcomes 
Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz 

4. Assessing Student Learning Outcomes in Introductory Psychology
Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz 

5. Navigating the Nuances of Teaching Introductory Psychology: A Roadmap for Implementing Evidence-Based Instructional Methods
Danae L. Hudson, Aaron S. Richmond, Bridgette Martin Hard, Dana S. Dunn, and Robin Musselman

6. The Successful Psychology Course: Transformative Skills in Introductory Psychology
Stephen L. Chew, Guy A. Boysen, Karen Z. Naufel, Katherine Wickes, and Jerry Rudmann

7. Changing the Paradigm: Support and Development for Teachers of Introductory Psychology
Melissa J. Beers, William S. Altman, Elizabeth Yost Hammer, Erin E. Hardin, and Jordan Troisi 

II. Operationalizing Recommendations Across Diverse Contexts

8. Teaching Introductory Psychology as a High School Elective: Davis High School
Kristin H. Whitlock

9. Teaching Introductory Psychology to Students of Varying Ages: Cascadia College
Garth Neufeld

10. Teaching Introductory Psychology With Revised Standards: Lehigh Carbon Community College
Robin Musselman

11. Teaching Introductory Psychology to Students With Varying Degrees of Readiness: Irvine Valley College
Jerry Rudmann, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor

12. Teaching Introductory Psychology in a Small University: McKendree University
Guy A. Boysen

13. Teaching Introductory Psychology to a Homogenous Student Population: Samford University
Stephen L. Chew

14. Teaching Introductory Psychology in a Historically Black Liberal Arts College for Women: Spelman College
Shani N. Harris, Kai M. McCormack, Angela Farris-Watkins, Juanchella Grooms Francis, and Karen Brakke

15. Teaching Introductory Psychology When Classes Have Uneven Enrollment: The University of Tennessee
Erin E. Hardin

16. Teaching Introductory Psychology in Large Classes: Missouri State University
Danae L. Hudson

17. Teaching Introductory Psychology When the Department Is Growing: Oregon State University
Regan A. R. Gurung

Appendix A: Census Questionnaire
APA Introductory Psychology Initiative Working Group

Appendix B. Census Response Data
APA Introductory Psychology Initiative Working Group

Appendix C: Study Skills Lesson
Stephen L. Chew and Guy A. Boysen

Index
About the Editors

Edited by Regan A. R. Gurung and Garth Neufeld