An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

Abstract

Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory psychology syllabi ( N = 158). SLOs were mapped to the APA Guidelines for the Undergraduate Psychology Major. Content analysis was based on the principles for quality undergraduate education promulgated by the American Psychological Association. Over 50% of the syllabi contained objectives specific to the science and application of psychology (knowledge base, research methods, and application). Analysis of content coverage revealed instructors spent significantly more time on topics related to physiological and cognitive psychology and spent significantly less time on topics related to the history and scope of psychology, research methods, and developmental psychology. The current study also explored the influence of instructor specialty area on content coverage.