Abstract
The introductory psychology (Intro Psych) course is the bedrock of the psychology major and the front face of our discipline. The class not only provides a foundation for students in the major but also provides a comprehensive portrait of the discipline for nonmajors. Despite a sizable body of research focused on pedagogy related to the introductory class, there are many questions that remain unanswered. We provide a comprehensive review of scholarship related to the Intro Psych course and discuss current practices and concerns related to textbook options, as well as teaching methods, course design, assignments to help students learn, and students’ learning outcomes. Finally, we provide five major suggestions for future work. We charge researchers to identify major bottlenecks to learning, design multisite studies, measure moderators of learning, assess long-term retention, and design/assess different models of teaching Intro Psych.
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