Background Artificial Intelligence (AI) is increasingly being integrated into higher education, yet empirical research on its impact on learning, student engagement, and interest remains limited. Objective The purpose of this study was to examine whether incorporating AI into an active learning activity would enhance situational interest among undergraduate students. Method A total of 312 introductory psychology students completed a lesson on the fundamental attribution error (FAE) under one of two conditions: (1) AI-assisted, using a custom GPT developed by the authors to guide an interactive dialogue-based lesson; or (2) No AI, completing an equivalent worksheet-based version of the activity. Following the lesson, students completed a measure of interest. Results Contrary to expectations, in face-to-face settings, students who completed the activity without AI reported significantly higher interest than those who used AI. There was no significant difference between conditions for total time spent on task, although students in the AI condition spent less time on an ungraded assessment of their learning. Conclusions The mere inclusion of AI-assisted learning may not inherently enhance interest and engagement in short, in-class applications. Teaching Implications These findings highlight the importance of human facilitation in sustaining student interest.

Background Habits are ubiquitous in daily life, but we often underappreciate their influence on our behavior. Objective The Psychology of Habit is an undergraduate course that teaches students how habits work and how to leverage habit principles to make positive changes in their behavior. Method Students in the course ( n = 25) completed the “Habit Change Project,” in which they selected a new habit to develop (e.g., exercise, reading) and tracked their performance by responding to a brief daily survey for 10 weeks. The course guided students in applying key principles from the psychology of habit to their selected behavior. Results The response rate for the daily surveys was high, with 1,490 total responses (86%). On average, students performed their behavior on 75% of intended days, and 14 students (56%) developed at least some automaticity of their behavior by the end of the 10 weeks. Conclusion The results provide a promising proof of concept for using daily tracking to engage undergraduates in the psychology of habit, foster behavior change, and collect real-world data on habit formation. Teaching Implications Integrating daily habit tracking into psychology courses can be a simple yet powerful instructional tool.

Background Research has found that the terms abnormal psychology and psychopathology are stigmatizing. However, these terms are commonly used in academia. Objectives This study examined whether faculty members in graduate programs (a) believe the terms abnormal psychology/psychopathology increase stigma, and (b) support adopting a new course title instead of Abnormal Psychology or Psychopathology. Method The study participants consisted of faculty across all accredited doctoral, counseling, and social work programs in the United States ( N = 3,920). Participants completed a survey assessing their beliefs about the aforementioned terms and answered demographic questions. Data collection occurred between May 2024 and January 2025. Results A total of 441 participants completed the survey. The majority of participants (74.38%) believed the terms abnormal psychology/psychopathology increase mental health-related stigma. Results indicated strong support (73.02%) for changing the name of the course focused on mental health conditions instead of using the titles Abnormal Psychology or Psychopathology. Conclusion Academics across graduate programs believe the terms abnormal psychology and psychopathology are stigmatizing and should not be used as a course title. Teaching Implications It is strongly recommended to no longer use the terms Abnormal Psychology or Psychopathology as the name, or as part of the name, of the course that teaches about mental health conditions.

Background Open Educational Resources (OER) may have the potential to enhance student success, yet OER quality and effectiveness vary, and confounding variables have influenced research. Objective This study investigated the impact of OER on student performance, perceptions, and textbook usage in general psychology, while controlling for the instructor and student variability that has affected prior research. Method Two sections of general psychology used OER textbooks, while two sections used commercial textbooks (CT). Lecture content and exams were redesigned for the present study, drawing equally from both source materials. Students were assessed based on exam performance and surveyed about their perceptions and usage of textbooks. Results The OER and CT groups performed similarly. The OER did not negatively affect student performance; students had favorable views of the OER and reported no significant differences in usage. Conclusion Given small effect sizes in favor of OER, cost-savings for students, and favorable student perceptions of OER, this study encourages the use of OER. Teaching Implications There is growing evidence that OER can improve student success, especially for those who may not purchase course materials. Teachers of general psychology should consider adopting OER and assess how many students are not purchasing textbook materials.

Background The American Psychological Association (APA) style is a convention adopted by many universities worldwide. However, students find it difficult to apply the correct APA 7th edition format. Objective This study developed and validated a curriculum-based questionnaire to assess students’ competence in formatting journal articles according to APA style. Method We recruited 1,117 participants online (69.2% master's students and 30.8% doctoral students) from various Indonesian universities. Each participant completed our 30-item Student Competence in APA 7 Writing Style (SCAWS) scale. We used simple Rasch models to evaluate the scale's psychometric properties. Results The Rasch analysis confirmed model fit based on global-fit statistics. Totally, 27 of the 30 items were found to fit the Rasch model. The scale's reliability was .813, indicating strong internal consistency. Conclusion The 27-item SCAWS scale provides a valid measure suitable for use in educational and psychological research. Teaching implications The SCAWS scale appears to offer lecturers a useful instrument for diagnosing postgraduate students’ difficulties in understanding the APA 7th edition writing style and provides recommendations for addressing their weaknesses in specific areas.

Introduction This special issue addresses a critical need for anti-ableist pedagogy in psychology education. Statement of the Problem Despite people with disabilities constituting the largest minority group in the USA (almost 30% of the population), they are significantly underrepresented in higher education, including psychology programs, and content about disability is often limited in psychology curricula. Literature Review Contents of this issue emphasize understanding various models of disability, which critically inform how disability is conceptualized and taught. Furthermore, the issue promotes Universal Design in Learning, a proactive approach to creating inclusive environments by removing systemic barriers and focusing on collective access. Teaching Implications Amidst a challenging climate of backlash against diversity, equity, and inclusion initiatives, this special issue offers a vital resource, providing faculty with practical tools and insights for developing accessible, anti-ableist courses that foster disability justice. Conclusion Throughout this editorial and issue, we address many topics critical to normalizing disability and create a curriculum that is inclusive for all.

Background Students in classrooms utilizing learning assistants (LAs) exhibit comprehensive benefits; however, psychological science has not fully measured the advantages experienced by the LAs themselves. Objective This study aimed to explore the potential benefits developed by LAs during their participation in the program, especially in terms of teaching and communication skills, and to identify specific LA activities that may contribute to these benefits. Method A sample of 40 LAs from psychology and other STEM disciplines completed multiple measures to assess indicators of personal and professional development related to various LA activities and responsibilities. Results Correlational and regression analyses indicated positive, moderate relationships between four specific LA activities and various indicators of teaching behaviors, communication skills, and social competencies. Conclusion The findings suggest that factors related to the nature of LA activities, which necessitate significant engagement with fellow students, course material, and faculty, may impact skill development outcomes. Teaching Implications Structuring and implementing LA programs focused on both LA and student improvement may yield comprehensive benefits for all classroom participants, including increased student interaction, enhanced engagement with student learning, and an overall more efficient and successful learning environment.

Dr. James H. Korn, Professor Emeritus of Psychology at Saint Louis University (SLU), passed away on July 17, 2025, leaving behind a transformative legacy in teaching and mentorship. A passionate advocate for pedagogical excellence, Dr. Korn chaired SLU's psychology department and helped establish the Reinert Center for Teaching Excellence. His work emphasized reflective, student-centered learning and inspired generations of educators. A pioneer in promoting diversity and ethical research practices, he also served as APA Division 2 President and helped establish the Fund for Excellence in the Teaching of Psychology. His enduring influence is felt through the educators he mentored and the scholarship he advanced. Dr. Korn often remarked, “It's a wonderful thing to be a teacher.”

Background Syllabus tone and faculty gender can affect student perceptions, but belongingness has not been investigated. Differences in perceptions of first-generation and continuing-generation college students are also unknown. Objective We replicated prior studies manipulating syllabus tone and instructor gender on student perceptions of the professor and course engagement. We added measures of belonging and discrimination and compared responses in first-generation and continuing-generation students. Method Participants were randomly assigned to read one of four hypothetical syllabi that varied by tone and faculty gender. They completed measures of professor perceptions, engagement, sense of belonging, and anticipated discrimination. Results Participants who read the learner-centered syllabus had more positive perceptions of all constructs. There were minimal effects of faculty gender. Continuing-generation but not first-generation students expected discriminatory behavior from the professor with the teacher-centered syllabus and the female professor. Conclusion Learner-centered syllabi produced positive perceptions of faculty, increased course engagement, and a sense of belonging. Faculty gender did not affect these constructs, but there were differences based on generational status. Teaching implications The course syllabus is a powerful tool for beneficial outcomes that extend beyond the classroom.