Regan A. R. Gurung

Looking Good, Teaching Well? Linking Liking, Looks, and Learning

Does the appearance of an instructor and the format of the class influence student grades and learning? We tested this question with 861 undergraduate students who completed an online questionnaire rating their instructors. Students were equally spread across class year and were from different majors. We used multiple regression analyses and found that likable, good-looking, well-dressed, and approachable teachers had students who said they learned more, had higher grades, and liked the class better.

The Femininity Effect: Relationship Quality, Sex, Gender, Attachment, and Significant–Other Concepts

Both sex and gender predict relationship quality, but is one variable more important that the other? Does sex or gender predict relationship quality over other important factors such as attachment style and mental representations of close others? In this study of 116 dating individuals, gender differences were contrasted with sex differences as predictors of several measures of relationship quality (satisfaction, commitment, perceived social support, acceptance, and level of conflict). After controlling for sex, age, and relationship duration, femininity was found to predict positive relationship outcomes over and above attachment styles and significant–other concept measures. Significant–other concepts mediated this relationship. The combination of correlational data and regression analyses proves that femininity (regardless of sex) in both men and women contributes to positive, clear, and connected significant–other concepts that directly influence relationship quality.

Assessments of Textbook Usage and the Relationship to Student Course Performance

The authors conducted two studies regarding student textbook preferences; the first developed an original measurement tool (the Collegiate Student Assessment of Textbooks [CSAT]), including an examination of the relationship between student textbook preferences with learning- and grade-oriented attitudes. The second study was a large-scale national study administering the CSAT and the Textbook Assessment and Usage Scale (TAUS; Gurung and Martin 2011) to introductory psychology students; a portion of the study includes actual student course performance data. CSAT and TAUS subscale comparisons indicate (a) converging validity, (b) significant relationships to percentage of textbook read, and (c) relationships between GPA and expected course grades. An indirect link appears between the effect of pedagogical aids, percentage of textbook read, and actual course outcomes. The authors discuss a possible moderating variable and the potential benefits from continued study of textbook pedagogical aids and student performance.

Strengthening introductory psychology: A new model for teaching the introductory course.

Introductory psychology (Intro Psych) is one of the most popular and frequently taught courses on college campuses, yet educators in psychology have limited knowledge about what is covered in classes around the nation or the extent to which class content reflects the current scope of the discipline. There is no explicit model to guide course content selection for the intro course, which poses substantial challenges for instructors. This article proposes a new model for teaching the intro course that integrates (a) scientific foundations, (b) 5 major domains or pillars of knowledge (biological, cognitive, developmental, social and personality, and mental and physical health), and (c) cross-cutting themes relevant to all domains (cultural and social diversity, ethics, variations in human functioning, and applications; American Psychological Association, 2014). We advocate for national assessment of the course, a similar introductory course for majors and nonmajors, the inclusion of experiential or laboratory components, and additional training resources for instructors of the intro course. Given the exponential growth of psychological knowledge and applications during the past decades, we caution against attempting to provide exhaustive coverage of all topic areas of psychology in a one-semester course. We conclude by discussing the challenges that lie ahead for the discipline of psychology as it launches this new model for Intro Psych.

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

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.

The State of the Scholarship of Teaching and Learning in Psychology

Many members of the academy have tried to broaden the construct of scholarship to include activities that investigate pedagogy and student learning, the scholarship of teaching and learning (SoTL). Halpern et al. (1998) first established such a definition for the field of psychology. This article reports on a Society for the Teaching of Psychology (APA, Division 2) task force national survey assessing the state of SoTL in psychology. Although psychology has not globally embraced SoTL as legitimate scholarship, there are indications that the sentiment to do so is taking root. We conclude with recommendations about how the discipline can enhance its efforts to promote SoTL.

A Multisite Study of Learning in Introductory Psychology Courses

Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam. The authors found significant predictors of both self-reported learning (deep approach, less surface approach, instructor ratings, student self-evaluations, and study behaviors) and quiz performance (grade point average, study time, metacognitive activity, and less use of a surface approach to learning). These results are discussed in the context of optimizing student learning and providing a foundation for future research.

A Survey of Graduate and Undergraduate Teaching Assistants.

This study explores the responsibilities and benefits of serving as a teaching assistant (TA). Seventy participants from different parts of the United States, who had either been an undergraduate TA (UTA), graduate TA (GTA), or both (UTA/GTA), completed an online survey. Self-report results suggest that the perceived benefits of the UTA experience are high, that UTAs who were asked to complete formal self-reflections were more likely to be GTAs, and that having increased UTA responsibilities are associated with more satisfaction, enjoyment, and perceived benefits. We also found that UTA/GTAs rated themselves as using humor and an engaging teaching style significantly more often than those TAs that were GTAs only.

The Memorability of Introductory Psychology Revisited.

Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science. Presently, when introductory psychology students are asked about what they believe they will learn in the course, students indicate becoming more insightful about their own behavior and expect to have improved critical thinking skills. However, what do students actually remember from introductory psychology? Two years after completing the course, a sample of students voluntarily retook their cumulative final exam, and we compared these scores to senior-level psychology majors enrolled in a Capstone course. We discuss the outcomes in relation to the knowledge retention expected for subsequent coursework as well as realistic expectations of faculty members about what their students know.

Optimizing Honor Codes for Online Exam Administration

This study examined self-reported academic dishonesty at a midsize public university. Students (N = 492) rated the likelihood they would cheat after accepting to abide by each of eight honor code pledges before Internet-based assignments and examinations. The statements were derived from honor pledges used by different universities across the United States and varied in length, formality, and the extent to which the statements included consequences for academic dishonesty. Longer, formal honor codes with consequences were associated with a lower likelihood to cheat. Results showed a significant three-way interaction and suggest how to best design honor codes.