Intro Psychology Learning Outomes CCR

Introductory Psychology
Learning Outcomes
Designed thanks to a generous grant by the
July 20, 2022

About the Center for Curriculum Design
The Center for Curriculum Redesign (CCR) is a non-profit global organization dedicated to
improving Education via answering the question, “What should students learn for the
21st century?” CCR brings together international organizations, jurisdictions, academic
institutions, corporations, and non-profit organizations including foundations. It focuses on
both designing and propagating new curricula.
Project Team
Charles Fadel, Founder, Center for Curriculum Redesign
Charles Fadel is a global education thought leader and author, futurist, inventor, founder
and chairman of Center for Curriculum Redesign, project director Harvard Graduate School
of Education, member President’s Council at Olin College of Engineering, education
committee chair at BIAC/OECD, and co-author of “Artificial Intelligence in Education”
(2019), “Four-Dimensional Education” (framework in 21 languages), and best-selling
“21st Century Skills.”
Eve Howard, Project Manager

Eve Howard has extensive experience in post-secondary curriculum design and
development, and editorial and academic product management across the humanities,
business, and STEM disciplines. Before her work with CCR, Eve was VP Editor-in-Chief for
Cengage Learning.
Paul Thomas, Team Lead

Paul Thomas has spent the past 25 years developing research-driven curriculum for small
startups, public corporations, and nonprofits. His work includes dozens of courses for
virtual, blended, and traditional classroom contexts as well as textbooks. Paul began his
career as a high school math and computer science teacher and holds degrees in
Mathematics and Operations Research from George Mason University
Claude Cruz, Team Member

Claude Cruz is a systems architect and learning engineer. His diverse interests include
personality theory, cognitive psychology, neuropsychology, and intelligence. He holds a
double BS in Electrical and Biomedical Engineering from the University of Southern
California and a joint MS in those same subjects from the University of Illinois at
Champaign-Urbana.
© 2022 Center for Curriculum Redesign – All Rights Reserved

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Acknowledgments
CCR would like to acknowledge the following faculty, reviewers, association members,
thought leaders, and consultants for their assistance with and commitment to the
development of Learning Outcomes for Introductory Psychology. All individuals and their
affiliations were current at the time of contribution
Lead Author Team In-Depth Reviewers

Jennifer L. W. Thompson, Ph.D. Shannon Brady
Department Chair, Sciences Wake Forest University
Collegiate Professor Psychology
University of Maryland Global Campus Jane Halonen
University of West Florida
Garth Neufeld, M.A.
Professor Psychology Erin Hardin
Cascadia College University of Tennessee
Aaron S. Richmond, Ph.D. Jameson Lopez

Professor of Educational Psychology and University of Arizona
Human Development
Bridgette Martin-Hard
Metropolitan State University of Denver
Duke University
Consultant for Diversity, Jaclyn Ronquillo-Adachi

Equity, and Inclusion Cerritos College
Jasmine Mena, Ph.D.
Professor of Psychology, Affiliated
Professor of Latin American Studies
Bucknell University

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Table of Contents
Introduction and Executive Summary.......................................................................................... 1
Project Goals and Definition of Learning Outcomes .......................................................... 1
Project Approach ........................................................................................................................... 1
Feedback .......................................................................................................................................... 5
Key Understandings.......................................................................................................................... 6
Core Concepts ................................................................................................................................ 8
Definition of Core and Stretch LOs .......................................................................................... 9
Introduction to Psychology Learning Outcomes .................................................................... 11
TOPIC 1: Research Methods .................................................................................................... 11
TOPIC 2: Biological Basis of Psychology ............................................................................. 13
TOPIC 3: Cognition ..................................................................................................................... 17
TOPIC 4: Developmental .......................................................................................................... 25
TOPIC 5: Social and Personality ............................................................................................. 28
TOPIC 6: Mental and Physical Health................................................................................... 33
Suggested Resource Material ...................................................................................................... 38
References .......................................................................................................................................... 41

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Introduction and Executive Summary
Welcome to the Center for Curriculum Redesign Project Introductory Psychology
Learning Outcomes funded by the Bill and Melinda Gates Foundation.
Project Goals and Definition of Learning Outcomes

Our goals are to benchmark and develop a set of faculty and discipline-association
aligned and equity-centered learning outcomes for Introductory Psychology. We will
demonstrate that institutions can transform to increase postsecondary attainment
rates and close equity gaps (by race and income) in degree completion and post-
college outcomes. Our work outputs are public goods that will help many more
institutions transform and close equity gaps at scale. We define learning outcomes as
measurable student performance expectations based upon what the student learned
and will be able to do in each core topic area.
Project Approach
This work represents a codified and scalable approach to developing faculty and
discipline-association aligned learning outcomes in addition to a database of learning
outcomes that function as a roadmap of instructional goals for faculty teaching these
courses; domain associations endeavoring to codify essential undergraduate domain
knowledge; courseware providers developing rich, interactive, and adaptive curriculum
resources to support instruction and assessment in gateway courses; and students as
consumers and buyers of college credits to better understand the core knowledge and
competencies they should gain by the completion of Introductory Psychology. The
curriculum is defined as the organizing principles, essential and factual content, and
procedures that constitute the knowledge base of a domain. Quality curriculum
includes structured learning activities that foster problem-solving and inquiry
enabling students to both encode new knowledge based on prior knowledge and
transfer new knowledge into additional contexts.
The Center for Curriculum Redesign (CCR) is a Boston-based international non-profit

research and "education engineering" organization working to define a 21st-century
curriculum for students in K-12 and Higher Education. CCR is an ideal partner for this
demonstration project because:

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1. Global reputation: CCR was founded by Chairman/CEO Charles Fadel in 2012
to reshape the “What” of Education in the context of social and economic
justice/equity, which are being amplified by new technologies (AI, Biotech, etc.)
and planetary-wide problems (global warming, pandemic, etc.). CCR has
extensive experience managing large-scale curriculum redesign and learning
outcomes development projects for global organizations such as the
Organization for Economic Cooperation and Development (OECD). Its
organizational focus on K-12 and Higher Ed, using innovative approaches based
on science- and evidence-based, precise, and diligent processes has enabled
CCR to become the only strategic partner to the OECD’s Education Directorate
(PreK-20), with a decade-long relationship. As OECD’s only strategic partner to
OECD’s Education Directorate (PreK-20), CCR has a decade-long relationship
developing equity-minded and social justice-centered policy recommendations,
tools, resources, methodologies, and frameworks for how to make education
more relevant for the 21st century and better prepare all students - particularly
historically marginalized students - for life and work in a rapidly changing
global economy.
2. CCR is the leading organization in Competencies - aka “21st Century Skills” and
“Social-Emotional Learning” (SEL) - development, developing a sophisticated
yet actionable competencies/sub-competencies framework to include 21st-
century workforce skills - in addition to “Knowledge” and describes precise
implementation at the instructor level, as well as formative assessments.
3. Equity is a centerpiece of this framework, as there are explicit intersections
between the sub-competencies and elements of social justice.
4. Curriculum expertise: CCR is presently developing a new test called the “Primo”
option for the OECD based on modern mathematics encompassing six major
topics (stats/probability, Bayesian probability, exponentials, algorithms, complex
systems, game theory).
5. Technology tools for deeper human analysis: CCR has made ongoing
investments in technology tools to help synthesize and speed up the
comprehension of deep structures in Knowledge and Competencies and their
deployment to include analyzing the competency employment needs of the
industry. CCR’s pre-authoring environment will help Courseware developers
effectively develop a range of formative assessment types aligned to learning
outcomes and access a robust equity-enabling instructional strategies database

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to incorporate key instructional tools into the curriculum to support faculty
professional development for outcome-driven course design and delivery.
6. One key ongoing project CCR is heading is to modernize the OECD’s global
PISA test, by incorporating high-impact-but-low-algebraic-complexity
mathematics, such as probability and statistics, and discrete and computational
math.
CCR is committed to re-engineering education for the 21st century. Humanity faces
severe challenges at the societal (equity, environment), economic (global), and
personal levels (employability, happiness). Technology’s exponential growth provides
opportunities but also rapidly compounds the problems. Education can serve to meet
these challenges. CCR addresses the fundamental question of "WHAT should
students learn for the 21st century?" CCR combines a rigorous methodology that
includes the collection and analysis of multiple points of data as well as collaborations
that encourage creativity to break down boundaries and highlight salient innovations
for inclusion in a modern curriculum in the various disciplines.
For this project, CCR’s charter is to define the measurable, specific learning outcomes
for key undergraduate courses that are “gateways” to the college undergraduate
curriculum, and for which successful completion is critical for college success. More
than three million students enroll in roughly 20 general education courses in US higher
education each year. According to research from the National Center for Academic
Transformation, just 25 courses generate roughly half of all student enrollments in
community colleges and about a third of enrollments in four-year institutions.
Successful completion of these courses is key to student progress toward a quality
degree or credential. The Gardner Institute has identified these “gateway courses” as
foundational, credit-bearing, lower-division courses, for which large numbers of
students are at risk of failure, and thus stand as “gatekeepers” to degree completion.
A large part of our mission is to center equity in our work and look for opportunities to
remove barriers for Black, Latino/a/x, Indigenous Peoples, and students experiencing
poverty to be successful in these courses. A demonstration course for this project is
Introductory Psychology, due to the following factors.
● Presents compelling opportunities for complementary exemplars with the

potential to impact our focus students while also driving market innovation and
setting a new standard for excellence in the market.

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● Has high annual enrollments and high drop-fail-withdraw-incomplete (DFWI)
rates (18% DFWI rate), making Introductory Psychology an excellent candidate
for new, innovative, and more effective courseware. Targeting high enrollment
courses also increases our potential to recruit sufficient populations of students
from our priority populations to enable rigorous research design.
● Has relatively strong courseware adoption rates by faculty (~30%), greatly
simplifying the challenge for developers to secure pilot sites. Faculty place
relatively strong value on evidence-based teaching, providing a good testbed
for validating assumptions about how courseware can best enable and support
evidence-based teaching practices.
● Offers opportunities to test various content approaches to improving student
learning outcomes such as eliminating knowledge gaps and engaging students
with real-world problems, while also allowing for opportunities to measure and
assess shifts and improvements in content.
● Has synergies with examples of excellence in features and function equity-
centered courseware that addresses gaps in availability, curriculum alignment
between learning outcomes, activities, and assessments.
To advance the work, a team of faculty who are highly experienced in teaching
Introductory Psychology, and equity experts in the field of psychology were
commissioned to guide the creation of course learning outcomes, identify discipline
core concepts, include key missing topics, and provide profound examples to enliven
the concepts and equity focus of the work. The student learning outcomes will guide
the creation of the course’s curriculum design and will support the development of
well-aligned assessments and content. We deployed a rigorous methodology that
references discipline guidelines, recommendations, standards, publications in the
discipline of psychology, and the area of diversity, equity, and inclusion.
The lead subject matter experts on our team are Dr. Jennifer Thompson, Professor
Garth Neufeld, and Dr. Aaron Richmond.
Jennifer Thompson is Department Chair, Sciences at University Maryland Global

Campus and has been teaching Introductory Psychology for almost 20 years. Dr.
Thompson is an active member of the American Psychological Association (APA), a co-
author of the Student Learning Outcomes and Assessment work of APA’s Introductory
Psychology Initiative, and Program Chair of the Eastern Psychological Association.

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Garth Neufeld is a professor of psychology at Cascadia College. He is the founder of
Teaching Introductory Psychology Northwest and Intro Psych Coast-to-Coast teaching
conferences, the founder of the Teaching of Psychology Incubator workshop, and the
co-founder of the PsychSessions podcast. He has served the national community of
psychology teachers through various leadership roles through the Society for the
Teaching of Psychology, the AP Psychology Reading, and APA’s Educational
Directorate. In 2018, Garth was awarded a Citizen Psychologist presidential citation
from the APA for co-founding Shared Space For All (www.sharedspaceforall.org), an
organization that educates and mentors at-risk Thai children toward the prevention of
prostitution. He is also the recipient of the 2019 STP Wayne Weiten Teaching
Excellence Award.
Aaron S. Richmond is a professor of educational psychology and human development

in the Department of Psychological Sciences at Metropolitan State University of
Denver. Aaron is an award-winning teacher who has dedicated his academic career to
studying the improvement of classroom practices and learning to better serve his
students. He has authored more than 100 peer-reviewed journal articles, books, and
book chapters and is the lead author of An evidence-based guide to college and
university teaching: Developing the model teacher and A pocket guide to online
teaching: Translating the evidence-based model teaching criteria.
The introductory course in psychology is the second most popular course in the college
curriculum after English Composition; it may be a general education requirement, the
prerequisite to a discipline specific-second course, or a time to discover a career path
never considered before. Our work as follows is built upon the diligent and insightful
work of others, most notably the American Psychological Association.
Feedback
Please send any feedback on this document to [email protected].

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Key Understandings
The work we present is based, in part, on a survey of current trends in national work on Introductory Psychology and
include APA’s Introductory Psychology Initiative (Gurung & Neufeld, 2021), Gurung et al. (2016), APA Guidelines 3.0 for
the Undergraduate Psychology Major (under review), Advance Placement (AP) Psychology Framework 2023 (College
Board, 2022), and APA’s most recent iteration of the National Standards for High School Psychology Curricula (APA,
2022). The proposed material was also cross-referenced with numerous Introductory Psychology texts and resources and
was reviewed by content experts for an equity lens.
As in much of the current writing on Introductory Psychology, we have adopted the APA Pillar Model (Gurung et al, 2016;
Gurung & Neufeld, 2021) when conceptualizing content in the course. This content selection model describes five options
of basic content areas in psychology (i.e., pillars), to select and teach, with the notion that scientific research and
foundations of psychology thread throughout the content areas of the course. In addition to scientific foundations,
intersectional determinants and issues of equity are threaded throughout the course. The list of LOs reflects the five pillars
and is comprehensive for a course in Introductory Psychology.
The following pages present tables of Learning Outcomes (LOs) logically grouped by Introductory Psychology anchoring
“Topics” which primarily follow the Pillar Model (American Psychological Association, 2016) rather than a linear sequence
suggesting a single way to move through the material in a classroom. A course developer could design a course that
progresses through these Topics in order, however, it is quite reasonable to create other sequences that cover all the same
Psychology Topics and LOs. The psychology team designed this framework for the non-major student audience in a one
semester course. The LOs take the form of statements of what students should be able to do with the capabilities they
develop in the course as well as their knowledge of concepts and key topics. The LOs highlighted in blue below were
added to address equity considerations and/or modern demands on the content coverage of psychological concepts, topics,
and outcomes.

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We centered equity in the work by researching how the study of psychology can represent diversity, equity, and inclusion in
the course content. In our view, there are two opportunities to address equity within introductory psychology. The first is
the application of the specific, relevant content including topics like cognitive bias, perception, and social thinking and
relating. The second is by making course outcomes and content accessible to academically vulnerable students. This
approach includes utilizing the APA suggestion to limit course breadth in favor of depth (Gurung et al, 2016), to
meaningfully emphasize psychological skills (i.e., scientific reasoning), and to assess, whenever possible, through
application. To increase accessibility (and thus equity) to our least prepared students, outcomes should be written at a level
that all college students can understand. We also captured the main ideas that will impact the ultimate course content and
pedagogy for the use of faculty, course designers, and courseware developers. You’ll see these notes in sections of the
work labeled: “Equity Connections.”
Since the goals of education are both Expertise AND Transfer, our work has focused on paying deep attention to three
facets, which need to be intertwined - “braided” together - during courseware development:
● Essential Content: These are the core course LO’s, expanded to include the equity and modernization aspects
discussed above.
● Discipline Core Concepts: They represent the epistemological lens that experts apply when looking at the world (see
further description below).
● Competencies: Life and work require the mastery of “21st Century Skills/Social-Emotional Learning,” yet precious
little is done in education to ensure their explicit identification and their learning - deliberately, systematically,
comprehensively, demonstrably.
Our work provides this guidance to the course developer, by explicitly identifying the relevant (top 4, mid 4, bottom 4)
competencies for Social Sciences:

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It is the combination of all these aspects - content, concepts, interdisciplinarity (examples), competencies, and pedagogy -
that not only reinforces Expertise but ensures Transfer. Given such design complexity, we have developed - for our own
courseware needs for OECD a pre-authoring environment that assists the course developer in keeping track of all these
possibilities, filters the extraneous choices, and makes recommendations to the designer (teacher/professor or developer).
Core Concepts
Core Concepts are abstract principles that can be used to organize broad areas of knowledge for a given domain, make
inferences within a domain, and solve a wide range of problems. Each Core Concept describes a lens that experts use to
see their domain and the world. Standards and Learning Outcomes convey what should be learned, while Core Concepts
describe the “so what.”
The set of Core Concepts creates a scaffold that helps students develop meaningful connections which lead to deeper real-
world understanding and a more robust ability to solve problems. They are essential to Transfer.
Concept Tagline Description

Scientific Inquiry Psychology is a science. Psychology uses research methods to explore thoughts, feelings, and
behaviors. Psychological findings are most robust and reliable when they are
observed repeatedly. Psychology promotes scientific literacy and critical
thinking.
Determinants Thoughts, feelings, and Biological, psychological, social, environmental, and cultural factors interact to
behaviors are shaped by shape people’s thoughts, feelings, and behaviors. Substantial evidence shows
intersecting factors. that “nature” vs. “nurture” is a false dichotomy. Rather, psychological

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processes are the product of both nature and nurture interacting across the
lifespan.
Equity and Equity and inequity can be Inequity and the exclusion of individuals and groups occur because of
Inclusion explained by cognitive, interacting cognitive, social, and cultural factors. Over long periods of time,
social, and cultural factors. these factors may form systems of oppression based on race/ethnicity,
Psychology can be used to sex/gender, sexual orientation, and social class that shape the economic,
promote equity and social, and personal lives of individuals. These systemic biases cause stress
inclusion. and affect mental and physical health. Psychology seeks not only to discover
and explain these factors but to present ways that these factors can be
mitigated to decrease harm to affected groups.
Trends and Psychologists focus on Psychologists study trends in thought and behavior within different groups
Variations behavioral trends in groups and populations but recognize that individuals may vary from these larger
from which individuals may trends to greater or lesser degrees.
vary.
Biases Individuals do not construct We construct individual realities that are informed and influenced by personal
exact representations of biases. Biases may arise from cognition, individual experiences, or
reality. unchallenged traditions promoted within families and communities. Biases
deeply shape our perceptions of the world and influence our behaviors. As
such, the thoughts, language, and behavioral patterns and practices of
individuals and groups provide frameworks through which humans construct
an approximation of the “real” world around them.
Application Psychological skills and Psychological skills like statistical literacy, critical thinking, metacognition, and
knowledge can improve emotional regulation can contribute to a holistic improvement for individuals,
our lives, interactions, and communities, organizations, and social interactions. Psychological concepts
the world around us. and theories can be used to solve individual and global problems.
Definition of Core and Stretch LOs

LOs are presented in two columns labeled “Core” and “Stretch.”

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● Core: These LOs are for our main audience, the group of students at most institutions who are not pursuing a
Psychology major. These students need to master concepts and apply them in their work and lives, but this could be
their final and only course in the subject.
● Stretch: These are the LOs that push students further. These LOs, which often use more cognitively challenging
verbs and rely on more complex ideas, are the foundations for further study in Psychology.
The column headings include an approximate indication of time it may take to cover all the LOs within the Topic. This is not
meant to suggest a precise number of hours equally spread across the LOs within that Topic. The table column “Time on
Task” gives general guidance about the priority and time commitment at the Core level, legend below.
A = priority, substantial part of the class period

B = priority, notable amount of time in the class period
C = cover, doesn’t take notable time
D1 = optional coverage, but it will take a notable amount of time
D2 = optional coverage, won’t take much time
Spiral = not a once-and-done concept, needs revisiting at various other points in the curriculum
IMPORTANT: The non-optional CORE LOs are the ones we advocate faculty and courseware developers use for our target
audience’s core learning experience. These are the LOs that should inform an Introductory Psychology course for non-
majors.
Introduction to Psychology Learning Objectives

The LOs described in this document are also in a spreadsheet available at https://curriculumredesign.org/wp-
content/uploads/CCR-LOs-Intro-Psychology-Protected-1.xlsx

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Introduction to Psychology Learning Outcomes
TOPIC 1: Research Methods
Psychology is a science, using the scientific method to observe, predict, and explain human behavior and thought processes.
Various methods of research, from surveys to experiments, are the foundation for the knowledge that makes up psychology.
This means that modern psychology seeks to be evidence-based and to build upon prior scientific knowledge in order to
draw increasingly accurate conclusions about human beings. The scientific foundations will be revisited again and again
throughout other topics.
Core Concepts: Scientific Inquiry, Equity and Inclusion, Trends and Variations, Biases
Time on Task Core Learning Outcomes Stretch Learning Outcomes

Spiral Explain what makes psychology an empirical Explain what makes psychology an empirical science.
science.
Spiral Distinguish between experimental and Provide examples of experimental and correlational
correlational research. research.
B Analyze advantages and limitations of various Analyze advantages and limitations of various research
research designs. designs.
C Identify independent variables and dependent Distinguish between non-manipulated independent
variables. variables and randomly assigned independent variables.
C Interpret the strength and direction of correlation Interpret the strength and direction of correlation
coefficients. coefficients
Spiral Explain the importance of ethics in research. Describe applications of ethical principles.
Spiral Explain the importance of replication in research. Discuss where replications tend to not occur and where
there is strong replication.
Spiral Discuss how researcher biases influence research. Discuss the falsification of data in several subfields of
psychological science.

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Spiral Discuss the limitations of generalizability when Discuss the limitations of generalizability when using
using samples based on non-representative social samples based on non-representative social groups.
groups.
C Explain findings presented in simple graphs. Explain findings presented in simple graphs.
Equity Connections:
● The Hidden Biases in WEIRD Psychology Research (https://www.youtube.com/watch?v=Ho6OlPrD7sA)
● Tuskegee Syphilis Study (https://www.cdc.gov/tuskegee/timeline.htm)
● Havasupai case with Arizona State University (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5310710/)
● Quaker Oats study (https://www.smithsonianmag.com/history/spoonful-sugar-helps-radioactive-oatmeal-go-
down-180962424/)
● The History of the Lab Rat Is Full of Scientific Triumphs and Ethical Quandaries
(https://www.smithsonianmag.com/science-nature/history-lab-rat-scientific-triumphs-ethical-quandaries-
180971533/ )
● Delivering Indigenous Data Sovereignty (https://www.youtube.com/watch?v=NCsCZJ8ugPA)
● More social science studies just failed to replicate. Here’s why this is good. (https://www.vox.com/science-and-
health/2018/8/27/17761466/psychology-replication-crisis-nature-social-science )
● More than Tuskegee: Understanding Mistrust about Research Participation
(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354806/)
● No Meaningful Apology for American Indian Unethical Research Abuses
(https://www.tandfonline.com/doi/abs/10.1080/10508422.2012.730788)
● Indigenous Statistics: A Quantitative Research Methodology (https://www.routledge.com/Indigenous-
Statistics-A-Quantitative-Research-Methodology/Walter-Andersen/p/book/9781611322934)
● DEI and qualitative research

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TOPIC 2: Biological Basis of Psychology
Core learning outcomes in this area focus on the foundational understanding students should have about the dynamic
relationship between the nervous system and behavior. In addition to the focus on neurological structure and function,
suggested content includes discussion of the intersectional influence of biology, individual differences, culture, and socio-
economic context on behavior.
Core Concepts: Scientific Inquiry, Determinants, Equity and Inclusion, Trends and Variations, Biases, Application
Subtopic 2.1: Neuroscience

B Discuss the interaction of heredity and the Discuss the interaction of heredity and the environment.
environment.
A Describe the major structures and functions of the Describe the major structures and functions of the brain.
brain.
B Classify different divisions and subdivisions of the Describe the functions of the divisions and subdivisions of
nervous system. the nervous system.
C Identify the basic structure and function of a neuron. Apply the process of neuronal messaging to everyday
experience.
C Discuss contextual factors such as environmental Discuss contextual factors such as environmental pollution,
pollution, availability of adequate nutrition, poverty, availability of adequate nutrition, poverty, and prenatal
and prenatal alcohol/drug use that affect brain alcohol/drug use that affect brain development.
development.
D2 Describe the structures and function of the endocrine Describe the structures and function of the endocrine
system. system.
D2 Explain the basic principles of evolutionary Explain the basic principles of evolutionary psychology.
psychology.

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Equity Connections:
● Poverty and brain development
● Pollution and the developing brain
● Nutrition and brain development
● Fetal/Prenatal exposure to drugs and brain development
● Diabetes and racism

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Subtopic 2.2: Consciousness

B Describe the sleep cycle. Describe the sleep cycle.
C Explain the physiological and psychological benefits Explain the physiological and psychological benefits of
of sleep. sleep.
B Discuss factors that positively and negatively affect Discuss factors that positively and negatively affect sleep.
sleep.
C Discuss cross-cultural variations in sleep habits. Discuss cross-cultural variations in sleep habits.
C Describe various sleep disorders. Describe various sleep disorders.
C Discuss disparities between racial and ethnic groups Discuss disparities between racial and ethnic groups in the
in the prevalence of sleep disorders. prevalence of sleep disorders.
C Describe theories of dreaming. Discuss cultural differences in dream theories.
B Identify psychological and physiological responses to Identify psychological and physiological responses to
psychoactive drugs. psychoactive drugs.
C Discuss individual, environmental, and cultural Discuss individual, environmental, and cultural factors that
factors that influence drug use. influence drug use.
Equity Connections:
● Sleep differences due to age
● Ethnic disparities and sleep (National Sleep Foundation, 2010)
● Siesta culture (Barone, 2000; Webb & Dinges, 1989)
● Culture and Dreams (Lohmann, 2007)
● Familial, Social, and Individual Factors Contributing to Risk for Adolescent Substance Use
(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4008086/#:~:text=Risk%20factors%20categorized%20as%2
0familial,factors%20include%20ADHD%20and%20depression.)

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Subtopic 2.3: Sensation

C Differentiate absolute and difference thresholds. Differentiate absolute and difference thresholds.
C Describe the process of transduction. Describe the process of transduction.
C Describe the function of sensory adaptation. Describe the function of sensory adaptation.
B Define the structures and functions of the visual Explain the functional impairment of damage to various
system. structures of the visual system.
B Define the structures and functions of the auditory Define the structures and functions of the auditory system.
system.
B Describe chemical and tactile sensory systems. Describe chemical and tactile sensory systems.

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TOPIC 3: Cognition
Core learning outcomes in this area suggest students not only gain an understanding of how cognitive systems work, but
also how they may be used to improve self-regulation and student success across courses, across communities, in the
workplace, and in everyday life.
Subtopic 3.1: Perception

C Describe the relationship between sensation and Describe the relationship between sensation and perception.
perception.
C Describe the role of attentional processes in Differentiate between attentional blindness and change blindness.
perception.
C Distinguish between top-down and bottom-up Apply top-down and bottom-up processing to real life
processing. experiences.
C Describe how perceptual constancies and sets affect Describe how perceptual constancies and sets affect perception.
perception.
B Identify the Gestalt principles of perception. Identify the Gestalt principles of perception.
D2 Explain how visual illusions demonstrate the nature of Explain how visual illusions demonstrate the nature of perception.
perception.
C Discuss the impact of bias, culture, experience, and Discuss the impact of bias, culture, experience, and expectations
expectations on perception. on perception.
Equity Connections:
● Muller-Lyer Illusion (Henrich et al., 2010)
● How Bias influences perception
● How expectations influence perception

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● The effect of culture on perception and cognition

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Subtopic 3.2: Cognition

B Identify factors that influence judgment and decision- Identify factors that influence judgment and decision-
making. making.
B Define different theories and strategies of problem- Define different theories and strategies of problem-
solving. solving.
C Explain how cognitive heuristics and biases can lead to Explain how cognitive heuristics and biases can lead to
prejudice and discrimination. prejudice and discrimination.
D2 Discuss creativity and how to foster its growth. Discuss creativity and how to foster its growth.
C Describe metacognition and how it relates to everyday Define the developmental differences in metacognitive
learning. awareness.
Equity Connections:
● Cultural differences in problem-solving (Nisbett, 2001)
● Cognitive biases and discrimination
● Cognitive biases and prejudice
● Confirmation Bias (Darley & Gross, 1983)

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Subtopic 3.3: Memory

B Describe the process of how memories are Describe the process of how memories are
created. created.
B Explain how memories are stored. Explain how memories are stored.
B Describe the various theories of forgetting. Describe the various theories of forgetting.
B Differentiate among types of memory. Differentiate among types of memory.
B Discuss the accuracy and fallibility of memory. Discuss the accuracy and fallibility of memory.
C Describe the biological nature of memory. Describe the biological nature of memory.
C Apply learning strategies for improving Explain why some learning strategies work
memory. better than others.
Equity Connections:
● The influence of race on eyewitness memory

20
Subtopic 3.4: Intelligence

B Define intelligence. Define intelligence.
A Discuss the biases inherent in theories of Discuss the impact of the bias inherent in
intelligence. early theories of intelligence.
C Describe current theories of intelligence. Describe current theories of intelligence.
B Explain the influence that environment and Explain the influence that environment and
genetics have on intelligence. genetics have on intelligence.
B Describe how psychologists measure Explain what makes an intelligence test
intelligence. reliable and valid.
C Explain the difference between reliability and Explain the difference between reliability and
validity in test development. validity in test development.
C Distinguish between fixed and growth Discuss how growth mindset interventions
mindsets. work best with marginalized populations.
C Define emotional Intelligence. Define emotional Intelligence.
B Discuss the variables that challenge Discuss the variables that challenge
intelligence test results, including the role of intelligence test results, including the role of
test bias, familiarity with concepts, worldview, test bias, familiarity with concepts,
and language differences. worldview, and language differences.
Equity Connections:
● Development of Eugenics/Galton
● Terman, the Stanford-Binet scale, and segregation
● George I. Sanchez
● Albert Beckham
● Even the Rat was White
● Audrey Shuey

21
● Arthur Jensen - Heritability of IQ
● Cross-cultural difference in IQ testing
● Effect of environment on IQ
● IQ and cultural differences

22
Subtopic 3.5: Motivation

C Differentiate between intrinsic and extrinsic theories of Describe goal setting theory.
motivation.
A Compare biological, psychological, and biopsychosocial Compare biological, psychological, and
theories of motivation. biopsychosocial theories of motivation.
B Describe the psychological and physiological influence Discuss motivation as it relates to achievement.
hunger and sex have on motivation.
C Discuss how motivation may vary across different Discuss how motivation may vary across different
cultures and communities. cultures and communities.
Equity Connections:
● Cultural differences and motivation
● “How does culture shape motivation?” (https://www.youtube.com/watch?v=YpSkHRhpors)
● Race and ethnicity in the study of motivation and competence (https://psycnet.apa.org/record/2005-08058-
022)

23
Subtopic 3.6: Emotion

B Define components of emotional experience Define components of emotional experience
B Identify current theories of emotion. Identify current theories of emotion.
C Explain the biological basis of emotion. Explain the biological basis of emotion.
C Describe how emotion may influence behavior and Describe how behavior, thought, and emotion interact.
thought.
C Discuss cultural differences in experiencing and Discuss cultural differences in experiencing and
expressing emotion. expressing emotion.
C Explore gender norms related to emotional expression. Explore gender norms related to emotional expression.
Equity Connections:
● Cross-cultural similarities and differences in emotion (Shaver et al., 1992)
● Culture and emotion
● Gender and emotional expression
● Are women really more emotional than men? (https://www.youtube.com/watch?v=w6N88n9koUg)

24
TOPIC 4: Developmental
Psychology seeks to describe, predict, and explain behavior and cognition, not only at a given point in time, but also over the
lifespan, from conception to death. Many future healthcare professionals and educators benefit from the insight and
understanding that developmental psychology provides.
Core Concepts: Scientific Inquiry, Determinants, Equity and Inclusion, Trends and Variation, Biases, Application
Subtopic 4.1: Lifespan

A Describe the periods of human development. Describe the stages of human development across
cultures.
A Explain bio-physical changes that occur across the Explain bio-physical changes that occur across the
lifespan. lifespan.
A Describe cognitive development theories. Discuss the limitations and advancements of cognitive
theories such as Piaget.
A Summarize the theories of social, emotional, and moral Discuss the limitations and advancements of cognitive
development. theories such as Vygotsky.
C Discuss how environmental and cultural factors Discuss how environmental and cultural factors
influence development. influence development.
C Identify threats to development and longevity that arise Identify threats to development and longevity that
from sociocultural disparities. arise from sociocultural disparities.
Equity Connections:
● Impact of Environmental factors on human growth and development
● Environmental factors that influence development
● Cultural influences on child development
● Role of culture in social development

25
● Social determinants of health
Subtopic 4.2: Learning

C Summarize the biological foundations of learning. Explain how the dopamine reward pathway relates to
learning.
A Explain the basic processes of operant and classical Apply the principles of shaping in everyday life.
conditioning.
A Describe observational learning theory. Describe observational learning theory.
C Discuss the prosocial and antisocial outcomes of Discuss the prosocial and antisocial outcomes of
observational learning. observational learning.
D2 Differentiate among classical, operant, and Differentiate among classical, operant, and
observational learning. observational learning.
C Use principles from learning theories to explain Use principles from learning theories to explain
personal and societal inequities. personal and societal inequities.
B Apply the principles of learning theories to improve Apply the principles of learning theories to improve
conditions of everyday life. conditions of everyday life.
Equity Connections:
● Learning theory through a social justice lens (Parson & Major, 2020)
● Sociocultural approaches to learning and development

26
Subtopic 4.3: Language

B Summarize the basic characteristics and structure of Summarize the basic characteristics and structure of
language. language.
C Explain the difference between language and thought. Explain the difference between language and thought.
C Explain the biological basis of language. Discuss how language is both innate and learned.
B Describe different theories of language development. Describe different theories of language development.
C Discuss cross-cultural differences in how language is Discuss cross-cultural differences in how language is
formed. formed.
C Identify cultural and environmental factors that Identify cultural and environmental factors that
influence language development. influence language development.
C Discuss how language perpetuates prejudice and Discuss how language perpetuates prejudice and
discrimination. discrimination.
Equity Connections:
● Effects of bilingualism
● The effect of language on culture
● Cultural factors that influence language acquisition
● Cross-cultural studies on language and concept formation
● Language and prejudice
● Linguistic racism

27
TOPIC 5: Social and Personality
Human beings are rarely ever alone. They exist in families, communities, and workplaces, in relationship to one another. For
this reason, psychologists study human beings both individually, and in relationship to one another. Psychology explains
the fundamental categories that make a person unique, as well as those that are common across humanity. Psychologists
observe, predict, and explain how those individuals are influenced and relate in groups.
Subtopic 5.1: Social Psychology

C Explain how attributions influence our perceptions of Apply attribution theory to various personal
others. experiences.
B Distinguish between affective, behavioral, and cognitive Distinguish between affective, behavioral, and
components of attitude formation. cognitive components of attitude formation.
C Describe how attitudes can be changed by persuasion. Identify the principle of persuasion in various personal
experiences.
C Describe the emotional experience of cognitive Identify cognitive dissonance in one's own life.
dissonance and how to reduce it.
B Explain how groups influence individual behavior. Explain how groups influence individual behavior.
D2 Differentiate between conformity and obedience. Differentiate between conformity and obedience.
D2 Describe the determinants of prosocial relationships. Describe the determinants of prosocial relationships.
B Discuss the determinants of prejudice, stereotypes, and Explain real acts of prejudice, stereotypes, and
discrimination. discrimination using psychological knowledge.
B Discuss how to reduce prejudice, stereotypes, and Discuss how to reduce prejudice, stereotypes, and
discrimination. discrimination.
Equity Connections:

28
● Attribution theory and racism
● Prejudice, stereotypes, and discrimination
● Cognitive dissonance and racism
● Effects of Self-Construal Differences on Cognitive Dissonance Examined by Priming the Independent and
Interdependent Self (Lee & Jeyaraj, 2014)
● Reducing prejudice

29
Subtopic 5.2: Industrial Organizational Psychology

D2 Differentiate the fields of industrial and organizational Differentiate the fields of industrial and organizational
psychology. psychology.
D2 Describe theories of workplace motivation. Apply theories of workplace motivation through case
studies.
D2 Explain how industrial and organizational psychology Explain how industrial and organizational psychology
can benefit employees and organizations. can benefit employees and organizations.
D2 Discuss the influence of power and politics in Discuss the influence of power and politics in
organizations. organizations.
D2 Describe how industrial and organizational psychology Describe how industrial and organizational
can help establish more equitable practices in the psychology can help establish more equitable
workplace. practices in the workplace.
Equity Connections:
● Motivation in different cultures at work
● Cognitive biases and racism and work
● Reducing racism and discrimination in the workplace
● Power and politics in organizations

30
Subtopic 5.3: Sex and Gender

B Differentiate among sex, gender expression, gender Differentiate among sex, gender expression, gender
identity, and sexual orientation. identity, and sexual orientation.
C Contrast biological, psychological, and socio-cultural Contrast biological, psychological, and socio-cultural
influences on gender development. influences on gender development.
C Describe similarities and differences among sexes. Describe similarities and differences among sexes.
C Explain masculinity and femininity. Explore the dynamic socio-cultural factors related to
masculinity and femininity.
C Describe biological, psychological, and socio-cultural Describe biological, psychological, and socio-cultural
influences on sexual orientation. influences on sexual orientation.
C Discuss sex- and gender-based discrimination. Discuss sex- and gender-based discrimination.
Equity Connections:
● Two spirit: Counseling Native American gay, lesbian, and bisexual people (Garrett & Barret, 2003)
● US proposal for defining gender has no basis in science (https://www.nature.com/articles/d41586-018-
07238-8)
● Biological, Psychological, and Sociocultural influence on sexual orientation
● Sex and gender-based discrimination

31
Subtopic 5.4: Personality

B Contrast evidence-based and non-evidence-based Contrast evidence-based and non-evidence-based
personality assessments. personality assessments.
C Discuss how historical personality theories differ from Explain why some classic theories of personality are
contemporary theories based on empirical evidence. not evidence-based.
D2 Describe the impact of perceived external and internal Describe the impact of perceived external and internal
locus of control. locus of control.
C Explain the dynamic processes within reciprocal Explain the dynamic processes within reciprocal
determinism. determinism.
C Describe how self-efficacy affects performance. Describe how self-efficacy affects performance.
C Distinguish between surface and source traits. Distinguish between surface and source traits.
B Describe the big-five factor model. Describe oneself using the big-five factor model.
C Discuss cultural and genetic influences on personality. Explain collectivist and individualistic values about the
big-five factor model.
Equity Connections:
● Cross-cultural Big 5 (https://open.maricopa.edu/culturepsychology/chapter/big-five-as-universals/)
● Cultural understanding of personality (https://opentext.wsu.edu/psych105/chapter/10-9-cultural-
understanding-of-personality/)
● Extravert individualists or introvert collectivists? (https://link.springer.com/article/10.1007/s12144-019-
00480-x)

32
TOPIC 6: Mental and Physical Health
Psychology has much to share about mental and physical health. There are many predictors of both an individual’s health
and disease, which include interactions of biological, psychological, and socio-cultural factors. With an understanding of the
major findings of psychology with regards to health, individuals, communities, and humanity can work toward better health
outcomes.
Core Concepts: Scientific Inquiry, Determinants, Equity and Inclusion, Trends and Variations, Application
Subtopic 6.1: Stress and Health

B Define stress. Explain how stress and stressors interact.
C Provide examples of stressors. Provide examples of stressors.
A Explain biological, psychological, social, and cultural Explain biological, psychological, social, and cultural
determinants of stress. determinants of stress.
B Differentiate between physiological and psychological Explain the interaction of physiological and psychological
responses to stress. responses to stress.
C Explain how stress affects the immune system. Describe the role of General Adaptation Syndrome on
immune system functioning.
B Explain how stress is associated with mental and Explain how stress is associated with mental and
physical health. physical health.
B Contrast physiological and psychological stress Distinguish between evidence-based and non-
management techniques. evidenced-based stress management techniques.
C Describe strategies for building resilience. Describe strategies for building resilience.
C Identify how health disparities may be related to Identify how health disparities may be related to
marginalization. marginalization.

33
Equity Connections:
● Marginalization: Conceptualizing patient vulnerabilities in the framework of social determinants of health – An
integrative review (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6342665/)
● Without Inclusion, Humankind Is Becoming Less Resilient
(https://www.forbes.com/sites/glennllopis/2019/06/02/without-inclusion-humankind-is-becoming-less-
resilient/?sh=5734984c1746)
● Risk and Resilience in Minority Youth Populations (https://www.annualreviews.org/doi/10.1146/annurev-
clinpsy-071119-115839)
● Cultural stress

34
Subtopic 6.2: Psychopathology

B Describe psychopathology and its prevalence in various Describe psychopathology and its prevalence in various
cultures. cultures.
C Discuss how notions of normality are culturally based. Discuss how notions of normality are culturally based.
D2 Distinguish between normal levels of psychological Distinguish between normal levels of psychological
distress and psychopathology. distress and psychopathology.
C Explain the biological and environmental factors that Explain the biological and environmental factors that
contribute to psychopathology. contribute to psychopathology.
C Explain the physical, psychological, and socio-cultural Explain the physical, psychological, and socio-cultural
impacts of psychopathology. impacts of psychopathology.
B Describe how psychologists classify psychopathology. Describe the benefits and drawbacks of the medical
model in psychopathology classification.
D2 Analyze the benefits and drawbacks of diagnosis using Analyze the benefits and drawbacks of diagnosis using
DSM standards. DSM standards.
B Identify symptoms related to various types of Identify symptoms related to various types of
psychopathologies like schizophrenia, depressive psychopathologies like schizophrenia, depressive
disorders, and anxiety disorders. disorders, and anxiety disorders.
C Describe factors related to differential rates of Describe factors related to differential rates of
psychopathology in marginalized individuals. psychopathology in marginalized individuals.
Equity Connections:
● Culture based normality
● Mental health disparities
● Culture and psychopathology (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6097026/)
● Disparities at the intersection of marginalized groups
(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5350011/)

35
● Psychopathology and socioeconomic status
● Environmental influence on mental health

36
Subtopic 6.3: Therapies

B Contrast modern psychological approaches to treating Contrast modern psychological approaches to treating
psychological disorders. psychological disorders.
C Describe what is meant by evidence-based treatment. Explain the research methods that are used to
measure therapy effectiveness.
B Describe the process of seeking treatment for mental Create a personal plan for seeking mental health
health. treatment.
C Contrast ethical and unethical treatment in therapy. Contrast ethical and unethical treatment in therapy.
B Describe effective drug therapies for treating Discuss scientific findings related to the combination
psychological disorders. of drug therapy and talk therapy.
B Identify effective medical procedures for treating certain Identify effective medical procedures for treating
psychological disorders. certain psychological disorders.
C Explain when group therapy is most beneficial. Describe principles of group therapy.
C Describe cultural and environmental factors that may Describe cultural and environmental factors that may
influence help-seeking behavior. influence help-seeking behavior.
Equity Connections:
● Evidence based treatment practices and diversity (Sue & Zane, 2006)
● Cultural competence
● Why mental healthcare is less accessible to marginalized communities
(https://www.medicalnewstoday.com/articles/why-mental-healthcare-is-less-accessible-to-marginalized-
communities)
● Cultural aspects of ethics in psychotherapy
● Cultural Determinants of Help Seeking (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2796597/)

37
Suggested Resource Material
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American Psychological Association, Working Group on Introductory Psychology Assessment. (2017). Assessment
of outcomes of the introductory course in psychology. Retrieved from http://www.apa.org/ed/precollege/
undergrad/index.aspx
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002,
amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/
American Psychological Association. (2021). Inclusive language guidelines.

https://www.apa.org/about/apa/equitydiversity-inclusion/language-guidelines.pdf
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Introductory Psychology

Designed thanks to a generous grant by the

July 20, 2022

Eve Howard, Project Manager

Paul Thomas, Team Lead

Claude Cruz, Team Member

© 2022 Center for Curriculum Redesign – All Rights Reserved

Lead Author Team In-Depth Reviewers

Aaron S. Richmond, Ph.D. Jameson Lopez

Consultant for Diversity, Jaclyn Ronquillo-Adachi

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© 2022 Center for Curriculum Redesign – All Rights Reserved

Project Goals and Definition of Learning Outcomes

The Center for Curriculum Redesign (CCR) is a Boston-based international non-profit

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● Presents compelling opportunities for complementary exemplars with the

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Jennifer Thompson is Department Chair, Sciences at University Maryland Global

© 2022 Center for Curriculum Redesign – All Rights Reserved

Aaron S. Richmond is a professor of educational psychology and human development

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Concept Tagline Description

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Definition of Core and Stretch LOs

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A = priority, substantial part of the class period

Introduction to Psychology Learning Objectives

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Time on Task Core Learning Outcomes Stretch Learning Outcomes

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Subtopic 2.1: Neuroscience

Time on Task Core Learning Outcomes Stretch Learning Outcomes

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Time on Task Core Learning Outcomes Stretch Learning Outcomes

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Time on Task Core Learning Outcomes Stretch Learning Outcomes

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Subtopic 3.1: Perception

Time on Task Core Learning Outcomes Stretch Learning Outcomes

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Time on Task Core Learning Outcomes Stretch Learning Outcomes

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Time on Task Core Learning Outcomes Stretch Learning Outcomes

© 2022 Center for Curriculum Redesign – All Rights Reserved

Time on Task Core Learning Outcomes Stretch Learning Outcomes

© 2022 Center for Curriculum Redesign – All Rights Reserved

© 2022 Center for Curriculum Redesign – All Rights Reserved

Time on Task Core Learning Outcomes Stretch Learning Outcomes

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Time on Task Core Learning Outcomes Stretch Learning Outcomes

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Subtopic 4.1: Lifespan

Time on Task Core Learning Outcomes Stretch Learning Outcomes

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