Applying Psychological Principles to Course Design

Running head: APPLYING PSYCHOLOGICAL PRINCIPLES TO COURSE PLANNING 1
Applying Psychological Principles to Course Planning
The Psychology of Teaching
PSY8110
Dr. Nancy Longo
Melanie E. Meade
June 17, 2016

APPLYING PSYCHOLOGICAL PRINCIPLES TO COURSE PLANNING 2
Abstract
This paper will address the relationship between psychology and the field of education. The
discussion will also note the importance of the influence of psychology on teaching and
instruction. The paper will also provide an analysis of psychological theory and how to correlate
theory to assessments and best teaching practices. Upon review, a discussion of how psychology
can enhance teaching practices, professional development and course design, the paper will
conclude with a discussion of how professional development, psychological theory related to
learning and assessments and how to effectively design a course will facilitate and enhance
student engagement and learning.
Keywords: psychology, teaching, assessment, student engagement, learning outcomes

Describe psychology's contribution to teaching and learning.
Upon review of learning theories and the contributions to learning, Bandura presented a
social learning theory (Grusec, 1992). Self-efficacy relates to individual history of achievements
within a specified domain (Grusec, 1992). Another component presented by Bandura within a
modeling environment of social learning theory notes the reciprocal determinism that correlates
the individual, the environment, and behavior (Grusec, 1992). In relation to Bandura’s theory of
social cognition, further research is required to demonstrate the association between memory,
attention, self-monitoring, and reasoning to demonstrate the impact of successful teaching and
learning.
Psychology is viewed as a science that studies the behavior of the individual. Adult
students behave differently than the child therefore, understanding the developmental stage of
the adult student also relates directly to successful learning and teaching practices within the
classroom (Merriam, Bierema, and Ebrary, 2013-2014). The shift from an industrial society to
one that is based more on technology and globalization also requires a significant understanding
of the adult student in the classroom (Merriam, Bierema, and Ebrary, 2013-2014).
Skinner (1971, as cited by Merriam, Bierema, and Ebrary, 2013-2014), studied and
generated theories regarding behavior. If education is defined as a change in behavior, then
Skinner believed in setting up scenarios where opportunities to learn contributed to the concept
of classical conditioning (Merriam, Bierema, and Ebrary, 2013-2014). Within the field of
humanistic psychology as related to learning, Maslow (1970) believed the goal of learning
relates to self-actualization (Merriam, Bierema, and Ebrary, 2013-2014). Rogers (1983) related
adult learning as the result of the desire to become a fully functioning individual (Merriam,
Bierema, and Ebrary, 2013-2014).

Carl Rogers (1983, as cited by Merriam, Bierema, and Ebrary, 2013-2014), is considered
the creator of student-centered learning practices. Malcolm Knowles (1968) developed the
concept of andragogy which focuses upon adult learning practices versus pedagogy, which
focuses upon the facilitation of helping children learn (Merriam, 2001). Andragogy addresses
five key concepts associated with adult learning or andragogy (Merriam, 2001). The five
concepts of andragogy include:
1. Indirect self-concept and ability of the adult student to direct his or her own
learning
2. Individual who has accumulated a reservoir of life experiences that can be used as
a rich resource to enhance learning
3. Individual learning needs that are closely related to changing social roles
4. A problem-centered approach that allows for immediate application of knowledge
and skills
5. Internal versus external motivation to learn (Merriam, 2001).
Research demonstrates a long history of the relationship between the field of psychology
and education. In 1901, an elective system that had been implemented by Walter Pillsbury, is an
initial introduction to two-year courses in psychology providing students with a blend of general
introductory course combined with a more technical class for experimental psychology
(McGovern, 1992). Over the course of time, the psychology curriculum expanded significantly
and as noted by McGovern (1992). The relationship between religious values, support for the
sciences and its development requirement for the baccalaureate level of education, and finally the
recognition for the need to include specialized courses and applied programs directed the

understanding for psychologists and the influence in shaping psychology curriculum (McGovern,
1992).
Self-determination theory examines the relationship between intrinsic and extrinsic
motivation regarding learning (Vansteenkiste, Timmermans, Lens, Soenens, and Van den
Broeck, 2008). The research presented by Vansteenkiste, et. al, (2008), noted intrinsic
motivational factors in learning must be directly associated with meaningful connections to the
learning goals for the individual student. While the limitations of the study include only one
goal specific to each type of motivation, the research did effectively measure intrinsic motivation
as related to learning activities as more successful than extrinsic motivation and learning
activities (Vansteenkiste, et. al, 2008).
The understanding of how psychology influenced the evolution of education is necessary
in order to proceed with applying psychological theory to the best practices associated with
teaching and student assessments regarding the understanding of health psychology. The student
must develop a firm understanding and successfully apply psychological theory related to
behavior, cognition, and basic neurological concepts as related to how to successfully facilitate
implementing healthy practices into the individual lifestyle.
Apply psychological theory to best practices of teaching and assessment for a course in
your area of specialization.
The application of psychological theory as related to the best practices for teaching and
assessment include the understanding on the part of the instructor of how student engagement
impacts learning outcomes (Bernstein, Addison, Altman, Hollister, Komarraju, Prieto, and
Shore, 2010). Effective instructors have a core expert level of understanding directly related to
the courses being taught (Bernstein, et. al, 2010).

Additionally, instructors must carry a vision of effective instruction as a guide to designing and
implementing courses as well as developing effective assessment methodologies related to
student learning evaluations and learning outcomes (Bernstein, et. al, 2010).
One assessment tool often used by instructors is the rubric. The rubric is described as a
method for clarifying learning goals, design instruction, and communicate those goals to the
student (Heidi, 2005). Self-assessment within the use of the rubric can be conducted by circling
the appropriate level presented by the student in regards to meeting the learning outcomes
(Heidi, 2005). Rubrics that are designed effectively also facilitate the student’s understanding in
regards to the goal of the assignment and to focus the student’s efforts in completion of the
assignment (Heidi, 2005).
Some negative issues associated with rubrics that are designed poorly can include a lack
of comfort on the part of the student in regards to peer-assessment or self-assessment practices
(Heidi, 2005). Heidi (2005) relates the ugly aspect of rubrics in relation to validity and
reliability. Reasonable and respectable standards must demonstrate alignment with the
curriculum as well (Heidi, 2005). One method to improve reliability and validity would include
peer instructor review or comparing the newly designed rubric to publishing standards from
credible teaching organizations (Heidi, 2005).
The classroom which is designed upon problem-based learning techniques will require
additional assessment methodologies related to student learning success and learning outcomes
(Barber, King and Buchanan, 2015). Students and instructors each face unique challenges
regarding problem-based learning environments and how to appropriately and effectively assess
learning outcomes (Barber, King, and Buchanan, 2015). Real world problems and the
application of knowledge, collaborative learning projects, and through alternative methods of

assignments, problem-based learning can facilitate a student’s ability to incorporate technology
through the use of photo journals or videos that relate directly to course curriculum for learning
assessment (Barber, King, and Buchanan, 2015).
Two additional forms of assessment of student learning outcomes include the Biggs’
model of constructive alignment, which emphasizes focus upon the identification of clear
learning outcomes, the design of appropriate assessment tasks to measure if learning outcomes
are met, and the design of effective learning opportunities that allow students to successfully
complete assignment tasks (Rust, 2002). Another form of assessment would include surface
learning and deep learning approaches (Rust, 2002). Within the surface learning approach, a
heavy workload with relatively high contact hours in the classroom are required (Gibbs, 1992, 9,
as cited by Rust, 2002). Surface learning practices of assessment also include excessive course
materials, the inability to pursue the course subject in greater depth, restricted choices related to
subject of study, and a threatening approach to assessment (Gibbs, 1992, 9, as cited by Rust,
2002).
Assessments providing a deeper learning approach would include engenderment of
intrinsic motivate regarding the students desire to learn, learning activities, collaborative learning
activities, and the instruction process of teaching within integrated wholes that allows students to
relate the materials to other knowledge, (Gibbs, 1992, 10-11, as cited by Rust, 2002). Positive
impacts of assessment for students include timely feedback with positive and encouraging
constructive criticism, explanation of comments, specific relationships of learning outcomes to
assessment criteria, and comments on how students can improve assignments (Rust, 2002).

Summarize the best teaching practices you plan to use in teaching your next higher
education course.
According to Dunn, McCarthy, Baker, Halonen, & Hill (2007), an optimal program
within any psychology undergraduate class will be specific and create an effective sequence of
course requirements that will encourage and facilitate coherence with required coursework and
elective classes. Distinguished course programs also make every effort to unify capstone
experiences with rational course offerings (Dunn, et. al, 2007). The best outlines for health
psychology would include an introduction to the field of psychology and how this specifically
relates to individual cognitive and behavioral functions associated with choices to lead healthy
lifestyles.
Course sequencing is also important when considering how to effectively build a
foundation of solid skills that are immediately applicable to career choices related to health
psychology courses (Dunn, et. al, 2007). Variety is also a key component to providing students
with a diversified learning experience that can relate to various fields within the realm of health
psychology careers, whereas electives allow the students to tailor the courses to more specific
career-related goals (Dunn, et. al, 2007).
Students who are exposed to cultural practices that relate to health psychology as well as
ethical perspectives must also be included within any psychology based undergraduate courses to
ensure a scientific approach to the field of psychology and to promote the scholar-practitioner
level of learning (Dunn, et. al, 2007). Effective course assessments must be carefully planned
and aligned with assignments and classroom activities to enhance student engagement, develop
critical thinking skills and to further develop student writing skills in a progressive manner
(Dunn, et. al, 2007).

According to Merriam (2001), the teacher-learner approach must include an
understanding of the basic concerns of a student, the student and university goals required, the
social and physical milieu of where instruction occurs, as well as the techniques of learning and
teaching involved. Acknowledgment of where the student is in regards to the learning
experience is also critical in understanding the motivational and directional needs of the student
(Merriam, 2001). Self-directed learning would be one of the best practices within the
introductory level of health psychology courses due to the ability of the student to become more
self-directed as the student continues through his or her program and matures (Merriam, 2001).
In regards to student entitlement issues, a clear and explicit syllabus provided at the
beginning of the course is one strategy to reduce conflicts related to grading and assessment
practices both for the instructor and the institution (Lippmann, Bulanda, and Wagenaar, 2009).
In addition to the course syllabus, grading rubrics will be used to clarify to students how
assessments are used regarding assignments and classroom discussions (Lippmann, Bulanda, and
Wagenaar, 2009). In the case of a request by a student to have an assignment reevaluated for a
grade, the student will be explicitly informed that such a task may result in the addition or
subtraction of additional points (Lippmann, Bulanda, and Wagenaar, 2009).
The process of creating learning goals and outcomes must also be specific in content.
Instructors who work to define both the goals of what skills students should gain in addition to
the institutions requirements to successful completion of courses will more effectively translate
broader expectations into more specific course learning objectives (Boysen, 2012). Other
important resources are also necessary to develop effective learning outcomes including
collaboration with colleagues, textbook content, and professional knowledge and expertise
(Boysen, 2012).

Boysen (2012) also outlines how to effectively develop the content to the audience, the
types of desired behaviors associated with learning goals, the conditions desired of the student
based upon the level of the course, and the degree to which the student should understand the
course content. Students also must learn the importance of ethical conduct when completing
assignments. One methodology presented by Lamoreaux, Darnell, Sheehan, and Tusher (2012),
would include not only a lecture but also providing students with a worksheet immediately
following or to use with the lecture to recognize plagiarism issues.
Instructors may also present students with a contract that must be signed along with an
acknowledgement of receipt and understanding of the syllabus at the beginning of each course
(Lamoreaux, Darnell, Sheehan, and Tusher, 2012). The development of a worksheet to facilitate
instructors who must confront a student regarding plagiarism is another resource to prepare
instructors for various excuses a student may try to use to minimize or eliminate penalties for
plagiarized work (Lamoreaux, Darnell, Sheehan, and Tusher, 2012).
Highlight any teaching and assessment strategies, professional competencies, and specific
elements of the course design.
Some of the professional competencies I can bring to the field of introductory courses in
health psychology include my prior experiences as a fitness instructor in addition to the prior
teaching experience for a stress management course. Specific elements that provide the
opportunity to make the course successful also include my experience as a caregiver and the
obstacles associated with being the sole provider for a family member with a health condition
that increases the risk of increased stress and psychological issues related to grieving, lack of
valuable resources for help in medical direction and lack of family support related to caregiving
duties.

Specific elements associated with the design of the course would have to include
prerequisite courses in introductory psychology, the understanding of sociology, psychology
theory and the link between mind/body connections related to well-being(Thomas and Mulvey,
2008). A basic understanding of pharmacology, which is covered sparingly in introductory
psychology courses I taught for Bryant & Stratton would also facilitate student understanding of
how types of medications and drug use impact perception and well-being.
Assessment practices can include many types of assignments, activities, discussions, and
projects, both individual and group (Rust, 2002). The student must have the opportunity to
present the knowledge and skills being taught and it is the duty of the instructor to ensure this
knowledge aligns with learning outcomes and goals related to the course content (Thomas and
Mulvey, 2008). Student engagement is critical to ensuring successful learning is taking place in
the classroom, whether online or in the traditional campus class setting.
The research presented by Thomas and Mulvey (2008) also presents positive correlations
related to experiential learning practices where there is an established grounding of shared
experiences that instructors can use to build class discussions. Community based experiences
associated with learning through a health psychology course can give students the opportunity to
reflect upon work completed and to allow students to build necessary skills by measuring
populations they would prefer working with (Thomas and Mulvey, 2008).
Another exciting prospect for the field of health psychology and how effective teaching
and assessment practices may impact learning would be the research necessary to measure
changes in aging and overall health impacts (Stephens and Flick, 2010). As the population in
general grows significantly with adults who are considered baby-boomers, the field of
psychology must grow and examine how initial failing health progression can be stopped before

institutionalization is required (Stephens and Flick, 2010). Additional research on those adults
who must be placed into a long-term care facility must also be provided with an opportunity to
engage in successful aging despite the environmental changes encountered (Stephens and Flick,
2010).
This area may become an additional required specialization for the field of psychology to
facilitate the understanding of aging and health in older adults (Stephens and Flick, 2010). The
baby-boomer generation contributes to the world in many substantive ways and while most
health psychology courses focus on younger generations, there must be recognition for the need
to include all age groups when focusing upon health and aging issues. This is also an opportunity
for instructors to infuse diversity and cultural experiences into the field of health psychology
(Stephens and Flick, 2010).
Apply how best practices in teaching and assessment, professional competencies, and
course design all support students learning.
According to research presented by Schulte, Isley, Link, Shealy, and Winfrey (2004),
current recognition of behavioral components associated with symptomology of pain may
include sedentary lifestyle practices, unsafe sex, smoking, and alcohol consumption. Teaching
practices and assessment would include incorporating the changing models of caring for patients
that would include a more comprehensive approach to care to include psychology as a
contributing factor to illness (Schulte, et.al, 2004).
Another exciting prospect is a completely new designation within the field of
psychology, a Health Service Psychologist, which creates a specialization for students to develop
skills in helping patients overcome negative practices and to develop healthier lifestyles (Schulte,
et. al, 2004).

Core teaching competencies will include similar courses as general psychology doctorate
programs however, there will be a stronger emphasis on biological, cognitive, affective and
social components associated with behavior as well as the history and systems of psychology
(Schulte, et. al, 2004).
Successful teaching strategies within the newer field of health psychology will also rely
more heavily upon the science-practitioner model of teaching (Bernstein, et. al, 2010).
Assessment strategies must also focus upon evaluation of student learning outcomes related to
general psychology principles with advanced classwork offered and assessed in specific health-
related content to facilitate a psychological perspective to preventive measures associated with
healthy lifestyle practices.
Assessment practices that involve positive and constructive feedback along with strong
outlines, such as rubrics that designate the level of writing skill the student displays regarding
papers can engage a student (Rust, 2002). Careful course planning, thoughtful and deliberate
practices in developing sound syllabi for courses, and demonstrating a true desire and excitement
to share valuable knowledge and skills to students also creates a more successful learning
environment (Heidi, 2005). A strong commitment on the part of the instructor to be a true expert
in the field of psychology being taught, professional conduct and respect are also important
characteristics for instructors to continually work on and develop.

Conclusion
In summary, there is no right or wrong way to be successful in teaching. There must be a
commitment to lifelong learning, professional development through continuing education,
collaboration among teaching staff and administrative professionals, and allowing students to
provide some level of input regarding what skills and knowledge are perceived to be necessary to
career success upon graduation. The completion of a doctoral level program is only one method
of demonstrating a commitment to be a true expert and professional within one’s chosen field of
study and career.
The continuous practice of self-reflection at the end of each class, consistent review of
syllabi and development, and participating in professional development workshops, teaching
conventions, and networking with other teaching professionals is also a great way for instructors
to continue professional development and growth as he or she moves towards becoming a master
teacher. There must be ongoing efforts related to student assessment and what activities and
assignments contribute to the success of the class as well as the opportunity to apply required
skills and knowledge in real-world scenarios and to allow students to grow and become
comfortable with peer-assessment practices as well.
Going forward, teaching will always be a field within psychology that must change and
progress. Student populations and learning demands will shift as the needs of the general
population change therefore, the importance of staying current with practices and evolving new
theories will also be important for instructors when presented with the important task of
educating future generations regarding best practices within the field of psychology.

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References
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