Creating Learning Partnerships for an Introductory Psychology Course
Abstract
The authors examine the redesign of an introductory psychology course in which students learn how psychologists, like other scientists, use evidence in deciding what to believe. In examining this aim with respect to the epistemic beliefs of beginning college students, they found Baxter Magolda’s (2004a) Learning Partnerships Model to provide important guidance for devising learning partnerships that provide developmentally appropriate experiences for students. Over the course of two years, discussions in the Community of Practice on Engaged Learning (COPEL) focused on the very issues that guided the authors’ own course redesign efforts. They argue that learning communities like COPEL are important forums for situating the learning outcomes of individual courses within the larger university community that oversees the curriculum and co- curriculum of university life.
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