Background The proliferation of artificial intelligence (AI) has impacted most aspects of life and sparked debate over its responsible use. Objective As higher education grapples with how to leverage AI's benefits while accounting for its potential detriments, it is necessary to examine how undergraduates use and perceive AI. Method A replication, following the same methodology as Golding et al., examined how college students’ use and perceptions of AI differ from those of a comparable cohort 2 years ago. Students were from the same five universities and were predominantly women, White, Hispanic, or Black. Results Familiarity and prevalence of AI use were higher, and perceptions of cheating were lower. Open-ended data on motivations for (not) using AI and perceptions of (not) cheating suggested that students conceptualize AI through a nuanced lens. Conclusions The use of AI has grown substantially. Many students view AI as an instructional aid to guide their learning and emphasize the importance of how AI is used when determining whether it qualifies as cheating. Teaching Implications Students’ largely positive perceptions of AI suggest that AI's use is not slowing. Educators face the challenge of how best to leverage AI to enhance learning while not facilitating cheating or overreliance.
Introduction The systemic absence of women and people of color in commercially-produced texts is well documented. Statement of the Problem Open Educational Resources (OERs) are frequently touted for filling representation gaps and promoting social justice. Yet, OERs are not inherently more inclusive. Literature Review Emerging work on open pedagogy practices indicates potential to support recognitive justice by positioning students as knowledge creators rather than passive consumers. We argue that inclusive local histories, in which faculty and students co-create narratives and materials focusing on their home institution's historical context, can be used as a form of open pedagogy and support curricular diversification efforts. Teaching Implications We outline practical strategies, guiding questions, and ethical considerations for implementing open pedagogy through inclusive local histories in psychology courses. These approaches deepen students’ understanding of systemic barriers in psychology's past, and produce non-disposable educational resources benefitting future learners. Conclusion Open pedagogy offers a student-centered means of enriching course materials and promoting equity within psychology education.
Background As scholarship of teaching and learning (SoTL) is an interdisciplinary area of research, psychology SoTL authors need to draw on literature not only from their own discipline of psychology but also from outside it.Objective We investigate the disciplinary breadth of citations in psychology SoTL articles.Method From three psychology SoTL journals, including Teaching of Psychology, and three multidisciplinary SoTL journals, we sampled 831 citations (483 from psychology) published in 2024. We coded citations by source (e.g., journal title), discipline or area, and whether they were related to SoTL.Results Citations from the Psychology SoTL sample included 236 different journals from psychology, education, and 32 additional disciplines or areas. Authors cited Teaching of Psychology most often. The Psychology SoTL sample also included 82 citations from psychology SoTL-related sources, 108 from education SoTL-related sources, and 45 from other disciplines.Conclusion Psychology SoTL authors cite from a broad range of disciplines.Teaching Implications Instructors supervising research projects can use information in this article to demonstrate the breadth of disciplines represented in citations in the psychology SoTL literature.
Background Although developed only recently, generative artificial intelligence (AI) applications for everyday use (e.g., ChatGPT) have become part of university life. The academy must navigate AI use in graduate education within several domains (coursework, teaching, research, clinical activities). Objective Given the growing impact of AI applications in graduate education, we investigated graduate students’ use of and perceptions of these applications. Method Psychology clinical and nonclinical graduate students across the US answered questions about their use and perceptions of AI applications in five domains (coursework, teaching, research, personal life, and clinical activities). Results Graduate students used AI in all domains, although use varied by domain. The greatest use was in teaching, and the lowest was for clinical activities. Overall, the study found few significant differences in AI use between clinical and nonclinical students. Conclusions Graduate students use AI in various domains. The use of AI varies by domain and is not always as high as that reported for undergraduates. Teaching Implications The use of AI in various domains of graduate training should lead educators to determine how best to incorporate AI use in graduate training programs.
Background The history of psychology has largely centered on the contributions of early eminent White men, a pattern reflected in the contemporary disparities in psychology majors' recognition of early eminent marginalized psychologists.Objective Since textbooks and course curricula often reinforce these disparities, more research is needed to identify effective pedagogical strategies to address them. The current research sought to fill this gap.Method Across two studies conducted in six Introductory Psychology courses, we adapted the Scientist Spotlights intervention to expose students to the contributions of early eminent female and racial-ethnic minority psychologists.Results In both studies 1 and 2, compared to a control condition, students who completed five Scientist Spotlight assignments demonstrated significantly greater recognition of early eminent marginalized psychologists by the end of the course, as well as more diverse and inclusive perceptions of who does psychological science. In Study 2, however, the intervention did not significantly increase disciplinary belonging.Conclusion These findings suggest that Scientist Spotlight assignments are an instructional tool for improving the representation of early eminent marginalized psychologists.Teaching Implications Introductory Psychology instructors looking for ways to expose students to historically marginalized psychologists are encouraged to adopt Scientist Spotlight assignments.
