Author(s): Cosette Ray, Mary Rodriguez
Mentor(s): Jamie M. Hansen
Institution BYU
Recent research has addressed concerns regarding a decrease in reading as a habit of university students both for academic and recreational purposes. Studies addressing this subject have examined reading assignments using small, often single class samples, with few studies addressing trends across multiple courses and departments. Similarly, prior syllabus studies in the discipline of psychology tend to focus predominantly on syllabus design—with particular attention to learning outcomes—and consist of smaller samples limited by non-response from class instructors. The current study seeks to better understand the kinds of reading being assigned in university psychology courses as well as the academic opportunities for learning and engaging with reading material afforded through course readings. To accomplish this end, we extracted a random sample of course syllabi (n = 385) covering a twelve-year period (2012-2024) and representing three academic departments at Brigham Young University which provide undergraduate and graduate instruction in psychology. We then coded these syllabi on the following dimensions: type of course, type and amount of reading required, type of assessment/evaluation of reading, student choice in selection of reading, and whether an emphasis on reading was explicitly mentioned in the syllabus. Although we are currently in the beginning stages of data collection and will be presenting only preliminary findings in this poster, we anticipate that psychology course syllabi will show a marked preference for assigning textbooks and empirical journal articles, reflecting their valued role in contemporary psychology. In contrast, we expect fewer courses to feature trade books, fiction, or opportunities for students to exercise choice in selecting the reading material, with limited emphasis on engaging with assigned reading.