Abstract
This survey extended the evaluation of Introductory Psychology beyond student course evaluations to a broader time framework and curricular perspective. Matriculating undergraduates who had completed Introductory Psychology evaluated the course and other introductory courses on educational application items. Results are given for Introductory Psychology, and for Psychology us compared with other introductory courses. T h e implications of employing these results for the curricular evaluation of Introductory Psychology are discussed.