2012 Presidential Task Forces
Documenting Teaching Competencies Taskforce
Chair: Aaron Richmond, firstname.lastname@example.org
Charge: Provide teachers of psychology with an external standard against which they can document their accomplishments using a computer-based checklist of self-reports, self-assessments, online teaching modules, etc.
Target audience: The online, self-paced, renewable certificate program of teaching competence would benefit teachers of psychology at all levels of experience—from beginning teachers who need to learn their craft, to early career professionals who need to document their teaching competence for annual evaluations, tenure and promotion, to senior professors who wish to document or confirm their continued development and commitment to teaching excellence.
Specific activities could include: expand/refine guidelines proposed by the 2011 Modeling Teaching Competencies Taskforce; develop criteria for recognizing at least two levels of teaching competence—basic and advanced; develop checklist of activities (workshops, teaching conferences, continuing education, etc.) and documents (syllabi, CE certificates, conference badges, etc.) relevant to each level of teaching competence; create self-paced, online teaching training modules; investigate, create, pilot test and implement online program on STP website for teachers of psychology to earn certificates; propose policies and procedures for program assessment and program continuation.
Suggested Pragmatic Outcome: Renewable online certificate program for documenting basic and advanced levels of teaching competence
- Aaron Richmond, Chair, Metropolitan State College of Denver, email@example.com
- Guy Boysen, State University of New York-Fredonia, firstname.lastname@example.org
- Tara Kuther, Western Connecticut State University, email@example.com
- Erin Paavola, National-Louis University (grad student), firstname.lastname@example.org
- Vincent Prohaska, Lehman College-City University of New York, email@example.com
- Mark Sciutto, Muhlenberg College, firstname.lastname@example.org
- Yvette Tazeau, Santa Clara University (adjunct faculty), email@example.com
- Marie Thomas, California State University San Marcos, firstname.lastname@example.org
Statistical Literacy Taskforce
Chair: Susan Nolan, Seton Hall University, email@example.com
Charge: To invigorate our appreciation of the role statistics plays in psychology as a science by investigating the question of minimal standards of statistical literacy for students of psychology at various levels of education: high school, community college, undergraduate nonmajors, and undergraduate psychology majors (going to graduate school in psychology; not going to graduate school).
Specific activities could include: survey and report on current practices; developing definition and guidelines for minimal statistical literacy at various levels of psychology education; develop materials to assess statistical literacy at various learning levels—high school, community college, undergraduate; develop materials to incorporate statistical literacy concepts in non-statistics psychology courses; explore ways to ameliorate the disconnect that students experience between statistics and psychology as a science
- Newsletter report about current practices for teaching statistics to learners at various educational levels
- Proposal for minimum standards of statistical literacy for learners at various educational levels
- Teaching materials for incorporating statistical literacy concepts into non-statistics psychology courses
- Teaching materials to improve transfer of learning from the statistics class to psychology content
- Susan Nolan, Chair, Seton Hall University, firstname.lastname@example.org
- William Addison, Eastern Illinois University, email@example.com
- James Freeman, University of Virginia, firstname.lastname@example.org
- Bonnie Green, East Stroudsburg University, email@example.com
- Alexis Grosofsky, Beloit College, firstname.lastname@example.org
- Thomas Heinzen, William Patterson Univerisity,
- Brent Moore, Johnson County Community College, email@example.com
- Donelle (Dee) Posey, Washington State University - Tri-Cities, firstname.lastname@example.org
- Craig Wendorf, University of Wisconsin-Stevens Point, Craig.Wendorf@uwsp.edu
- Georjeanna Wilson-Doenges, University of Wisconsin-Green Bay, email@example.com
- Erik Wyner, high school teacher, ErikWyner@yahoo.com
- Kosha Bramesfeld, Maryville University, firstname.lastname@example.org
Documenting Department Benchmarks Taskforce
Charge: Provide undergraduate departments of psychology with an external means by which they can document the extent to which they have met standards articulated in the 2011 APA Principles for Quality Undergraduate Education in Psychology by using a computer-based checklist of self-reports, department self-assessments, curriculum development, needs assessment, etc.
Target Audience: Undergraduate department chairs, directors of undergraduate psychology programs, or anyone else engaged in program review and assessment
Specific activities could include: developing a bibliography of publications relevant to the psychology program review and assessment process; developing lists of concrete examples used to document program review and assessment goals; collect and make available samples of model assessment instruments, student/alumni surveys, curriculum guides, etc.
- Bibliography of publications relevant to the psychology program review and assessment process
- Archive of sample program review reports, assessment instruments, surveys, etc.
- Online program for departments to guide and document progress in program development, review and assessment.
- Loretta McGregor, Co-Chair, Arkansas State University, email@example.com
- Janine Buckner, Co-Chair, Seton Hall University, Janine.Buckner@shu.edu
- Toni Blum, Stetson University, firstname.lastname@example.org
- Janet Kuebli, Saint Louis University, email@example.com
- Jennifer Morrow, University of Tennessee, firstname.lastname@example.org
- Maria Mouratidis, Notre Dame of Maryland University, email@example.com
- Alicia Nordstrom, Misericordia University, firstname.lastname@example.org