Society for the Teaching of Psychology

Division 2 of the American Psychological Association

STP Blog

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  • 18 Dec 2014 11:07 AM | Anonymous

    Increasing Graphing Literacy and Graphing Ability in Undergraduate Psychology Majors Through Active Learning Based Exercises (2014) 

    Author: Meridith Pease Selden
    Affiliation: Yuba College
    Description: This 63-page resource is designed to increase students’ ability to read graphs and to create a variety of types of graphs in Microsoft’s Excel program. In-class activities and detailed instructions (including screen shots) are appropriate primarily for the graphing unit in a statistics or research methods class, but other instructors who want to help students read primary sources can select particular stand-alone activities from the set provided.
    Note: 2010 OTRP Instructional Resource Award

  • 03 Dec 2014 3:16 PM | Anonymous

    Learning and Memory Strategy Demonstrations for the Psychology Classroom (2014)

    Author: Jennifer A. McCabe
    Affiliation: Goucher College
    Description: This 38-page document contains an introduction to the resource, background information on 8 learning and memory strategies, a summary of research on undergraduate student metacognition with regard to these strategies, and from one to four classroom demonstrations per strategy. These demonstrations allow students to experience the effectiveness of the strategies.  References are included at the end of the document.
    Note: 2013 OTRP Instructional Resource Award   

  • 01 Dec 2014 12:58 PM | Anonymous

    Ruth Ault, Director of the Office of Teaching Resources in Psychology (OTRP), announces that applications are now being accepted for the position of Associate Director of Project Syllabus. Robin Morgan, current Associate Director, will step down from that position in June, 2015. Project Syllabus, one arm of OTRP, fosters excellence in teaching by soliciting and sharing excellent syllabi in psychology on the OTRP website (see http://www.teachpsych.org/page-1567662). The work of the Associate Director is highly variable depending on syllabus submissions; we currently average between 30 and 35 submissions per year. On average, the Associate Director can expect to spend between 10 to 15 hours a month completing responsibilities. The appointment will be for three years; re-appointment is available. Responsibilities include: 

    • Recruit reviewers 
    • Select reviewers and assign submissions to them 
    • Correspond with submitters, including decision letters and suggestions for revisions 
    • Work with the Internet Editor to post accepted syllabi on the website
    • Publicize the work of Project Syllabus at conferences
    • Periodically review the criteria for acceptance of syllabi
    • Periodically request updated syllabi 
    • Write mid-term and annual reports and newsletter updates 
    The Associate Director reports to the Director of OTRP. To apply for the position, please send the following material to OTRP Director, Ruth Ault at ruault@davidson.edu with “Project Syllabus application-YOUR NAME” in the Subject line, a letter expressing interest and highlighting experience with syllabus review and posting material to websites, and a CV. Letters of reference are NOT requested at this time, but after a candidate is selected for consideration, the Executive Committee of STP may request that the candidate provide three professional references for the position. Application deadline is MARCH 1, 2015.


  • 08 Oct 2014 3:44 PM | Anonymous

    The Society for The Teaching of Psychology (Division Two of APA) is pleased to announce the Early Career Psychologist Travel Grant Program (formerly the Faculty Development Small Grants Program). The grant program is open only to STP members who are enrolled in a psychology Ph.D. program or otherwise meet the ECP definition below.  Grant funds can be used to defray the costs of attending psychology teaching conferences or conferences with a significant teaching of psychology component.


    STP defines an Early Career Psychologist as an individual who is within seven (7) years post-doctorate or within seven (7) years of beginning full-time college teaching, whichever comes first.


    We will fund approximately 20 grants, with a maximum award of $500 per grant, for conference attendance between January 1, 2015, and December 31, 2015.  Deadline for proposals is November 5, 2014. Policies regarding STP grant programs can be found on the STP website (http://teachpsych.org/members/policies.php). Applications will be evaluated on the degree to which the proposed conference attendance can improve the applicant’s teaching of psychology. Priority will be given to first-time recipients. Regional conference attendance is encouraged. The average funding rate of applicants since tracking began in 2012 is 72.5%. Most funded applicants have received full funding.


    Please submit your completed STP ECP Travel Grant Application and CV electronically to Amy Hackney at ahackney@georgiasouthern.edu.  Applicants will receive notification of award decisions by early December, 2015.


  • 02 Oct 2014 12:56 PM | Anonymous

    Call for Submissions – SPSP Teaching Preconference (February  26, 2015)

    I am excited to announce that submissions are now welcome for the 2015 SPSP Teaching Preconference, being held this year in Long Beach, CA.  This is an opportunity to share and experience some of the most dynamic and innovative teaching techniques and philosophies in our discipline - come inspire and be inspired!

    You are invited to propose a talk related to the teaching of social/personality psychology (as well as their affiliated subdivisions, broadly defined). Talks are typically 15-20 minutes in length and have historically addressed a wide variety of issues, including (but not limited to) describing empirical research on teaching and learning, describing effective tools and techniques for teaching, and discussing broader issues related to curriculum or assessment.

    Imagine all the excitement and pedagogical brilliance of your favorite teaching talks - packed into tiny segments!  This year we also welcome applications to take part in our 4th annual “teaching blitz” - presenters  must describe their favorite/most effective demonstrations, assignments, or activities in 4 minutes or less, with minimal or no technological aids.  The goal is for attendees to leave with simple, concrete, and effective ideas they can implement in their own classrooms.

    Finally, lunchtime discussion groups will return this year – it’s a simple way to start a discussion with and become acquainted with others who share your teaching concerns or interests.  Example topics from last year include (1) pursuing a teaching-oriented faculty position, (2) balancing teaching and research, (3) teaching large lecture courses, (4) the Scholarship of Teaching and Learning (SoTL), (5) teaching controversial topics in psychology, (6) seeking teaching-related grants/external funding, and (7) incorporating students in your research.  If you have expertise in one of these areas or would like to suggest your own table topic, we invite you to tell us of that interest (see below).

    Please note that we will not have Internet access in the conference facilities. Accordingly, presenters should not plan to access online resources in their talks.

    If you are interested in proposing a talk, facilitating a discussion group, or taking part in the teaching blitz, please email the following information to Seth Wagerman at seth.wagerman@email.ucr.edu by November 1, 2014:

    • 1.       Author(s) name(s) and affiliation(s);
    • 2.       Whether you want to be considered for a talk, as a discussion facilitator, or for the teaching blitz (or any combination of the above);
    • 3.       A title for your talk and/or the discussion topic you’re interested in facilitating;
    • 4.       An abstract/description of your selected talk, blitz, or lunch discussion topic (100 words or less)

    Looking forward to your exciting submissions and seeing you all once again in Long Beach!

    Seth Wagerman 2015 STP Teaching Preconference Coordinator


  • 30 Sep 2014 10:51 PM | Anonymous

    This month’s ToPIX update includes additions to the Personality Video, Psychology Humor, and Development in the Classroom pages, and the posting of a new page: Post-Exam Debrief.


    Michael Britt posted a video useful for those teaching Freudian Defense Mechanisms. Michael calls Freud, a tech support assistant, and the video call demonstrates denial, sublimation, regression, reaction formation, dream analysis, and catharsis. Check it out on the Personality Videos page. Since it is quite funny, you can also find on the Psychology Humor page. Thanks, Michael!


    A tip of the hat goes to Nick Schmitt for his reminder (via PSYCHTEACHER) of the many spurious correlations on the Tyler Vigen site. If you do not have the time to scroll through the over 24,000 correlations, just remember divorce and margarine consumption. This link is also on the Psychology Humor page. Thanks, Nick!


    Beth Benoit shared a handout, “Do Perfect Parents Make Perfect Children?” (via TIPS). This can be used to stimulate discussion in Developmental Psychology or lessons or correlation, socialization/genetics, and so on. All documents are available on the Development in the Classroom page. Thanks for sharing this again, Beth!


    A lively discussion about what instructors can do for students after exams motivated the creation of a new page, Post-Exam Debrief. This page includes video and audio resources, weblinks, activities, and a discussion of study strategies. Thanks go out to Debbie Podwika, Stephen Chew, Bill Altman, Amanda Matoushek, Alex Beaujean, Jeff Platt, and RaLynn Schmalzried Schmidt for their contributions on the PSYCHTEACHER listserv.


    ToPIX Bonus:

    Lastly, if you are advising student research in Research Methods or in an independent study course, consider utilizing the SOAR Library on ToPIX. The SOAR library is centralized bulletin board to promote student research conducted online. For more details, please consult the criteria for inclusion and direct any questions to ToPIX Assistant Editor, Carrie Lloyd. See the SOAR Library page for more details.


    If you have found that ToPIX has helped your teaching, please consider contributing! You are welcome to update the wiki yourself or just send me an email with suggestions: (TOPIX@TeachPsych.org)


  • 25 Sep 2014 3:57 PM | Anonymous
    STP – International Relations Committee


    The STP International Relations Committee is searching for one to two new members to begin serving January 1, 2015. Members may serve up to two, three-year terms. The IRC’s charge is to “oversee and assess all Society activities related to international issues, including, but not limited to, internationalizing membership, integration of international issues into the curriculum, and attracting members of international communities to psychology as a major and a profession.” Most work is completed via email or Google Drive. The IRC webpage (which is under construction) listing current members is at available at http://teachpsych.org/diversity/irc.php. If you are interested please send your vitae and a statement of interest to Martha S. Zlokovich at Martha.Zlokovich@psichi.org.


  • 22 Sep 2014 2:03 PM | Anonymous

    Diverse Perspectives in College Teaching is an e-book comprised of eight articles outlining specific challenges that impact teaching faculty and ultimately student performance. Each article, grounded in the relevant literature, is buttressed by the faculty members’ personal experiences. Where appropriate, the articles discuss the issue’s significance for a Historically Black College and University (HBCU). Finally, each article concludes with strategies and recommendations for success.


    ISBN: 978-1-941804-34-6


    Editors:  Karen Y. Holmes, Ph.D. and Ernestine A. W. Duncan, Ph.D.

  • 18 Sep 2014 10:59 AM | Anonymous

    This book--the second edition of Preparing the New Psychology Professoriate: Helping Graduate Students Become Competent Teacher--is intended to provide graduate students interested in pursuing an academic career with a detailed introduction to the transition from graduate school to the academy. It is chock full of excellent advice for how graduate students might successfully navigate this transition and thrive in their new work environment.

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