Aspirational Model Teaching Criteria for Psychology

The following article provides an approach for teachers of psychology to consider for self-assessment of their teaching effectiveness. 

Richmond, A. S., Boysen, G. A., Gurung, R. A. R., Tazeau, Y. N., Meyers, S. A., &, Sciutto, M. J. (2014), Aspirational model teaching criteria for psychology, Teaching of Psychology, 41(4), 281-295. doi:10.1177/0098628314549699

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Abstract from the article:

In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation of learning experiences; and the assessment process. Specifically, the model encompasses six broad areas, namely training, instructional methods, assessment process, syllabi, content, and student evaluations of teaching. As a developmental tool, the model can serve as a self-guided course for self-assessment of educational practices and can help identify areas of potential development. It can prompt reflection about teaching strengths and weaknesses. The model can also be useful as a guiding structure for tenure and promotion.