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Resources for Teachers of Psychology
The Society for the Teaching of Psychology (STP) curates and distributes teaching and advising materials to all teachers of psychology (e.g., 4-year instructors, 2-year instructors, and high-school teachers). The resources available below are documents that can pertain to any aspect of teaching. (NOTE: Syllabi have their own listings under Project Syllabus.)
Instructors have generously shared classroom activities, annotated bibliographies, film guides, lab manuals, advising aids, textbook compendiums, and much more. Notations indicate those that developed from Instructional Resource Awards.
Guidelines for Authors and Reviewers of Prospective Resources
All of These Resources are Peer-Reviewed
Did you know that all of the resources on this site are peer-reviewed before they are accepted for distribution? In this way, STP attempts to encourage teaching as scholarship and to provide an endorsement of such work to heighten its value at the local level. Our peer-review process requires all submissions to describe how the resource is based on evidence-based practices.
Please note: Because we require all resources on this page to undergo our peer-review process, we do not include links to any resources available from other websites that have not first undergone our peer-review process.
Do you have an idea for a teaching or advising resource that we could distribute? If you are interested in discussing an idea for a possible project, please contact Ashley Waggoner Denton, STP's Editor of Best Practices in Teaching and Learning, at best-practices@teachpsych.org.
Request for Volunteers
Would you like to volunteer to review new teaching resource submissions? Reviewing resources is a great way to contribute to STP with a modest time commitment. If you would like to join the reviewer pool, please send the following information to Ashley Waggoner Denton, STP's Editor of Best Practices in Teaching and Learning, at best-practices@teachpsych.org.
1) Complete contact information, especially e-mail address, phone number, and institution(s) where you teach
2) A list of courses you teach
3) Other areas that you feel competent to review (e.g., Advising, Careers, Ethics, Film, Practica/Internships, Technology)
Sections
Abnormal/Clinical/Counseling Return to Index
An Experiential Approach to Teaching Counseling Skills: Instructional Modules for Undergraduate and Graduate Students in Psychology (2020)
Authors: Alexa Bonacquisti and Patrick McElwaineAffiliation: Holy Family University
Description: This 32-page resource presents an experiential approach to teaching counseling skills (geared toward graduate students but modifications for undergraduates are included). The resource consists of a series of modules and all related assessment forms and rubrics. The modules were developed to either stand-alone or be presented sequentially, depending upon the instructor’s needs. The individual modules and specific forms are hyperlinked in the table of contents to assist in navigation.
Note: 2019 Instructional Resource Award
Educating Students about Professional Licensure in Health Service Psychology (2016)
Authors: Daniel M. ElchertAffiliations: The University of Iowa
Description: This 24-page paper provides resources to psychology instructors at the high school, college, and doctoral levels to educate students about licensure. Components discussed include the history of licensure in health service psychology, a rationale for educating students about licensure, reputable resources that instructors can use to foster student knowledge of professional practice, and best practices for licensure education at different levels of training (e.g., high school, undergraduate, graduate).
DSM-5: Using Key Changes to Highlight Critical Teaching Points for Undergraduate Psychology Instructors (2014)
Authors: Sarah E. Trost, Brian L. Burke, and Joshua SchoenfeldAffiliations: Cardinal Stritch University, Fort Lewis College, and St. Joseph’s College
Description: This 25-page article discusses several changes found in DSM-5, including modification to the definition of a mental disorder, the elimination of multiaxial diagnosis, proposed changes to Personality Disorders, and diagnostic alterations involving childhood disorders, posttraumatic stress disorder, and major depressive disorder. The authors provide practical suggestions for teaching these changes to undergraduates.
Why Does Johnny Tantrum? (2014)
Author: Ennio Cipani
Affiliation: National University
Description: The PowerPoint file provides an introductory narrated presentation (under 8 min.) on a functional behavioral perspective on human behavior, especially explaining why challenging problem behaviors occur. Dr. Cipani contrasts this approach to understanding human behavior with a more traditional approach. The Word document suggests how to use the narration to stimulate class discussion.
Advising Return to Index
Developing and Enhancing Students’ Job Search Skills and Motivation: An Online Job Search Intervention Training Module (2018)
STP Best Practices
Author: Christopher J. Budnick & Larissa K. Barber
Affiliation: Southern Connecticut State University & Northern Illinois University
Description: This 47-page online training program provides a flexible, low labor, and low cost approach to implementing undergraduate student job search skills and motivation training into psychology courses. Designed to be easily modifiable, this module can be presented via online survey software (e.g., Qualtrics, SurveyMonkey) and housed/deployed using learning management systems. Although this resource should be useful for any instructor wishing to embed job search training in their courses, it will likely especially benefit internship advisors, psychology instructors teaching career-focused courses, and industrial-organizational psychology instructors discussing application and selection processes.
Note: 2016 Instructional Resource Award
Interpersonal Helping Skills Instruction in Undergraduate Psychology Internship Courses (2017)
- Part 1: Introduction to Resources and Background
- Part 2: Student Handouts
- Part 3: Instructor’s Guide
Author: Melissa J. Himelein
Affiliation: University of North Carolina, Asheville
Description: This 3-part resource advocates a curriculum focused on the instruction of interpersonal helping skills, defined as communication strategies that demonstrate a listener’s attention, interest, understanding, self-awareness, and ability to help. The resource provides instructors with the tools needed to integrate a helping skills curriculum into practicum-centered courses. Part 1 summarizes research establishing the theoretical and empirical basis of a helping skills curriculum. Part 2 provides a set of handouts, which can be distributed to students, summarizing each of 10 specific helping skills. Part 3 offers an instructor’s guide for faculty teaching internship courses containing background information, pedagogical strategies, and resource suggestions pertinent to the teaching of each skill.
Note: 2016 Instructional Resource Award
Creating a Successful Career in Art Therapy: Advising Guide for Psychology Faculty and Students (2017)
Author: Meera Rastogi
Affiliation: University of Cincinnati
Description: This 19-page resource provides advisors and students with specific information about admission requirements to art therapy graduate programs and identifies specific psychology and fine arts courses required for admission. It also provides basic information about art therapists’ average salary, job outlook, places of employment, licensure, and additional issues that students should be aware of prior to entering a graduate program in art therapy.
An Online Career-Exploration Resource for Psychology Majors (2018)
For Faculty: A Formal Introduction to the Resource
For Students: An Online Career-Exploration Resource for Psychology Majors
For Departments: An Online Career-Exploration Resource for Psychology Majors (Poster) - 2016.pptx (Version for modifying to suit your needs)
For Departments: An Online Career-Exploration Resource for Psychology Majors Poster - PDF (Version for printing or viewing on a mobile device)
For High School Teachers: An Online Vocational-Exploration Resource for High School Psychology Students
Author: Drew C. Appleby
Affiliation: Indiana University Purdue University Indianapolis
Description: This resource is composed of the following four parts.
- The first (for faculty) is a formal introduction containing ways to use the resource to promote student success and lists of printed and online sources to aid faculty in their career-advising activities.
- The second (for students) consists of more than 2,400 hotlinks psychology majors can use to explore 300 careers they can prepare to enter that have been organized into 15 broad occupational categories to facilitate searching. Persons employed in 57 of these careers are psychologists who must hold the appropriate graduate degree. The remaining 243 psychology-related careers (i.e., those that require the demonstration of psychological knowledge and skills, but which do not carry the title of psychologist) are divided almost equally into two categories: those that can be entered with a bachelor’s degree and those that require a graduate degree.
- The third is a poster departments can print and post. Faculty, advisors, and administrators can use this resource in classes, advising sessions, and departmental websites to help psychology majors begin the process of accomplishing Goal 5: Professional Development of APA’s Guidelines for the Undergraduate Psychology Major: Version 2.0 by acquiring an understanding of the “settings in which people with backgrounds in psychology typically work,” thus helping them to “develop meaningful professional directions.”
- The fourth is a poster that high school teachers can use to help their students begin the process of accomplishing the Vocational Applications component of APA’s National Standards for High School Psychology Curricula by identifying “careers in psychological science and practice,” “careers related to psychology,” and “degree requirements for psychologists and psychology-related careers.”
Three New Ways to Bring Students’ Attention to the Kisses of Death in the Graduate School Application Process (2015)
Authors: Drew C. Appleby (Indiana University-Purdue University Indianapolis) and Karen M. Appleby (Idaho State University)Description: This resource offers three student-friendly versions of the information in Appleby, D. C., & Appleby, K. M. (2006). Kisses of death in the graduate school application process. Teaching of Psychology, 33, 19-24. doi: 10.1207/s15328023top3301_5. The first is a PowerPoint that can be presented in classes or made available electronically on department websites. The second is a handout that can be distributed during class meetings or advising sessions. The third is a PowerPoint slide that can be used to create a poster for display in a location often frequented by students. Thus, faculty can share the original article’s advice more effectively than by requiring students to read it.
Psychology Career Advice Videos (2015)
Author: Kit NastAffiliation: Bishop State Community College
Description: This 5-page resource describes how videos on the website www.drkit.org may be used to help students as they determine which careers and college degrees to pursue. The site is especially useful for high school, college, and graduate students in all majors, but especially in psychology. Teachers, professors, and parents may also find these resources to be useful as they assist their students or children.
Internship Supervision Resources for Developing Student Employability (2015)
Authors: Larissa K. Barber and Sarah F. BaileyAffiliation: Northern Illinois University
Note: 2014 OTRP Instructional Resource Award
Educating Prospective Students of Professional Psychology about the Supply-Demand Internship Crisis (2013)
Author: Daniel M. ElchertAffiliation: University of Iowa
Description: This 29 page paper describes the potential causes of, consequences of, and solutions to the imbalance between the number of graduate students seeking clinical and counseling internships and the availability of accredited internship sites. Its aim is to help educate undergraduates before they commit to a graduate program. It can serve as an advising tool and as a basis for discussions in Introductory Psychology and Abnormal/Clinical/Counseling courses.
A Job List of One's Own: Creating Customized Career Information for Psychology Majors (2009)
Author: D. W. RajeckiAffiliation: Indiana University-Purdue University Indianapolis
Description: I identify Internet resources that can enable users to easily obtain authoritative, detailed, and up-to-date information about the specifics of particular occupations, and conditions in the contemporary U.S. job market.
Doctor of Psychology Programs Today: Location, Accreditation, Administration, Specialization (2007)
Author: J. Daniel A. Brynolf and Stephen C. McConnellAffiliation: Wright State University
Description: This Doctor of Psychology (Psy.D.) Program Guide is a quick reference for both prospective Psy.D. students and their professors or academic advisors. All Psy.D. programs are listed by location, administration, specialization, subspecializations available, American Psychological Association accreditation status, program length, and dissertation/research project requirement. There are currently 117 Psy.D. programs listed, which is a 22% increase compared to 2004.
Undergraduate Preparation For Graduate Training In Forensic Psychology (2006)
Author: Jeffrey L. Helms and Laura L. MayhewAffiliation: Kennesaw State University
So Your Students Want to be Sport Psychologists! (2003)
Author: Diane L. FinleyAffiliation: Prince George's Community College
Description: This 10-page document introduces the field of sport psychology, provides guidelines for advising students and suggestions for appropriate courses.
Note: 2001 OTRP Instructional Resource Award
A Student's Guide to Careers in the Helping Professions (1999)
Author: Melissa J. HimeleinAffiliation: University of North Carolina at Asheville
Description: This 45-page document describes 15 helping professions both within and outside psychology.
Position Opening: Professor--Is College Teaching a Career You Should Consider? (1992)
Author: Lisa Gray-Shellberg, Patricia Keith-Spiegel, Pat Williams and David ColeDescription: Career advisement brochure for use with undergraduates
Writing Letters of Recommendation for Students: How to Protect Yourself from Liability (1991)
Author: Elizabeth V. Swenson (John Carroll University) and Patricia Keith-Spiegel (Ball State University)Description: 3 pages
What Departments and Faculty Can Do To Assist Their Undergraduate Students with Their Graduate School Planning (1990)
Author: Patricia Keith-SpiegelAffiliation: Ball State University
Description: 3 pages
Capstones Return to Index
Work-Integrated Learning Internships in Psychology (2023)
Author: Janie Busby Grant, James T. Neill, Dimity Crisp, Tamieka Mawer & Tanya LawlisAffiliation: University of Canberra
Description: This 29-page resource describes a successfully implemented psychology internship program and includes practical resources for instructors who may be interested in starting similar work-integrated learning (WIL) programs at their own institutions. The resource provides an overview of the program and its evaluation, including pre-post assessments of students' employability skills. Instructors will also find sample assessments and marking rubrics (e.g., for an ePortfolio assignment), as well as samples of forms commonly used in WIL programs (e.g., supervisor reports, log books).
Child Development Return to Index
The Benefits of Incorporating a Community Project in a Child Development Course (2021)
Authors: Jason McCartney and Rhyannon Bemis
Description: This 22 page resource is a practical and engaging community-based project that can be incorporated into an undergraduate developmental course. The project can be modified for students in multiple psychology courses (e.g., general, biological, developmental, social) and it can be linked with programs or exhibits at a variety of community organizations (e.g., science museums, zoos, discovery centers). Lesson plans are provided along with the associated rubric.
Lev’s Research Legacy: A Developmental Psychology Research Methods Activity (2016)
Author: Lynn SprottDescription: This 12-page resource provides background information on Lev Vygotsky's life and his concepts of Zone of Proximal Development (ZPD) and scaffolding, and describes a small-group research activity for students to test the ZPD idea.
Why Does Johnny Tantrum? (2014)
Author: Ennio Cipani
Affiliation: National University
Description: The PowerPoint file provides an introductory narrated presentation (under 8 min.) on a functional behavioral perspective on human behavior, especially explaining why challenging problem behaviors occur. Dr. Cipani contrasts this approach to understanding human behavior with a more traditional approach. The Word document suggests how to use the narration to stimulate class discussion.
Punishment on Trial: A Resource Guide to Child Discipline (2009)
Author: Ennio CipaniAffiliation: National University
Description: This textbook, originally published in 2004, provides empirical research addressing common questions (and myths) as well as instructive clinical case studies demonstrating how punishment contingencies change behavior. It can serve as supplementary reading for students in child development, learning, abnormal/clinical psychology, or general psychology courses, or be used for staff or parental training programs.
Curriculum Guide for Instruction in Child Maltreatment (2007)
Author: Cindy L. Miller-Perrin (Pepperdine University) & Lindsay C.Malloy (University of California at Irvine)Description: This publication suggests topics that could be incorporated into a curriculum on child maltreatment, along with a list of references about each topic. The introductory and advanced resources are organized in the following sections: (I) Overview, (II) Definitions, (III) Incidence and prevalence, (IV) Causes and correlates, (V) Consequences, (VI) Legal and social issues, (VII) Treatment issues, (VIII) Prevention, (IX) Controversies from multiple perspectives, and (X) Online resources.
Cognitive Psychology Return to Index
Cognitive Psychology Games Day Manual (2024)
Authors: Joshua Fetterman1 and Meredith Kneavel2Affiliations: 1Chestnut Hill College and 2La Salle University
Description: This 36-page resource (Word document) includes instructions and materials for seven different activities that demonstrate various aspects of problem-solving (e.g., understanding the problem, functional fixedness). Instructors are provided with background information for each of the activities and the relevant area of problem-solving and the authors also provide tips based on their experiences with completing the activities with students. While each of the demonstrations can be completed as a standalone class activity, the authors also provide guidance on how to arrange a "Cognitive Play Day" where the students work in groups and rotate through the activities that are set-up as stations around the classroom.
Note: 2022 Instructional Resource Award
Conference Hosting Return to Index
How to Host an Undergraduate Twitter Poster Conference (2021)
Author: Ashley Waggoner DentonAffiliation: University of Toronto
Description: This 23-page resource provides a detailed guide for faculty interested in organizing and hosting an undergraduate Twitter poster conference. Aligned with learning outcomes (2.4, 4.1, 4.3) from the APA Guidelines for the Undergraduate Psychology Major, this online alternative to a traditional undergraduate research conference provides students the opportunity to conduct, present, and discuss their research without having to travel. This guide is appropriate for novice Twitter users as it provides ample support and links to additional resources.
How To Host A Student Psychology Conference at Your College: A Model from the National Office of Psi Beta (1999)
Authors: Donna Stuber-McEwen (Friends University), Jerry Rudmann (Irvine Valley College); Robin Hailstorks (Prince George's Community College), and Robbye Nesmith (Navarro College)Description: 38 pages
Diversity Return to Index
Social Justice Pedagogy in Psychology: Advocating for Access to Mental Health Care for Youth (2019)
Authors: Angela Mann & Angelo Psomas (University of North Florida)Description: This 28-page resource contains three separate course activities to engage students in social justice advocacy for youth mental health. The resource includes a service-learning, mock grant proposal, and direct advocacy activities. The resource was designed to help empower students with strategies for creating systems change around the issue of access to mental health services.
Increasing Inclusiveness and Awareness: Disability in Introductory Psychology (2019)
Author: Nicole M. Rosa (Worcester State University), Kathleen Bogart (Oregon State University), Dana S. Dunn (Moravian College), & Kathryn Becker-Blease (Oregon State University)Description: This 70 page resource is designed to facilitate the inclusion of disability discussion into all areas of introductory psychology and eliminate potential barriers to inclusion by providing faculty with ready to use modular lesson plans. The 30 modules include references to recent publications and online resources, class activities, lesson plans, and instructor materials for each area of psychology.
Note: 2018 Instructional Resource Award
Presidential Taskforce on Diversity Education (PTDE) (2012)
Author: Mary Kite, Ball State University, Chair, Rosemary Blieszner, Virginia Polytechnic Institute and State University, James E. Freeman, University of Virginia, Ladonna Lewis, Glendale Community College, Jeffery Scott Mio, California State Polytechnic University Description: The APA Task Force on Diversity Education Resources was established by the 2006 APA President Gerry Koocher. The group’s mission was to provide support for instructors who want to address diversity issues in their classrooms. The Task Force compiled annotated bibliographies of teaching resources, including books, book chapters, journal articles, films, websites, and other media. Topics (noted on the navigational bar on the left of this page) included cross-cutting issues, such as assessment, institutional support for diversity education and, power and privilege and specific categories such as Race/Ethnicity, Religion, Gender/Sex, Sexual Orientation, and Age. The resources were developed for teachers of psychology at the high school, undergraduate, graduate, and post-graduate level. The Division 2 Diversity Committee will continue the PTDE's work by making yearly updates to these resources.
Diversity Related Bibliography and Resources (2008)
Author: Ryan Rominger & Akhila KolesarAffiliation: Institute of Transpersonal Psychology
Description: This 59-page document lists bibliographic material and website resources that can help faculty integrate diversity materials into graduate and undergraduate psychology courses. The suggested chapters, articles, and websites can be inserted into class discussions, assignments, and readings. Undergraduate or graduate students can also use the resource to start their research on a particular multicultural or diversity topic. The resource is organized into 5 sections: (1) Multicultural, Cross-Cultural, and Cultural Psychology, (2) Ethnicity and Race, (3) Additional Diversity Topics, (4) Five must reads for those beginning, and (5) Websites.
Understanding and Expanding Multicultural Competence in Teaching: A Faculty Guide (2005)
Author: Linh Nguyen LittlefordAffiliation: Ball State University
Description: This 14-page document addresses some of the most commonly asked questions about diversity and teaching and discusses why it is vital that psychology instructors be effective with culturally diverse students. It concentrates on the three components of instructional proficiency needed to achieve multicultural competence: knowledge about culturally diverse students' styles of learning and socio-cultural experiences; awareness of affective, cognitive, and behavioral reactions to culturally diverse students; and culturally inclusive teaching skills. It offers specific, practical skills relevant to cultural knowledge and self-awareness, together with a list of selected resources.
Psychology of Peace and Mass Violence -- Genocide, Torture, and Human Rights: Informational Resources (2004)
Author: Linda M. Woolf & Michael R. HulsizerAffiliation: Webster University
Description: This 27-page document contains two annotated bibliographies of materials on genocide, torture, and human rights issues written from a psychosocial perspective. The first bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. The second bibliography is comprised of reference materials for background information and further study. In addition, there is an annotated list of relevant journals.
Psychology of Peace and Mass Violence -- War, Ethnopolitical Conflict, and Terrorism: Informational Resources (2004)
Author: Linda M. Woolf & Michael R. HulsizerAffiliation: Webster University
Description: This 30-page document contains an annotated bibliography of materials on war, ethnopolitical conflict, terrorism, and peace issues written from a psychosocial perspective. The bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. In addition, there is an annotated list of relevant journals.
Psychology of Peace and Mass Violence: Instructional Resources (2004)
Author: Linda M. Woolf & Michael R. HulsizerAffiliation: Webster University
Description: This 33-page document consists of resource materials for developing whole courses and lectures on mass violence and peace. For incorporating specific topics into existing courses, lecture suggestions and selected references are given. For developing and revising whole courses, sample syllabi are provided. In addition, lists of relevant videotapes, Internet sites/listservs, and professional organizations are included.
Simulation of a World Congress of Sexology Symposium on AIDS (2001)
Author: Debra B. HullAffiliation: Wheeling Jesuit University
Note: 2001 OTRP Instructional Resource Award
Informational Resources for Teaching Cross-Cultural Issues in Psychology (1998)
Author: G. William Hill, IVAffiliation: Kennesaw State University
Description: 9 Pages
Activities and Videos for Teaching Cross-Cultural Issues in Psychology (1998)
Author: G. William Hill, IVAffiliation: Kennesaw State University
Description: 21 pages
Including Gay, Lesbian, and Bisexual Students on Campus: A Short Annotated Reading List (1994)
Author: Burrton Woodruff (for the Society's Task Force on Diversity)Description: 6 pages
Environmental Psychology Return to Index
Teaching Psychology for Sustainability: A Manual of Resources (2006)
Author: Britain A. Scott (University of St. Thomas) & Susan M. Koger (Willamette University)Ethical Issues Return to Index
Plagiarism Prevention Tutorial: How to Avoid Common Forms of Plagiarism (2020, Revised)
- Introduction to Plagiarism Prevention Tutorial
- Plagiarism Prevention Tutorial
- Plagiarism Prevention Quiz Questions
- Plagiarism Prevention Quiz Key (requires login)
Author: Kosha Bramesfeld
Affiliation: University of Toronto
Description: The 95-slide tutorial discusses common questions and issues that can lead to plagiarism, including (a) failure to properly cite sources, (b) citing sources before examining that source, (c) overreliance on the words or organizational structure of someone else’s work, (d) overuse of other people’s work, at the expense of one’s own contributions, and (e) self-plagiarism. Students learn how to correct these errors as they progress through five sections of the tutorial: (1) What is plagiarism? (2) Citing sources using APA style, (3) Paraphrasing information, (4) Making it your own, and (5) Preparing a list of references. The resource includes an introduction describing the tutorial and a pool of true-false and multiple choice quiz questions. The answer key for the quiz can be found by accessing the resource after logging into the members-only site or by e-mailing the author.
Tutoriel sur la prévention du plagiat : comment éviter les formes communes de plagiat. [French translation] (2023, Revised)
Auteure: Kosha Bramesfeld Affiliation: Humber College
Description : Le tutoriel de 79 diapositives traite des erreurs fréquentes pouvant mener au plagiat, incluant (a) ne pas citer ses sources correctement; (b) copier les mots ou la structure du travail d’autres auteurs; (c) surutiliser le travail d’autres auteurs, aux dépens de sa propre contribution. Les étudiants apprennent comment corriger ces erreurs au fur et à mesure de leur progression à travers les cinq sections du tutoriel : (1) Qu’est-ce que le plagiat; (2) Citer ses sources selon les normes de l’APA; (3) Reformuler; (4) S’assurer que votre travail vous appartient; (5) Mettre en forme une liste de références. Les ressources disponibles comprennent une description du tutoriel et une banque de questions de type vrai ou faux et de questions à choix de réponses multiples. Le corrigé du questionnaire est accessible sur la section du site réservée aux membres ou en contactant l’auteure par courrier électronique.
La traduction par: Marie-Claude Richard & Sophie Dubé (Université Laval)
Note : La ressource suivante a été traduite du texte original en anglais vers le français avec la permission de la Division 2 de l’Association américaine de psychologie. La Division 2 ne garantit pas l’exactitude de la traduction qui n’est pas un produit officiel de la Division 2 de l’Association américaine de psychologie. Pour tout renseignement concernant cette ressource ou toute autre publication de la Division 2 de l’Association américaine de psychologie, veuillez envoyer un courriel à stp@teachpsych.org.
IRBs and Research on Teaching and Learning (2014)
Author(s): Ryan C. Martin, Regan A. R. Gurung, and Janie H. WilsonAffiliations: University of Wisconsin, Green Bay, and Georgia Southern University
Description: This resource addresses common questions researchers might have about seeking approval from Institutional Review Boards (IRBs) to conduct research on teaching and learning (often called the Scholarship of Teaching and Learning; SoTL).
Activities Guide: Teaching Ethics in the Introduction to Psychology Course (2013)
Author: Ana Ruiz and Judith WarchalAffiliation: Alvernia University
Description: This 23-page guide presents 17 activities related to ethics for each chapter in a typical Introduction to Psychology text as it integrates the APA Learning Goals and Outcomes for ethics into that course. For each chapter, the activity lists the student learning outcome, instructions for conducting the activity, materials needed, approximate time required, and a method of assessment. Many of the activities can be easily adapted to other psychology courses.
Note: 2011 OTRP Instructional Resource Award
Beyond Milgram: Expanding Research Ethics Education to Participant Responsibilities (2012)
Author: Larissa K. Barber (Northern Illinois University) and Patricia G. Bagsby (Saint Louis University)Description: This 33 page document describes participant ethics and an educational approach to participant rights and responsibilities that addresses the reciprocal nature of the researcher-participant relationship. It also provides four instructor resources: (a) websites that discuss participants rights and responsibilities, (b) a student learning module, (c) supplemental module resources (a Knowledge Retention Quiz, Answers to the quiz, a questionnaire to assess students’ beliefs about research ethics, and suggested discussion questions), and (d) references for additional resources and readings.
Note: 2011 OTRP Instructional Resource Award
Beyond Milgram: Expanding Research Ethics Education to Participant Responsibilities (2012)
Author: Larissa K. Barber (Northern Illinois University) and Patricia G. Bagsby (Saint Louis University)Description: This 33 page document describes participant ethics and an educational approach to participant rights and responsibilities that addresses the reciprocal nature of the researcher-participant relationship. It also provides four instructor resources: (a) websites that discuss participants rights and responsibilities, (b) a student learning module, (c) supplemental module resources (a Knowledge Retention Quiz, Answers to the quiz, a questionnaire to assess students’ beliefs about research ethics, and suggested discussion questions), and (d) references for additional resources and readings.
Note: 2011 OTRP Instructional Resource Award
Educating Students About Plagiarism (2012)
Author: Marika Lamoreaux, Kim Darnell, Elizabeth Sheehan, and Chantal TusherAffiliation: Georgia State University
Description: This resource contains materials to help educate students about plagiarism and help faculty understand how to handle it if it occurs. Included are an overview for faculty "Educating Students," a slide show for a lecture "Plagiarism," a worksheet for students "Recognizing Plagiarism," a plagiarism contract students sign "Plagiarism Contract," suggested answers faculty can offer to respond to common student excuses "Answers to Common Excuses," and a flowchart showing how one university handles plagiarism reports "Academic Dishonesty Flowchart."
Scientific Misconduct: An Annotated Bibliography of Articles Selected for Their Lecture Development Value (1994)
Author: Patricia Keith-Spiegel, Keith Aronson, and Michelle BowmanAffiliation: Ball State University
Description: 7 pages
Sensitizing Undergraduate Students to the Nature, Causes, Scope, and Consequences of Research Fraud: Preliminary Report (1993)
Author: Patricia Keith-Spiegel (Ball State University), Howard Lee (California State University-Northridge), Robin Zinn-Monroe (California State University-Northridge), and Gary Brian Spiegel (University of Minnesota Law School)Description: 6 pages
Ethical Issues in Teaching and Academic Life: Annotated Bibliography (1993)
Author: Patricia Keith-Spiegel and Kimberly CarrDescription: 6 pages
Faculty Development Return to Index
Video Clips of Elements of Master Teaching (2013)
Authors: Jeffrey R. Stowell (Eastern Illinois University) and R. Eric Landrum (Boise State University)Description: This resource is composed of 73 short YouTube videos of college teachers displaying qualities associated with elements of master teaching. Information about each clip is contained in a table that lists the clip length, course discipline, course level, and specific teacher behaviors demonstrated. Viewers can use YouTube’s built-in functions to submit comments and provide like/dislike ratings. The videos could be incorporated into teaching seminars, graduate student training, faculty development efforts, and research studies on the impact of viewing elements of master teaching behaviors.
Note: 2013 OTRP Instructional Resource Award
Peer Review of Teaching: An Overview (1998)
Author: Baron Perlman & Lee I. McCannAffiliation: University of Wisconsin-Oshkosh
Film in Psychology Return to Index
Documentary Films for Teaching Psychology (2011)
Author: Sylvie TaylorAffiliation: Antioch University Los Angeles
Description: This 156 page resource is an annotated listing of documentary films with content relevant to teaching psychology. The films cover contemporary issues, themes, and perspectives; running times are compatible with typical course schedules; and the films are available in DVD format. An introductory section describes how to navigate the resource.
Note: 2009 OTRP Instructional Resource Award
Films Illustrating Psychopathology (2009)
Author: Danny Wedding (University of Missouri-Columbia School of Medicine), Mary Ann Boyd (Southern Illinois University Edwardsville), and Ryan Niemiec (Saint Louis University School of Medicine)Description: The following list of films includes brief descriptions of hundreds of films that can be used to illustrate various aspects of psychopathology for courses in Abnormal Psychology. The films are classified according to major category (e.g., anxiety disorders, mood disorders, substance use disorders). Each film is rated on a 5-point scale using psi symbols; any film with a rating of 4 or 5 is likely to be enjoyed by students and psychologically relevant. Quotations from films are interspersed throughout the list. The experience of viewing these films will be enhanced if students watch them in small groups. The list is taken from the book Movies and Mental Illness (Wedding, Boyd & Niemiec, 2010).
Films Illustrating Character Strengths and Virtues (2008)
Author: Ryan Niemiec (Saint Louis University School of Medicine) and Danny Wedding (University of Missouri-Columbia School of Medicine)Description: This 17-page resource lists a large number of films that are relevant to classes in positive psychology and related subjects. The films are classified according to the positive psychology typology developed by Peterson and Seligman (2004). Only films that rated 3 or higher on a 5-point scale are included.
Using Film to Teach Psychology: A Resource of Film Study Guides (2006)
Author: Elizabeth NelsonAffiliation: Christian Brothers University
Description: This 106-page resource offers instructors tools for using films to enhance their instruction
Note: 2002 OTRP Instructional Resource Award Recipient
History of Psychology Return to Index
Women in Psychology (2003)
Author: Charles Abramson and Melanie PageAffiliation: Oklahoma State University
Description: This website describes the contributions of women in psychology dating back to the 19th century.
Note: 2002 OTRP Instructional Resource Award Winner
Human Sexuality Return to Index
The Development of Sexual Orientation: A Teaching Resource (2007 – Module 8 added in 2009)
Author: Lynn A. ElmoreAffiliation: Hartwick College
Description: This 86-page resource introduces each of 8 sexual orientation topics and reviews books, journal articles, documentary and feature films, and web sites for each, including: the origins of homosexuality, homophobia, reparative therapy, coming out, transgender issues, intersexuality, gay male and lesbian families, and bisexuality.
Note: 2006 OTRP Instructional Resource Award
Industrial/Organizational Psychology Return to Index
Materials for Incorporating I/O into an Introductory Psychology Course (2013)
Author: Joseph Allen, Carrie Bulger, Chris Cunningham, Mike Horvath, Lisa Kath, Morrie Mullins, and Scott TonidandelAffiliation: Education and Training Committee of the Society for Industrial and Organizational Psychology
Description: These materials were created by the Society for Industrial and Organizational Psychology (SIOP) in an effort to produce some “shovel-ready” modules for incorporating I-O Psychology topics directly into Introductory Psychology courses. Although interest in I-O psychology has grown among students, very few introductory psychology textbooks cover the topic. Therefore, we have designed modules that correspond directly with the topics typically discussed in introductory psychology courses (e.g., Biopsychology in the workplace, Memory and Job Performance) that can be “cut-and-pasted” into already prepared lectures.
International Psychology Return to Index
Taking Psychology Abroad: Resources for Designing Your Study Abroad Course (2009)
Author: Gabie E. Smith and Maureen Vandermaas-PeelerAffiliation: Elon University
Description: This 26-page paper addresses developing psychology courses as part of study abroad opportunities. It provides information about best practices, example assignments, and course-related materials for the preparation phase, participation phase, and reflection phase of study abroad.
Note: 2007 OTRP Instructional Resource Award
Psychology of Peace and Mass Violence -- Genocide, Torture, and Human Rights: Informational Resources (2004)
Author: Linda M. Woolf & Michael R. HulsizerAffiliation: Webster University
Description: This 27-page document contains two annotated bibliographies of materials on genocide, torture, and human rights issues written from a psychosocial perspective. The first bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. The second bibliography is comprised of reference materials for background information and further study. In addition, there is an annotated list of relevant journals.
Psychology of Peace and Mass Violence -- War, Ethnopolitical Conflict, and Terrorism: Informational Resources (2004)
Author: Linda M. Woolf & Michael R. HulsizerAffiliation: Webster University
Description: This 30-page document contains an annotated bibliography of materials on war, ethnopolitical conflict, terrorism, and peace issues written from a psychosocial perspective. The bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. In addition, there is an annotated list of relevant journals.
Psychology of Peace and Mass Violence: Instructional Resources (2004)
Author: Linda M. Woolf & Michael R. HulsizerAffiliation: Webster University
Description: This 33-page document consists of resource materials for developing whole courses and lectures on mass violence and peace. For incorporating specific topics into existing courses, lecture suggestions and selected references are given. For developing and revising whole courses, sample syllabi are provided. In addition, lists of relevant videotapes, Internet sites/listservs, and professional organizations are included.
International Psychology: A Compendium of Textbooks for Selected Courses Evaluated for International Content (2002)
Author: Linda M. Woolf, Michael R. Hulsizer, and Tracey McCarthyAffiliation: Webster University
Description: This 26-page document is a compendium of major textbooks in introductory psychology, social psychology, and life-span developmental psychology that have been evaluated for international content. The compendium includes comparative tables (amount of international coverage per textbook and per chapter, total number of chapters, number and gender of authors, etc.) as well as narrative reviews of each of the textbooks in these three content areas.
Note: 2000 OTRP Instructional Research Award
International Psychology: Annotated Bibliography, Relevant Organizations, and Course Suggestions (2002)
Author: Linda M. Woolf, Michael R. Hulsizer, and Tracey McCarthyAffiliation: Webster University
Description: This 29-page document consists of resources for incorporating international content into selected existing courses as well as for developing whole courses in international psychology. The materials include an annotated bibliography of materials relevant to introductory, social, and life-span developmental psychology from an international perspective and a list of relevant international psychology organizations. In addition, sample syllabi, annotated bibliographies, and video suggestions are provided for developing whole courses in international psychology.
Note: 2000 OTRP Instructional Research Award
Introductory Psychology Return to Index
The Psychological Myth Project: Research and Application (2024)
Author: Melissa LehmanAffiliation: Lynn University
Description: This Psychological Myth Project is a research-based “mythbusting” project in which students write a research paper related to a particular psychological myth (e.g., “Hands-free devices provide a safe way to talk on the phone while driving.”), complete a study collecting data about the myth from the general public, evaluate how the myth is portrayed by media sources, develop materials to decrease misconceptions, and present their project to the class through poster presentations. This semester-long research-based learning project requires students to use peer-reviewed research to evaluate the myth, with the goal of correcting misperceptions while also increasing critical thinking and information literacy skills.
Note: 2023 Instructional Research Award
Introductory Psychology Scientific Reasoning Modules (for small classes) (2019)
Authors: Courtney Stevens, Melissa R. Witkow, & Brenna SmeltAffiliation: Willamette University
Description: This resource includes a set of eight, 30- to 45-minute scientific reasoning modules keyed to major units in Intro Psych (e.g., Developmental; Social; Personality). Each stand-alone module involves analysis of data from a published study related to a real-world issue (e.g., treatments for depression, teen drivers) and engages students in different aspects of scientific reasoning skills (e.g., interpreting data in tables and graphs, reasoning about research design and appropriate conclusions.)
Note: This work was funded by the National Science Foundation DUE # 1505060.
Accessible Modules for Improving Scientific Reasoning in Large Introductory Psychology Classes (2019)
Authors: Raechel N. Soicher (Accessibility modifications to original materials and creation of tactile graphs) and Kathryn Becker-Blease (Creation and evaluation of original instructional materials)Affiliation: Oregon State University
Description: This resource includes a series of eight, accessible modules to teach scientific reasoning skills in Introductory Psychology. All materials were created to be accessible to students with visual impairments. The accessibility of these modules was developed according to principles of universal design and include files for tactile graphs that can be printed on a thermoform printer.
Note: 2017 Instructional Research Award
Game-Based Experiential Learning in Introductory Psychology (2016)
Author(s): Jaclyn Spivey
Affiliation: York College
Description: This resource introduces a game-based approach to out-of-class activities for Introductory Psychology students. The 16-page instructor’s guide provides background and implementation advice; the 4-page students’ guide lists 9 individual and 6 small-group activities. Because of the asynchronous nature of the activities and required social media documentation, these activities can be used in traditional as well as online settings.
Note: 2015 Instructional Resource Award
Writing to Learn, Reciting to Remember: Applying Learning and Memory Principles to Flashcards (2015)
Author(s): Mark L. Mitchell and Janina M. Jolley
Affiliation: Clarion University
Description: This resource is a tutorial (using PowerPoint®) for students to help them understand, retain, and apply both effective concept learning strategies and effective memory strategies, primarily by creating and then studying from flashcards. Following the presentation of material, students can take a quiz and print out their results to turn in to their instructor. In addition, a 5-page document summarizes for instructors what students will be learning.
Statistical Literacy in the Introductory Psychology Course (2014)
Author(s): STP Statistical Literacy Taskforce 2012
Description: The Taskforce created two sets of statistical literacy standards: one for Introductory Psychology at both the high school and college levels and one for undergraduates majoring in basic and applied psychological science. In addition they created a 40-page annotated list of resources that provides examples of the kinds of resources that might be useful for instructors who want to implement the learning goals. Those resources are organized around the topics of general statistical literacy issues, general teaching resources, specific activities and assignments, technology, assessment, websites with more general resources, and ethics/research methods.
Scientific Literacy in a Psychology Curriculum Module (2013)
- Instructional Materials
- Student Materials
- PowerPoint Slides (If using internet explorer, ignore the username/password box that appears when you click on "open")
- Undercover.pptx
Authors: Jamie J. Peterson and Arturo Sesma, Jr.
Affiliation: St. Catherine University
Description: The authors describe 9 scientific literacy activities to teach Introductory Psychology students how to read original research reports, critically and thoroughly evaluate secondary research reports, and analyze the utility of each. A 25-page document describes the activities without answers for instructors, a 34-page booklet provides students with the materials they need, and 148 slides contain material without answers that instructors can use in class. Versions with answers to students’ assignments are available to members after logging into STP’s website or can be obtained from the first author. Users are requested not to make the answers publicly available.
Note: 2012 Instructional Resource Award
Flashcards-Plus: A Strategy to Help Students Prepare for Three Types of Multiple-Choice Questions Commonly Found on Introductory Psychology Tests (2013)
- Introductory Article
- PowerPoint Slides (If using internet explorer, ignore the username/password box that appears when you click on "open")
Author: Drew C. Appleby
Affiliation: Indiana University-Purdue University Indianapolis (Retired)
Description: The purpose of this resource is to provide students with a research-based study strategy (creating flashcards) designed to help them understand, prepare for, and take multiple-choice tests more successfully. The 32 slides that accompany the introductory article familiarize students with three types of cognitive processes their instructors will commonly ask them to use in their classes and then invite them to model the behavior of their instructors by creating flashcards. Their flashcards should contain verbatim definitions for retention questions, accurate paraphrases for comprehension questions, and realistic examples for application questions.
Activities Guide: Teaching Ethics in the Introduction to Psychology Course (2013)
Author: Ana Ruiz and Judith WarchalAffiliation: Alvernia University
Description: This 23-page guide presents 17 activities related to ethics for each chapter in a typical Introduction to Psychology text as it integrates the APA Learning Goals and Outcomes for ethics into that course. For each chapter, the activity lists the student learning outcome, instructions for conducting the activity, materials needed, approximate time required, and a method of assessment. Many of the activities can be easily adapted to other psychology courses.
Note: 2011 OTRP Instructional Resource Award
Integrating Mnemonics into Psychology Instruction (2011)
Author: Jennifer A. McCabeAffiliation: Goucher College
Description: This 32 page document contains a literature review concerning the use of mnemonics in psychology education, including results from a recent student survey. It features a summary set of recommendations, or best practices, regarding the integration of mnemonics into instruction and concludes with a collection of mnemonics relevant to Introductory Psychology course content, organized by topic, although instructors of other courses might find it useful as well.
Note: 2010 OTRP Instructional Resource Award
A Compendium of Introductory Psychology Texts (2003-2006) (2006)
Author: Cynthia S. KoenigAffiliation: St. Mary's College of Maryland
Description: Introductory psychology instructors have a wide variety of textbook choices. Typically more than 15 revised or new texts appear annually. Becoming and remaining familiar with the array of introductory texts is a formidable task. To assist you in the introductory textbook review and selection process, we offer at this link a compendium of all full-length and briefer introductory psychology texts published from 2003 through 2006. This is the eighth update of this valuable resource. The downloadable files are zipped folders containing all of the files described in the "Readme" file that is also contained in the compressed folder.
Frequently Cited Concepts in Current Introduction To Psychology Textbooks (2006)
Author: Derrick L. Proctor and Alisa M. E. WilliamsAffiliation: Andrews University
Principles of Psychology: Experimental Foundations Laboratory Manual (2002)
Author: Bonnie Sherman, James Dickson, Dana Gross, Elizabeth Hutchins, Konrad Talbot, Howard ThorsheimAffiliation: St. Olaf College
Learning and Memory Return to Index
Writing to Learn, Reciting to Remember: Applying Learning and Memory Principles to Flashcards (2015)
Learning and Memory Strategy Demonstrations for the Psychology Classroom (2014)
Author: Jennifer A. McCabeAffiliation: 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
Cases in Negative Reinforcement (2010)
Author: Marcie DesrochersAffiliation: The College at Brockport - SUNY
Description: This interactive application provides supplemental instruction on negative reinforcement and other basic learning principles that students enrolled in an introductory course in psychology can complete as homework or on their own. It consists of 17 pages of definitions, examples, and images, movies, and 20 quiz questions that help students measure their understanding of the concepts. At the end of the application, students can print a certificate to indicate their completion of the exercise.
Note: 2009 OTRP Instructional Resource Award
Media Psychology Return to Index
Teaching Scientific Literacy and Public Engagement with Social Media (2018)
Authors: Kameko Halfmann & Jake C. KurczekAffiliations: University of Wisconsin – Platteville & Loras College
Description: This 54-page resource provides instructors with an introduction to, and rationale for, using social media in the classroom. Seven assignments/activities are presented with explicit instructions for students and instructors. Assignments include a wide variety of social media and digital activities including: Twitter, Electronic Portfolios, Reddit, and Hypothes.is. APA learning outcomes are identified for each assignment and students are provided the opportunity to write and receive instructor feedback.
Note: 2017 Instructional Resource Award
Instructor Resources for Media Psychology (2010)
Author: Susan B. GoldsteinAffiliation: University of Redlands
Description: This 130-page resource contains 30 modules helpful for instructors teaching about media psychology. Each module contains a brief overview of a topic; references; media links; and a class activity, including handouts suitable for class distribution. Examples of topics: advertising, children’s and educational media, sports, music, politics, cyberbullying.
Taking it to the Streets: How to Give Psychology Away and Become a Local Media Hero (2009)
Author: William S. Altman (Broome Community College), Jill Shultz (Independent science writer and editor), Kenneth S. Bordens (Indiana University-Purdue University Fort Wayne), & Rhea Farberman (American Psychological Association)Description: This 13-page document outlines guidelines for developing effective relationships with various media, including newspapers, radio and television news or feature programs, and the internet. It also lists links to other media guides, to tips about electronic media, and to samples of psychological stories in the media.
National Standards Return to Index
National Standards for the Teaching of High School Psychology (2011)
Author: American Psychological Association Task Force for the Development of National High School Psychology StandardsDescription: These standards were designed to enhance quality curricula, to express learning goals for students, and to promote change in the teaching of the high school introductory psychology course. This document represents a vision of what students should know and be able to do after completing the high school psychology course.
Note: The Standards document was not produced by OTRP or STP/Division 2. However, OTRP is posting this document here to foster the dissemination of these important standards. The Education Directorate of APA has placed the Standards online.
Principles for Quality Undergraduate Education in Psychology (2011)
Author: Diane F. Halpern, et al.Description: The following principles for undergraduate education in psychology are designed for creating: A world-class educational system that provides students with the workplace skills needed in this information age; A solid academic background that prepares them for advanced study in a wide range of fields; and The knowledge, skills, and abilities that will enhance their personal lives. A quality undergraduate education is designed to produce psychologically literate citizens who apply the principles of psychological science at work and at home. We urge all stakeholders in undergraduate education in psychology to incorporate these principles in establishing goals and objectives that fit their specific institutional needs and missions.
Note: This document was not produced by OTRP or STP/Division 2. However, OTRP is posting this document here to foster the dissemination of these important principles. The Education Directorate of APA has placed this document online.
APA Guidelines for the Undergraduate Psychology Major (2007)
Author: American Psychological Association Task Force on Psychology Major CompetenciesDescription: The Guidelines for the Undergraduate Psychology Major captures a set of optimal expectations for performance at the completion of the baccalaureate degree by students who major in psychology. The document outlines 10 goals and suggested learning outcomes that represent reasonable departmental expectations for the undergraduate psychology major across educational contexts.
Note: The Guidelines document was not produced by OTRP or STP/Division 2. However, OTRP is citing this link here to foster the dissemination of these important standards. The Education Directorate of APA has placed the Guidelines online.
Open Educational Resources Return to Index
A Primer on Open Educational Resources (OER) for Psychology Instructors: Background, Resources, and Materials (2017)
Authors: Rachael A. Robinson-KeiligAffiliation: Central Community College
Description: This 31-page resource defines and describes the Open Educational Resources (OER) movement, distinguishes between important terminology, and provides a concise summary of appropriate search tools and resources specifically for psychology faculty.
Note: Supported by a 2016 Instructional Resource Award
Outcomes Return to Index
Psychology for the Public: A Project to Foster Good Science Communication (2024)
Authors: T.M. Vanessa Chan and Jamie M. Trost
Affiliation: University of Notre Dame
Description: Over the past few years, the media frenzy around our evolving understanding of COVID-19 and its vaccines has highlighted the need for people being trained in the sciences to not only understand the research process, but also be able to explain research to others without the same background and education. While the fields of science journalism and science communication have grown, they are still not well known to students, nor do they preclude the imperative for all students to learn how to talk about what they have learned in an accessible manner. This instructional resource introduces a media project in cognitive psychology / neuroscience, in which students write a press release for a scholarly article and then present the article in a creative media format. Throughout the project, students are invited to think about how the media portrays science and practice communicating without jargon. In this way, the project will not only expose students to the media process, it will also make them more equipped to take scholarly research out of the ivory tower. This resource includes assignment instructions, suggestions for facilitating science communication in psychology, and rubrics for evaluating materials.
Note: 2023 Instructional Resource Award
The Employable Skills Self-Efficacy Survey: An Assessment of and Resource for Fostering Skill Development (2017)
Authors: Natalie J. Ciarocco and David B. StrohmetzAffiliation: Monmouth University
Description: This 14-page resource contains a 51-item inventory that assesses four domains of employable skills, including communication, analytical inquiry, collaboration, and professional development. The assessment can be used flexibly: to help departments identify opportunities for curricular or programmatic improvements, to build students’ marketable skills, to evaluate specific skill-building classroom activities, and to help students promote their acquired skills to potential employers and internship sites.
Note: Supported by a 2016 Instructional Resource Award
An Electronic Workbook for Assessing the Dunn et al. (2007) “Quality Benchmarks in Undergraduate Psychology Programs" (2008)
Author: Michael VigoritoAffiliation: Seton Hall University
Description: This is an electronic version of the eight domain matrices in an electronic workbook using Microsoft Excel® spreadsheet software. Faculty can evaluate a program using all of the Dunn et al. benchmarks by selecting one of the four qualities for each attribute in the eight key domains. The rich text document provides the rationale and step-by-step instructions for using the spreadsheets. The compressed zip file contains one rich text file and two Microsoft Excel files. After downloading the zip file, you can uncompress the files with any zip compression software.
Measuring the Varied Skills of Psychology Majors: A Revision and Update of the Academic Skills Inventory (2013)
Author: Jennifer L. Perry and Michelle Singer Foust (Baldwin Wallace University) and Joelle D. Elicker (University of Akron)Description: This resource is a revision of the Academic Skills Inventory of Kruger and Zechmeister (2001), updated to include new criteria (e.g., personal development), to expand treatment of ethical standards, diversity, research techniques, etc., to incorporate the skills proposed in the APA Guidelines for the Undergraduate Psychology Major (2007) and the APA Guidelines for the Undergraduate Psychology Major Version 2.0 (2012), and to incorporate experiences that are not currently captured in either of these sources.
Note: 2011 OTRP Instructional Resource Award
A Guide to Writing Learning Objectives for Teachers of Psychology (2012)
Author: Guy A. BoysenAffiliation: State University of New York at Fredonia and McKendree University
Description: The purpose of this 18-page resource is to assist psychology teachers in (a) understanding key terms related to objectives and their assessment, (b) writing behavior-based learning objectives, and (c) evaluating objectives once they are written. The resource includes a table that illustrates how various psychology outcomes can be addressed with objectives at various levels of Bloom’s taxonomy.
Goals and Objectives for the Undergraduate Psychology Major: Recommendations from a Meeting of California State University Psychology Faculty (2000)
Author: Mary J. Allen, Richard Noel, and Jess Deegan (California State University, Bakersfield), Diane Halpern and Cynthia Crawford (California State University, San Bernardino)Physiological / Biological Psychology Return to Index
Authentic Assessments for Biopsychology: Encouraging Learning and Retention by Applying Biopsychological Knowledge in Real-World Contexts (2019)
Author: Barbara B. OswaldAffiliation: Miami University
Description: This 68 page resource contains 15 authentic assessments appropriate for an introduction to biopsychology or neuroscience course. The assessments include a variety of homework assignments, application activities, and discussions that ask students to apply knowledge in real-world contexts. Each assessment contains an associated grading rubric that matches learning outcomes to the APA guidelines for the undergraduate major in Psychology. The 15 activities cover 15 core topics that represent a typical undergraduate course curriculum.
Enhancing the Physiological Psychology Course through the Development of Neuroanatomy Laboratory Experiences and Integrative Exercises (2013)
Author: Steven A. LloydAffiliation: North Georgia College & State University
Description: This resource is a guide designed to supplement a typical upper level Physiological Psychology or Behavioral Neuroscience course or to serve as a stand-alone, expandable laboratory experience. The guide includes 10 assignments and references that reinforce and expand upon students' learning and stimulate interesting class discussions. A front section gives advice for the novice instructor on how to design and conduct a neuroanatomy laboratory using biological tissue. An answer key is available from the author.
Note: 2007 OTRP Instructional Resource Award Winner
Interactive Teaching Activities for Introductory Biopsychology (2012)
Author: Stephanie L. Simon-DackAffiliation: Ball State University
Description: This resource describes 11 simple, interactive activities for biopsychology courses to engage students and illuminate core neurophysiological concepts. Each activity requires little or no outlay of resources; most can be implemented in the classroom and take only 10-15 min of class time.
Note: 2011 OTRP Instructional Resource Award
Positive Psychology Return to Index
Positive Psychology Teaching Tools: Supplemental Readings to Core Texts (2012)
Author: Grant J. RichAffiliation: Juneau Alaska
Description: This 19 page resource describes collections of readings, edited volumes, and handbooks that might supplement positive psychology textbooks as well as more specialized texts that could supplement seminars on specific positive psychology topics. Such topics include work, religion, creativity, personality and character strength, health, and development. The final section points to resources from allied fields such as anthropology, social work, business, journalism and literary critics, and philosophy and history.
Psychology and Law Return to Index
Psychology and Law: A Teaching Resource (2005)
Author: Tracey C. McCarthy & Michael R. HulsizerAffiliation: Webster University
Description: This 56-page document contains an annotated bibliography of materials relevant to the study of psychology and law. The bibliography includes major journal articles, books, court cases, and films on these issues organized by source type. Also included are links to a variety of psychology and law Internet resources including information related to graduate program, career, professional organizations, and journal information. Sample syllabi and course lecture and discussion suggestions also are provided.
Note: 2002 OTRP Instructional Resource Award
Sensation and Perception Return to Index
Build-Your-Own Sensation and Perception Lab Kits: A Compilation of Inexpensive, Accessible Activities (2022)
Author: Brittany JeyeAffiliation: Worcester State University
Description: This easy-to-navigate 85-page resource provides step-by-step instructions on how to conduct over 35 hands-on activities for a sensation and perception course. These accessible and inexpensive laboratory-style activities allow students to gain a deeper understanding of important concepts in vision, sound, touch, and the vestibular and chemical senses. Each activity includes a guiding question, a list of materials and sample budget, the estimated time required, instructions for the activity set-up and procedure, discussion prompts, and links to additional resources.
*Note: 2021 Instructional Resource Award
Sensation and Perception: Activities to Enhance Learning (2017)
Author: Alexis GrosofskyAffiliation: Beloit College
Description: This 23-page resource contains a series of classroom and homework activities related to sensation and perception. These inexpensive and easy-to-implement activities give students hands-on experience with what are often, difficult concepts in psychology.
Using the Drawing and Animation Tools in PowerPoint® to Build Your Own Visual Perception Demonstrations (2010)
Author: Kenith V. SobelAffiliation: University of Central Arkansas
Description: This resource describes how to use the drawing and animation tools in Microsoft PowerPoint® to create three perception demonstrations: simultaneous contrast, the Kanizsa triangle, and structure from motion.
Problem-Based Group Activities for a Sensation & Perception Course [English Version] (2009)
Author: David S. KreinerAffiliation: University of Central Missouri
Description: This resource describes 14 group activities for a Sensation & Perception course. Students decide what information is applicable to a problem and formulate their own solutions. Also included are a group- and a self-evaluation sheet.
Actividades Grupales Basadas en Problemas para un Curso sobre Sensación & Percepción [Spanish Translation] (2009)
Author: David S. KreinerAffiliation: University of Central Missouri
Description: Este recurso describe 14 actividades grupales para un curso sobre Sensación y Percepción. Los estudiantes deben elegir qué información se puede utilizar para resolver un problema y formulan sus propias soluciones. También se incluye un formato para evaluación en equipo y otro de autoevaluación.
Social Psychology Return to Index
“C’est La Vie: The Game of Social Life: A Role-Playing Game for Teaching about Privilege, Oppression, and Intersectionality” (2015)
Author: Kosha D. Bramesfeld
Institution: Ryerson University
Description: This resource is an empathy-based privilege and oppression awareness intervention that can be used to help students engage in difficult dialogues surrounding the issues of privilege, oppression, and intersectionality. The materials include (a) 64 character profiles and game sheets that describe the demographic characteristics and resources assigned to each player’s character, (b) a strategy game that presents students with a variety of different decision scenarios that interact with their character’s resources (described in a 33-slide presentation), and (c) an instructor’s guide that covers the development of the game, its recommended uses, and a debriefing and discussion points that help students reflect on the outcomes of the game, its connections with real life inequality, and the role that privilege and oppression might play in the students’ own lives.
Activities for Teaching about Prejudice and Discrimination (2013)
Authors: Mary E. Kite, Stephen A. Gabourel, and 15 othersAffiliation: Ball State University
Description: This 69-page resource offers 12 classroom activities that can be used to help students identify their stereotypic beliefs and prejudices, the sources of those beliefs and attitudes, and the behaviors that stem from them. Two of the activities focus on the historical bases of prejudice and discrimination, particularly in the United States. Although these activities were designed for high school and college level students, they can be tailored to be suitable for younger students. The project described in this resource received Honorable Mention in the 2014 Social Psychology Network Action Teaching Award competition.
Statistics and Research Methods Return to Index
Writing Testable Research Hypotheses: A Guided Student Activity (2023)
- Writing Testable Research Hypotheses: A Guided Student Activity (DOCX)
- Hypothesis Activity Instructional Slides: PDF
- Hypothesis Activity Instructional Slides: Powerpoint Slides
- Hypothesis Activity Instructional Slides: Powerpoint Slides (Accessible Version)
- Hypothesis Activity Student Handout (PDF)
- Hypothesis Activity Student Handout (DOCX)
Author: Kate G. Anderson
Affiliation: Presbyterian College
Description: This three-part resource describes an activity for teaching students how to write testable research hypotheses. Through this scaffolded activity, students are introduced to the structure of a testable hypothesis and are given the opportunity to practice writing operational definitions and testable correlational and experimental hypothesis. Suitable for use in an introductory research methods class, this activity can be also used by instructors looking to review these fundamental skills in any course. The resource includes an instructor guide, ready-to-use instructional slides, and a student handout.
Making Research Reproducible (2022)
- Making Research Reproducible: Teaching Guide
- Making Research Reproducible: Powerpoint Slides
- Music and Room Color Data
Authors: Jason McCarley & Raechel Soicher
Affiliations: Oregon State University
Description: This 32-page resource (plus supplementary materials) provides instructors with the resources they need to teach analytical reproducibility to undergraduate students. It includes an introduction to the concept of reproducibility and its importance, a discussion of the challenges researchers face when trying to reproduce others' work, and an activity that teaches students how to prepare their materials in a reproducible way (with step-by-step instructions for both JASP and R users). Instructors will also benefit from a set of ready-to-use PowerPoint slides.
Note: 2021 Instructional Resource Award
Evaluating Research Summaries (2021)
Answers & Explanations (PDF)
Authors: Keith Millis1, Diane Halpern2, Katja Wiemer1, Patricia Wallace1
Affiliations: 1Northern Illinois University, 2Claremont McKenna College
Description: This two-part resource, geared toward undergraduate and high school students, provides students with opportunities to learn ways research may be flawed or limited. The first document includes 16 research summaries that contain one or more methodological flaws (e.g., no control group, small sample size). Students must identify which of the 12 possible flaws could be limiting the research presented. Answers and explanations are provided in the second document.
An Exercise to Assess Student Understanding of Bottleneck Concepts in Research Methods (2018)
STP Best PracticesAuthors: Joan T. Bihun and Mitchell M. Handelsman
Affiliation: University of Colorado Denver
Description: This 16-page Best Practices teaching resource outlines a class activity geared toward traditionally difficult concepts (i.e., bottleneck concepts) in research methods. As a Best Practices contribution, this resource begins by describing the empirically-supported teaching strategies utilized in the development and execution of the activity. In this activity, students are presented with a fictional news story and are asked to critically examine the content, assumptions, and conclusions made by the fictitious author. Students are asked to write a response to the article outlining the methodological problems with the research presented and offer suggestions for improvement. All materials needed for the activity are provided in the resource, including an instructor grading rubric and series of questions aimed at increasing metacognitive awareness.
Statistics that Stick: Embedding Humor in Statistics Related Teaching Materials (2016)
Authors: Jana Hackathorn, Brien K. Ashdown, and Sean RifeAffiliation: Murray State University, Hobart and William Smith Colleges, and Murray State University
Description: This resource consists of a 21-page word document that reviews literature on the use of humor in teaching, describes an instrument for assessing the use of classroom humor, and offers tips on using two additional resource features specific to teaching statistics: (a) 42 visual jokes and cartoons, organized by 12 statistical topics, and (b) 12 slide presentations.
Poker Chip People: Using Manipulatives in a College Level Statistics Course (2015)
- Instructor Manual
- Male Face Labels
- Female Face Labels
- Back labels: Page 1 - Page 2
- Data File
Affiliation: Rowan University
Description: This instructional resource consists of 12 in-class activities for statistics classes. Students simulate real world data collection and subsequent statistical analyses using a population that differs on five variables: color (white, red, blue, green), gender (male, female), level of happiness (1-7), age (18-65), and income ($, $$, $$$, $$$$). The activities cover sampling and probability, probability and frequency distributions, descriptive statistics (i.e., frequency distributions, central tendency, variability), and inferential statistics (i.e., z test, t tests, Analysis of Variance, correlation, linear regression, and chi-square).
Note: 2015 OTRP Instructional Resource Award
Instructor Materials for Teaching Research Methods Using a Consulting Model (2015)
Author: Stacie M. SpencerAffiliation: MCPHS University
Description: This 99-page resource describes a problem-based learning approach in which teams of student researchers provide evidence-based advice to fictional clients of a consulting firm (20 pages). Ready-to-use activity forms, assignment instructions, and team members’ role descriptions (33 pages) connect the content of the course to the APA Guidelines for the Undergraduate Psychology Major, Version 2.0. Descriptions of 50 clients’ requests with 1-3 references per client enable instructors to select clients appropriate to their own classes or develop alternative situations.
Note: 2014 OTRP Instructional Resource Award
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
IRBs and Research on Teaching and Learning (2014)
Author(s): Ryan C. Martin, Regan A. R. Gurung, and Janie H. WilsonAffiliations: University of Wisconsin, Green Bay, and Georgia Southern University
Description: This resource addresses common questions researchers might have about seeking approval from Institutional Review Boards (IRBs) to conduct research on teaching and learning (often called the Scholarship of Teaching and Learning; SoTL).
Statistical Literacy Taskforce Learning Goals and Resources (2014)
Author(s): STP Statistical Literacy Taskforce 2012
Description: The Taskforce created two sets of statistical literacy standards: one for Introductory Psychology at both the high school and college levels and one for undergraduates majoring in basic and applied psychological science. In addition they created a 40-page annotated list of resources that provides examples of the kinds of resources that might be useful for instructors who want to implement the learning goals. Those resources are organized around the topics of general statistical literacy issues, general teaching resources, specific activities and assignments, technology, assessment, websites with more general resources, and ethics/research methods.
Instructor's Guide to Using Research Methods and Statistics Concept Maps (2013)
Author: Alexis GrosofskyAffiliation: Beloit College
Description: This resource contains nine new concept maps for topics typically covered in Research Methods and Statistics courses in Psychology plus it reprints two previously posted maps concerning computational material for statistics. These maps should help students organize the material in their courses and see the bigger picture of how the concepts interrelate. Pages in the resource are internally hyperlinked to facilitate students visualizing the interconnections.
Note: 2011 OTRP Instructional Resource Award
Research Readings and Statistical Exercises Using SPSS and Excel (2012)
Author: Cindy J. Gibson, Rebecca Klatzkin, and Lauren M. LittlefieldAffiliation: Washington College
Description: Each of five research readings is accompanied by a data set so that students can simulate the psychological research process. Research readings include a brief literature review, description of an experimental method that applies to the topic at hand, critical reasoning and statistics questions, and responses to the questions posed. A specific data set and a code book with summary statistics are paired with each reading; duplicate data files (one in SPSS and one in Excel) are provided so that instructors have access to data in their preferred data analysis format.
Statistics Assignments Using Excel(R) (2010)
Author: Michael J. TaglerAffiliation: Ball State University
Description: This collection of 12 spreadsheet-based assignments in Microsoft Excel(r) cover each of the major descriptive and inferential statistics in a typical introductory statistics course. Each includes a novel data set for students to enter into a spreadsheet and analysis instructions. Excel-based spreadsheet answer keys with the results are also provided.
Note: 2009 OTRP Instructional Resource Award
Factorial Research Design (2010)
Author: Marcie Desrochers and Sara MargolinAffiliation: The College at Brockport - SUNY
Description: This interactive application provides supplemental instruction on factorial research designs that students enrolled in a Statistics or Research Methods course in psychology can complete as homework or on their own. It consists of 10 pages of definitions, examples, and images, and 11 quiz questions that help students measure their understanding of the design. At the end of the application, students can print a certificate to indicate their completion of the exercise.
A Template Paper with Comments for Illustrating the 6th Edition of APA Style (2010)
Author: Jordan Buess and Rick FromanAffiliation: John Brown University
Description: This resource uses a 14-page undergraduate research paper to illustrate many features of the 6th edition of APA style by presenting the paper as a sample for students to emulate. Extensive comments in the margin call attention to the feature being highlighted. The sample paper has more extensive explanations of APA style than the sample papers in the APA Publication Manual and by not overlapping pages, users can read the entire paper’s content.
Why and How to Write APA-Style Citations in the Body and Reference Section of Your Papers (2010)
- Introductory Article
- PowerPoint Slides (If using internet explorer, ignore the username/password box that appears when you click on "open")
Affiliation: Indiana University-Purdue University Indianapolis
Description: This resource is a 35-slide packet (in Microsoft PowerPoint®) that instructors can use to lecture about writing APA-style citations, following guidelines of the 6th edition of The Publication Manual of the American Psychological Association. In addition, a short file (PDF) for the instructor provides suggestions for how to use the slides in classes.
Exemplar Studies for Teaching Research Methodology (2010)
Author: Natalie J. Ciarocco, David B. Strohmetz, and Gary W. Lewandowski, Jr.Affiliation: Monmouth University
Description: This resource provides research methods and statistics instructors with 11 annotated bibliographies of contemporary research that illustrate research design elements in the context of topics that students will find engaging. Instructors can assign these articles as a foundation for class discussion, activities, and critical thinking exercises. Each bibliographic entry includes in-class discussions starters that promote critical thinking as well as activities to develop new research questions and designs.
Note: 2009 OTRP Instructional Resource Award
Yes, You Can Write in a Statistics Class: An Instructional Tool to Reduce Anxiety and Improve Statistics Performance (2010)
Author: Karen Y. Holmes and Alecia WeaverAffiliation: Norfolk State University
Description: This resource outlines 32 low-stakes writing assignments in three key areas: (a) writing to reduce statistics anxiety, (b) writing to improve conceptual knowledge, and (c) writing to enhance statistical thinking skills. Many of the writing assignments can stand alone, whereas others are specific to a particular statistics topic. Each assignment includes a summary of its purpose and the estimated class time needed to complete it.
Note: 2009 OTRP Instructional Resource Award
Statistics Decision Aids [English Version] (2009)
Author: Alexis GrosofskyAffiliation: Beloit College
Description: A reference tool for students taking statistics or research methods, one page is a matrix that allows students to determine how scales of measurement determine what descriptive techniques are appropriate. The other page is a set of tree diagrams that allows students to determine how scales of measurement and, where applicable, relevant design features determine what inferential techniques are appropriate.
Ayudas para la Decisión Estadística [Spanish Translation] (2009)
Author: Alexis GrosofskyAffiliation: Beloit College
Description: Una herramienta de referencia para los estudiantes de cursos de Estadística o Métodos de Investigación; una de las páginas es una matriz que permite a los estudiantes determinar cómo las escalas de medición determinarán cuáles técnicas de la estadística descriptiva son apropiadas. La última página es un conjunto de tres diagramas (un árbol con tres ramas) que permite a los estudiantes determinar de qué manera las escalas de medición, y, cuando aplica, las características relevantes del diseño, determinan cuáles técnicas de la estadística inferencial son apropiadas.
Assessing Student Learning: A Collection of Evaluation Tools (2009)
Author: Gail M Gottfried (Developmental Science, Sierra Madre, CA) Kathy E. Johnson (Indiana University-Purdue University Indianapolis) Jordan R Vosmik (Drew University)Description: This 31-page resource provides three assessment measures:
1. A Rubric for Evaluating a Psychology Research Report
2. Evaluating Students' Process Knowledge: Measuring Understanding of Inter-Rater Reliability
3. Reading a Journal Article: An Assessment Tool
Each includes an introduction that describes the development of the tool and a scoring rubric. The second and third measures also include reproduction-ready assignments for activities.
Note: 2007 OTRP Instructional Resource Award
A Self-Scoring Exercise on APA Style and Research Language (2008)
Author: Marilyn FreimuthAffiliation: The Fielding Graduate University
Description: This resource gives students the opportunity to act as editors by correcting errors in a mock discussion section. In checking the errors they have located against the corrected version of the discussion section, students learn how to use APA style, become familiar with the language of research, and obtain resource information for their future writing projects.
Teaching Statistics and Research Methods: A Collection of Hands-on Activities and Demonstrations (2008)
Author: Karen Y. Holmes and Antonio Jemes (Norfolk State University) and Renita Stukes (Hampton University)Description: This resource outlines 9 stand-alone activities and demonstrations that can be used in relatively small introductory statistics and research methods courses. Each activity includes a description of its purpose, a summary of the critical procedural steps, the estimated time needed to complete the activity, and a list of materials needed. A few of the activities include a worksheet for students to complete alone or in groups.
A Student-Faculty Research Agreement (2007)
Author: Miguel RoigAffiliation: St. John’s University
Description: Research collaborations between students and faculty are increasingly taking place in the natural and social sciences. Unfortunately, such collaborations can become dysfunctional or break down altogether leading to disputes about important matters, such as data ownership and authorship rights. To minimize the conflicts that such disputes can raise, I have created a Student-Faculty Research Agreement that can also be used for instructional purposes in research integrity and research ethics training.
Guidelines for Preparing Posters Using PowerPoint Presentation Software (2001)
Author: Pam J. Marek (Anderson College), Andrew N.Christopher (Albion College), & Cynthia S. Koenig (University of Florida)An Instructor's Guide to Electronic Databases of Indexed Professional Literature (2000)
Author: S. Kidd, C. L. Meyer, C. L., & B. M. OleskoAffiliation: Wright State University
Description: This document reviews 20 databases that are relevant to psychology but that are used primarily by professionals in other disciplines. Each database is described, any corresponding paper index is indicated, searching tips are provided, and, when available, free Internet access sites are identified.
Note: 1999 OTRP Instructional Resource Award
Publication and Award Opportunities for Undergraduate Students (1998)
Author: Norine L. JalbertAffiliation: Western Connecticut State University
Description: 6 pages
Teaching Tools / Programs Return to Index
Transferable Skills Assessments (2024)
Authors: Michael B. Madson, Eric R. Dahlen, Kruti Surti, Mark J. Huff, Kelsey Bonfils, & Marisa Alawine
Affiliation: University of Southern Mississippi
Description: This 14-page resource includes instructions and materials for two skills-related assessments. The first assessment is designed to measure students' perceptions of which transferable skills (from the Skillful Psychology Student) are emphasized within a course and their perceived value and benefit (e.g., "I understand how the skills emphasized in this course will be valuable to my career"). The second assessment is intended as a program or department level measure of how much students are exposed to skills throughout their degree (as described in Madson et al., 2023). The resource includes advice on how to best implement each assessment, and instructors are encouraged to adapt the items and measures to their own unique context.
Note: 2023 Instructional Resource Award
Effective Study Strategies Exercises in Online or Blended Delivery (2023)
Authors: Sue Morris1, Jacquelyn Cranney1, and Carolyn Elizabeth Alchin2
Affiliations: 1School of Psychology, University of New South Wales, Sydney, 2School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, Australia
Description: This 17-page resource provides instructors with resources and activities they can use to help students reflect on their own study strategies and understand which study strategies are supported by research and which are not. Task instructions, sample rubrics, PowerPoint slides, and links to additional instructional resources (e.g., videos) are provided. The resource also includes a helpful table for instructors wishing to connect the material to key learning and memory concepts.
Teaching Students to Synthesize Research Articles: An Online Interactive Tutorial (2023)
Authors: Nikole D. Patson1, Emily S. Darowski2, and Elizabeth Helder3
Affiliations: 1Ohio State University at Marion, 2Brigham Young University, 3Augustana College
Holding Space for Reflection: Bringing Current Events into the Classroom (2022)
Authors: Amy Maslowski
Affiliation: University of North Dakota
Description: This 25-page resource provides guidance for instructors on how to incorporate the discussion of current events into their psychology classes. It outlines the potential benefits of addressing current events before the start of class and offers advice on how instructors can best structure and plan for these discussions. A sample syllabus statement is provided, as well as specific tips for facilitating these conversations and dealing with challenges that may arise. The resource concludes with a call for more research on the potential effects of including open spaces for discussion in the classroom.
Making the Most of Your Courses: A Transferable Skills Resource for Psychology Students (2021)
Authors: Ashley Waggoner Denton
Affiliation: University of Toronto
Description: This 12 page resource and accompanying documents is a resource designed to help psychology students better identify and understand how what they have learned within their courses will transfer to their career and life after graduation. More specifically, this resource helps students be able to articulate the professional skills they have acquired in their psychology courses and understand the competencies that are the basis of these skills. A sample worksheet is provided along with the worksheets that can be utilized with psychology students as they examine either an individual course or when examining multiple courses.
Note: 2021 Instructional Resource Award
Sequential Assignments to Critically Evaluate Psychological Journal Articles (2020)
Authors: Suzanne Wood and Vanessa Chan
Affiliations: University of Toronto
Description: This 24-page resource contains a series of assignments to teach students the skills needed to interpret and critically evaluate original psychological research (APA Goal #2: Scientific Inquiry and Critical Thinking.) There are five separate activities varying in complexity according to Bloom’s taxonomy. Each assignment includes an overview, guidelines, and a suggested rubric for grading. The individual assignments are hyperlinked in the table of contents to assist in navigation.
Note: 2019 Instructional Resource Award
Critical Thinking in Psychology (& Life) Workshop Series: Instructional Materials (2018)
Authors: Ashley Waggoner Denton and Thalia Vrantsidis
Affiliations: University of Toronto
Description: This 17-page resource describes the first workshop from a newly developed series of critical thinking workshops aimed at early undergraduate students. This initial workshop, Setting the Stage: An Introduction to Good Thinking, introduces students to the notion of actively open-minded thinking and emphasizes the idea that critical thinking involves habits, skills, and mindsets that can be developed and continually improved with practice. The purpose of this resource is to offer instructors a brief, effective, and freely available guide that will enable them to incorporate lessons on critical thinking into their existing courses or allow them to run their own critical thinking workshop. The resource includes a list of learning outcomes for the workshop, corresponding lessons and activities, as well as potential assessment strategies. Throughout the resource, the authors also offer insight into which strategies or activities have worked particular well for them, and offer suggestions for alternatives or variations that may work well for others.
Note: 2016 Instructional Resource Award
Authors: Kristel M. Gallagher and Shevaun L. Stocker
Affiliation: Theil College and University of Wisconsin - Superior
Description: This 69-page comprehensive teaching manual describes a novel application of social-emotional learning in the college classroom. It describes an easy-to-implement and scientifically-driven intervention targeting the stress and anxiety experienced by students both within and outside of the classroom. The program includes 15 short, weekly activities that promote key mindfulness and anxiety-reduction practices. Included in the manual are all program materials (including a detailed narrative describing the implementation of the program), as well as an empirical assessment of the efficacy of the program, ideas for possible variations of the program, and a summary of key background research with accompanying references and recommended readings.
Note: Note: 2017 Instructional Resource Award
This Class is a Joke! Humor as a Pedagogical Tool in the Teaching of Psychology (2015)
Authors: Dan J. Segrist and Stephen D. A. Hupp
Affiliation: Southern Illinois University Edwardsville
Description: This 31-page annotated bibliography provides a representative and relatively comprehensive list of articles, book chapters, and books on the use of humor in teaching psychology, including using humor as a teaching tool, on exams, and in online teaching, and students' perceptions of instructor humor.
Note: 2012 OTRP Instructional Resource Award
Instructor Resources for Psychology: Learning to Blog -- Blogging to Learn (2011)
Affiliation: University of Arizona
Description: This resource introduces the use of blogging assignments for instructional purposes to promote student learning. The resource covers four areas: an introduction, pedagogical considerations, 10 lessons for novice instructors, and a sample syllabus assignment. A companion classroom presentation resource in PowerPoint(R) format can be used to introduce students to instructional blogging.
Note: 2010 OTRP Instructional Resource Award
Assessing Student Learning: A Collection of Evaluation Tools (2009)
Author: Gail M Gottfried (Developmental Science, Sierra Madre, CA) Kathy E. Johnson (Indiana University-Purdue University Indianapolis) Jordan R Vosmik (Drew University)Description: This 31-page resource provides three assessment measures:
1. A Rubric for Evaluating a Psychology Research Report
2. Evaluating Students' Process Knowledge: Measuring Understanding of Inter-Rater Reliability
3. Reading a Journal Article: An Assessment Tool
Each includes an introduction that describes the development of the tool and a scoring rubric. The second and third measures also include reproduction-ready assignments for activities.
Note: 2007 OTRP Instructional Resource Award
Student Response Systems ("Clickers") in the Psychology Classroom: A Beginner's Guide" (2009)
Author: K. G. KellyAffiliation: Tennessee State University
Description: This 19-page guide discusses topics instructors should consider before adopting a clicker system for their classes.
Traveling Psychology Fair: Learner-Centered Outreach Activities to Stimulate Interest in Psychology (2006)
Author: Andrew Johnson and Jean MandernachAffiliation: Park University
Description: This 46-page document consists of 24 outreach activities, grouped into 12 categories, the Traveling Psychology Fair enlivens the teaching and learning of introductory psychology concepts by engaging undergraduate psychology majors in the facilitation of interactive, learner-centered activities for high school psychology students. The downloadable file contains all the individual components described in the readme file, included in the zip file.
Note: 2003 OTRP Instructional Resource Award
Building Community in the Classroom Through Ice-Breakers and Parting Ways [English Version] (2004)
Author: Tami Eggleston and Gabie SmithAffiliation: McKendree College & Elon University
Description: This resource provides a detailed overview of 15 effective ice-breakers and 15 useful parting ways that can be used in many psychology classes, at a variety of levels and for most class sizes. Instructions summarize the activity, provide directions, estimate the time needed for the activity, and suggest the most effective class size, variations, and any materials needed.
Note: 2002 OTRP Instructional Resource Award.
Construyendo un Sentido de Comunidad en Clase a través de Estrategias para “Romper el Hielo” y Estrategias de Cierre [Spanish Translation] (2004)
Author: Tami Eggleston and Gabie SmithAffiliation: McKendree College & Elon University
Description: Este recurso provee un resumen detallado de 15 estrategias útiles para “romper el hielo” y 15 estrategias de cierre que pueden ser utilizadas en muchos cursos de psicología, en diferentes niveles y para la mayoría de tamaños de la clase. Las instrucciones resumen la actividad, proveen las directrices, estiman el tiempo requerido, y sugieren la cantidad de estudiantes más apropiada, variaciones y materiales requeridos.