 |
STP Policy on Website Links from Other Organizations
The Society for the Teaching of Psychology may provide links to materials generated by other organizations. STP will only list cost-free resources which have been prepared to assist teachers of psychology at the graduate, undergraduate, and high school levels.
A resource link may qualify for posting on the STP website if it meets the following criteria:
- It must consist of WWW-accessible materials that are pedagogical in nature, that is, they contribute directly to professional development, classroom teaching, course development, or the functioning of departments and programs.
- Links may be to resources such as peer-reviewed collections of course syllabi, lesson plans, course lectures, etc.
- All linked resources must be cost-free, and should not contain any materials or levels that require payment (e.g., paid subscriptions or fees for greater access or more features)
- Peer-reviewed resources are preferred.
- Links do not generally include any materials developed by private, individual, or commercial providers of clinical services (e.g., private or group clinical practices).
All requests for posting a link, or for more information, should be forwarded to STP's Internet Editor at ie@teachpsych.org.
General Pedagogical Resources Links
Online Psychology Laboratory
Online Psychology Laboratory (OPL) is the first funded psychology project in the National Science Digital Library. This initial offering provides users with highly interactive, web-deliverable experiments and demonstrations, a cumulative data archive from which students can retrieve datasets for analysis, and pedagogical materials that link psychological sciences to curricula in high schools, community colleges, and 4-year institutions. Phase One of OPL is currently active with 26 fully usable experiments and links to supplemental resources. Psychology students can collect data, analyze data, and report their findings for class assignments or individual projects. Further, OPL provides useful resources that have applications in the disciplines of statistics and the biological bases of human behavior. Please visit at http://opl.apa.org.
Industrial/Organizational Psychology
An Instructor's Guide for Introducing Industrial-Organizational Psychology. Prepared by the Education and Training Committee of the Society for Industrial and Organizational Psychology. Nine modules of materials addressing important issues in I/O psychology including Leadership and Gender Stereotypes, Workplace Diversity, Motivation and Performance, etc. Many modules are accompanied by supplementary materials and PowerPoint lecture slides.
Outcomes Assessment
The Assessment CyberGuide for Learning Goals and Outcomes in the Undergraduate Psychology Major (Task Force on Undergraduate Psychology Major Competencies, Board of Educational Affairs, American Psychological Association) The APA Task Force on Learning Goals and Outcomes has rolled out "The Assessment Cyberguide" online to assist departments with assessment planning. The cyberguide features a series of about 12 articles devoted to tips and information that can help departments make decisions about how to invest their time in assessment planning and maintenance. These include specific evaluation recommendations regarding how each of the ten goals recommended in the Task Force report could be targeted. The ten goals and related outcomes will be up for review and approval by the APA Council of Representatives in August, 2003.
Principles for Quality Undergraduate Education in Psychology (2011)
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.
National Standards for the Teaching of High School Psychology (2011)
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.