In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…

I explain how professors can establish working alliances with students to cultivate a climate conducive to learning. This process involves (a) attending to the emotional bonds that exist in the college classroom, (b) developing shared educational goals and tasks to promote a common sense of purpose, and (c) addressing classroom conflict to repair…

Discusses the use of case studies to teach students in introductory psychology courses. Explains the process of using this active learning strategy. Includes how the teacher should create the case study to meet the types of questions that should accompany the case study. (CMK)

Examines the extent to which psychology students are prepared to teach by assessing teaching assistant (TA) training from the perspective of both TAs and department chairs using U.S. survey data. Focuses on (1) the prevalence and scope of TA training that psychology departments provide and (2) factors associated with differing amounts of training.…

Describes three active learning strategies for use in a teaching assistant (TA) training program that can enhance graduate students' teaching skills: (1) in-class activities; (2) written assignments (journals, written exercises, and teaching portfolios); and (3) modeling and observation (watching versus performing teaching behaviors). (CMK)

Examines psychology graduate teaching assistants' (GTA) formal training and supervision experiences and whether these experiences increased the GTA's sense of self-efficacy toward teaching. Reveals that 30% received no training or supervision suggesting that GTAs receive inconsistent training and supervision; GTAs receiving training possessed a…

Summarizes data that reflects the extent to which graduate students in psychology perceive themselves as prepared for different activities they have to undertake as faculty. Reveals a significant gap between the perceived importance and the level of training received in research training, class management, and academic life. MJP)

Reviews studies and journal articles to collect suggestions for increasing individual student involvement in small-group activities. Briefly addresses the lack of student productivity during these activities. Includes a descriptive table of all articles appearing in "Teaching of Psychology" between 1974 and 1995. (MJP)