Aspirational Model Teaching Criteria for Psychology

Abstract

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

Studying Excellence in Teaching: The Story So Far

“…; Richmond et al. , ). These criteria include training, syllabi construction, course content, instructional methods, assessment processes, and student evaluations of teaching (see Table ).…”

“…A recent effort aimed to create a coherent summary of these key elements led to the development of Model Teaching Criteria (Boysen, Richmond, and Gurung ; Richmond et al. , ).…”

“…Specifically, then STP President Regan Gurung charged task force members with providing psychology teachers with an external standard with which they could document their consistency with model teaching practices (Richmond et al. ). Documentation could come in the form of self‐reports or self‐assessments.…”

“…Teachers can demonstrate this criterion by publishing in their respective content area and by engaging in continuing education in their area (Richmond et al. ). Second, model teachers constantly seek training or self‐training on knowledge of pedagogical theory and practice (Richmond et al.…”

“…Specifically, they focus on writing accurate and appropriate student learning goals, assessing student learning outcomes, and providing direct and useful feedback to students and engaging in SoTL (Richmond et al. ). For example, evaluation directness involves aligning assessments and evaluations with specific learning objectives within a course.…”