The STP Guide To Graduate Student Training in The Teaching of Psychology

The STP Guide to Graduate Student Training in the Teaching of Psychology
Edited by
Christopher Howard, Auburn University
William Buskist, Auburn University
Jeffrey Stowell, Eastern Illinois University
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Table of Contents
Preface.............................................................................................................. 5
Alabama
Alabama, University of............................................................................ 6

Auburn University ................................................................................... 8
California
Azusa Pacific University ......................................................................... 10

California State University—San Marcos................................................ 12
Delaware
Delaware, University of........................................................................... 14
Florida
Florida State University .......................................................................... 16

Florida, University of............................................................................... 19
Nova Southeastern University ................................................................ 21
Georgia
Augusta State University ........................................................................ 22

Georgia, University of ............................................................................. 24
Illinois
Illinois Institute of Technology................................................................. 26

Illinois, University of, Urbana-Champaign............................................... 28
Roosevelt University............................................................................... 31
Iowa
Northern Iowa, University of ................................................................... 33
Kansas
Emporia State University ........................................................................ 36

Kansas, University of.............................................................................. 38
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Louisiana
Louisiana Tech University ...................................................................... 40

New Orleans, University of ..................................................................... 43
Massachusetts
Harvard University .................................................................................. 45

Suffolk University.................................................................................... 47
Michigan
Eastern Michigan University ................................................................... 48
Mississippi
Mississippi, University of ........................................................................ 50
Missouri
Missouri, University of, at Kansas City ................................................... 52
New Hampshire
New Hampshire, University of ................................................................ 54
New York
C.W. Post College of Long Island University .......................................... 57

Queen’s College of the City University of New York............................... 58
Syracuse University................................................................................ 61
North Carolina
Appalachian State University.................................................................. 63
Ohio
Akron, University of ................................................................................ 65

Wright State University ........................................................................... 67
Oregon
Oregon, University of.............................................................................. 69
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Pennsylvania
Lehigh University .................................................................................... 71

St. Joseph’s University ........................................................................... 73
Tennessee
The University of Memphis ..................................................................... 74
Texas
Angelo State University .......................................................................... 76

Our Lady of the Lake University ............................................................. 77
Stephen F. Austin State University ......................................................... 79
Texas A & M University at College Station ............................................. 81
Texas A & M University at Commerce.................................................... 83
Texas Tech University ............................................................................ 85
Texas, University of, at Austin ................................................................ 88
Utah
Brigham Young University ...................................................................... 90
Vermont
Vermont, University of ............................................................................ 92
Virginia
George Mason University ....................................................................... 94

Old Dominion University ......................................................................... 96
Virginia Commonwealth University ......................................................... 97
West Virginia
West Virginia University.......................................................................... 99
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Preface
As incredible as it may seem, there was a time when many, if not most, psychology
graduate students received little or no training in the teaching of their discipline at the college
and university level. What’s even more incredible is that some graduate programs still live in the
pedagogical dark ages and continue to toss their graduate students into the undergraduate
classroom with little or no preparation, training, or supervision! At best, this practice is ignorant;
at worst, it is unethical. Indeed, it seems unconscionable to put graduate students, or for that
matter, even professors, into the classroom who have had little or no preparation for the job
their departments ask them to do.
Of course, as long as there have been colleges and universities, there has been the
sentiment that if you have a college degree—undergraduate or advanced—you have all the
preparation necessary to teach. But, as decades of research in educational psychology, in
general, and the teaching of psychology, in particular, have taught us, knowing the subject
matter is one thing—knowing how to teach it well is something completely different. Your
experience as a student likely substantiates this point: You have probably taken classes from
bright and knowledgeable professors who were not very good teachers. Despite the fact that
these professors knew an awful lot about their subject matter, they just simply couldn’t convey
that knowledge to their students or get them interested or excited about the material.
Fortunately, the growing awareness of the importance of teaching graduate students to
become competent teachers of psychology has prompted many graduate programs to provide
training and supervision experiences to their graduate teaching assistants and graduate
teachers of record. These experiences span the gamut from a pre-semester workshop lasting a
few hours to entire courses on the teaching of psychology to completing a special program that
yields a certificate or degree in college and university teaching.
We created the present volume to share with you the variety of training and supervision
experiences that are currently being practiced throughout the US. The programs highlighted in
this volume offer insightful ways of preparing the new psychology professoriate to become
competent college and university teachers. Our hope is that this volume will stimulate more
interest and dialogue in developing rigorous and useful training and supervision programs for
psychology graduate students aspiring to academic careers. We also hope that increased
interest in the training of graduate students in the teaching of psychology will lead to a second
edition of this volume—one more inclusive and comprehensive than the first.
The present volume contains descriptions of nearly 50 graduate programs in 25 states
that provide their graduate students training in the teaching of psychology or in college and
university teaching. The book includes descriptions of such training at the both the Master’s
degree and PhD levels. We have organized the volume alphabetically by state and then by
institution for ease of locating particular training programs in specific geographic areas. As
editors, we are truly grateful to all of the individuals who contributed to this volume, especially
for their dedication to the preparation of the next generation of the psychology professoriate.
Christopher Howard—howarcr@auburn.edu
William Buskist—buskiwf@auburn.edu
Jeffrey Stowell—jrstowell@eiu.edu
June 2007
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Department of Psychology
University of Alabama
Tuscaloosa, Alabama
http://psychology.ua.edu/
Contact Person: Steven Prentice-Dunn

E-mail: sprentic@bama.ua.edu
Office Phone: 205-348-1940
Web site: http://bama.ua.edu/~sprentic
Graduate Degrees Offered: MS, PhD
Graduate Program Description
PhD programs in clinical psychology and experimental psychology focus on developing

skilled researchers and college instructors. The Department trains psychologists as
scientists and scientist-practitioners by providing broad research training, substantive
academic concentrations, and opportunities for teaching and applied experience.
There are four concentrations in the clinical program—clinical child, clinical health,
clinical geropsychology, and psychology and law. There are three concentrations in the
experimental program—cognitive psychology, developmental science, and social
psychology.
Description of On-Campus Opportunities for Teaching as a Graduate Student
Beginning students with GTA assignments teach lab sections of the undergraduate
research course and also assist with faculty-taught courses.
Approximately 95% of advanced students choose to take PY 695: Teaching of

Psychology. Students have full responsibility for a section of 35 introductory psychology
students. During a weekly, 2-hour seminar, students share ideas for lectures, discuss
student issues, and review assigned readings on various topics including active learning
techniques, tests, diversity, Web site construction, evaluation of teaching, and the
experiences of new faculty.
Students receive feedback through several means. Early in the semester they observe
and provide feedback to two of their colleagues. At the beginning and end of the
semester, students collect numerical ratings and narrative comments from their own
class. Three times during the semester, students videotape their teaching and then
attend an individual consultation session with the faculty supervisor.
A link to the Teaching of Psychology Web site is available at http://bama.ua.edu/~sprentic.

Several publications describe the content the Teaching of Psychology course and its
impact on graduate students’ instructional skills and knowledge of psychology. The
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latest is McElroy and Prentice-Dunn (2005): Graduate students’ perceptions of a
teaching of psychology course. Teaching of Psychology, 32, 122-124.
After completing the Teaching of Psychology course, students are eligible to teach
upper-level undergraduate courses, including statistics, abnormal, social, psychology-
law, cognitive, experimental, and development. Recently two students team-taught a
senior-level seminar on race and culture.
Description of Training for Teaching at the College and University Level
The Graduate School holds a two-day session each fall for new GTAs. Basic
instructional skills, ethics, and campus resources are covered. The University’s Faculty
Resource Center offers several workshops each semester such as Web site
construction and Web-CT. The center also hosts numerous presentations during the
annual Exploring Excellence in Teaching Week
Opportunities for Off-Campus Teaching
Shelton State Community College (Enrollment 9,000)

Stillman College (Enrollment 500)
Awards and Other Forms of Recognition for Outstanding Teaching
Paul S. Siegel Teaching Award: Given annually to the top graduate student-instructor in
the Department.
Excellence in Teaching Award: The Siegel Award winner is the department’s nominee
for this competition among the 24 Arts and Sciences departments. The Arts and
Sciences winner then competes at the University level. Our students have won at both
levels.
Employment Prospects
Graduates have held faculty positions at several institutions, including:
Birmingham-Southern College Oklahoma State University

Colorado College University of Kansas
Florida State University University of Washington
George Mason University
Additional Comments
The department pairs systematic training in teaching with opportunities to teach a

variety of courses.
7
Auburn University
Auburn, Alabama
http://www.auburn.edu/academic/college_of_liberal_arts/psychology/
Contact Person: William Buskist

E-mail: buskiwf@auburn.edu
Web site: http://www.auburn.edu/~buskiwf/
First-year graduate students typically serve as 1/3 time paid Graduate Teaching
Assistants (GTAs) for our Introductory Psychology courses. Students in their second
year and beyond often serve as 1/3 or ½ time paid GTAs for upper-division courses or
Teachers of Record (ToRs) for selected undergraduate courses (e.g., Introductory
Psychology, Research Methods, Statistics, Learning).
First-year graduate students who serve as GTAs take a year-long course entitled
Teaching of Psychology. The course meets twice weekly and is intended both to assist
students in their teaching assistantship and to provide experience with theory and
research related to college and university teaching in general and the teaching of
psychology in particular.
At the end of their first year of graduate school, students may enter the Teaching
Fellows Program, which allows them to receive additional training in college and
university teaching/teaching of psychology and to become eligible to become ToRs
(ToRs are responsible for all aspects of teaching their own courses).
All GTAs and ToRs are observed by at least one faculty member each semester and
receive both verbal and written feedback from that faculty member regarding their
preparation for teaching and their classroom performance.
Some graduate students elect to join Auburn University’s Preparing Future Faculty
(PFF) program, which is offered through the Biggio Center for the Enhancement of
Teaching and Learning. This year-long program entails attending a bi-weekly seminar
and visiting nearby college campuses (primarily community and four-year colleges)
where the graduate students may shadow faculty members, attend faculty and other
meetings, and give guest lectures.
8
Our graduate students have taught part-time at Southern Union State Community
College, Alabama State College, and LaGrange College. All of these schools are within
1 hour driving time from Auburn University.
The Psychology Department and Auburn University offer several awards for graduate
student teaching. Within the department, we offer the First-Year GTA of the Year Award
(voted upon by all the first-year GTAs), the GTA of the Year Award (voted upon by the
Psychology faculty), and the Teaching Fellows Award (given to all graduate students
who complete the Teaching Fellows program). Within Auburn University, the College of
Liberal Arts gives its annual Graduate Teaching Assistant Teaching Excellence Awards
(given to best GTAs across the College’s 12 departments).
Former Auburn University Psychology Department GTAs and ToRs are teaching at
various institutions across the United States, for example:
Alabama State University Indiana Southeast University

Armstrong Atlantic University James Madison University
Georgia State College and University Spaulding College
Hampton-Sydney College Tuskegee University
Idaho State University University of North Alabama
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Department of Graduate Psychology
Azusa Pacific University
Azusa, California
http://www.apu.edu
Contact Person: Sheryn T. Scott, PhD

E-mail: sscott@apu.edu
Graduate Degrees Offered: MA, PsyD
Students have the opportunity to teach individual class sessions for which they have
expertise. Teaching assistants work with full-time faculty for a semester. They serve as
lab instructors, grade papers, and teach classes in conjunction with the assigned
professor. Students teach in our Master of Arts program as adjunct instructors
(Teachers of Record).
We do not have a formal class in teaching skills. Individual instructors provide

supervision and training to the students with whom they work. Students who are
Teachers of Record either in the undergraduate program or for the Master of Arts
program are evaluated by their students and the chair of the department.
Our students have the opportunity of teaching in the undergraduate psychology

department. In addition, many students teach part-time at local two year colleges. Citrus,
Mt. San Antonio, and Pasadena City College are all within forty-five minutes of campus.
At graduation, students who have offered extensive support to the Department of

Graduate Psychology are recognized and given a small honorarium. Students who
serve as adjunct faculty are paid at the same rate as anyone else who has a Master’s
degree. Students who are Teaching and Research Assistants receive partial tuition
remission and a small stipend each month. Students who teach with mentor teachers
may receive unit credit if they desire.
Employment Prospects (We have only had graduates since 2001)
Two of our former students are regular faculty in our graduate psychology department.
Students have also taught or are teaching at:
California State University, Fullerton California State University, San

Bernardino
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Chicago School of Professional Manhattan Christian College
Psychology Phoenix Seminary
East Los Angeles Community College Point Loma Nazarene University
Eastern Oregon University South Mountain Community College
Grand Valley State University Warner Pacific College
11
California State University, San Marcos
San Marcos, California
http://www.csusm.edu/psychology/ma_program.htm
Contact Person: Soheyla Mohseni (Administrative Coordinator)

E-mail: smohseni@csusm.edu
Graduate Degree Offered: MA
Our program is a general experimental program that is mentorship based. Our program
is designed to prepare students for doctoral programs; positions in business, industry,
and the public sector; or for academic careers at the two-year college level.
All full-time graduate students enroll in PSYC 680 Teaching of Psychology, during the
fall semester of their second year. This course consists of a two-hour weekly seminar
with a full-time faculty member and is designed to help graduate students develop the
skills needed as a classroom instructor. In addition, each student is responsible for a
one-hour weekly discussion section of introduction to psychology. Outstanding graduate
students may be offered the opportunity to lead discussion sections in the spring, and
are compensated as teaching assistants.
There are three local community colleges, MiraCosta, Miramar, and Palomar Colleges,
where our MA graduates have taught or are teaching part-time. MiraCosta and Palomar
Colleges are feeder schools for our institution. In some cases, our MA graduates have
returned to teach at the institution from which they received their AA.
An interesting off-campus teaching opportunity is the San Diego and Imperial Counties
Community College Association (SDICCCA) Regional Faculty Internship Program. This
program is an initiative by the SDICCCA (in cooperation with San Diego State
University) to identify, prepare, and help place people interested in teaching at
community colleges in California. Interns are selected by one of the 10 community
colleges that make up SDICCCA. They participate in a graduate institute sponsored by
SDSU before and during the internship experience. The institute begins in the summer.
In the fall semester, interns work closely with a campus mentor. If successful, and if
there is an available course, interns will be given a section of a class to teach in the
spring semester. Two of our former students participated in the program; we waived our
PSYC 680 Teaching of Psychology course because of their attendance in the graduate
institute.
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Below are institutions where MA graduates are teaching full-time, institutions where MA
graduates are currently teaching or have taught part-time, and institutions where MA
graduates who went on to earn PhDs are now assistant professors.
Cerritos College Palomar College

College of Mount St. Vincent Saddleback College
Fullerton College St. Petersburg College
Minnesota State University, Mankato University of Arkansas
MiraCosta College University of North Carolina
Miramar College Willamette University
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University of Delaware
Newark, Delaware
http://w3.psych.udel.edu/
Contact Person: Beth Morling

E-mail: morling@udel.edu
Web site: http://w3.psych.udel.edu/people/faculty/morling.asp
Graduate Degree(s) Offered: PhD
The University of Delaware (UD) offers the PhD in four areas: Clinical, Social, Cognitive,
and Behavioral Neuroscience. We do not offer terminal Master’s degrees.
The goal of the program as a whole is to train researchers who will broaden the base of
scientific knowledge on which the discipline of psychology rests. The major emphasis is
on preparation for research, and in the case of Clinical Psychology, on clinical training
as well. However, graduate students who are interested can take advantage of training
opportunities in undergraduate teaching. Our clinical training program is accredited by
the American Psychological Association.
Most graduate students serve at least one year as a Teaching Assistant (TA). A typical
TA assignment is half-time (20 hours per week) and would normally include assisting
with two classes (e.g., two large sections of General Psychology, or a section of
Cognition and a section of Sensation and Perception).
After graduate students have earned a Master’s degree or equivalent (through a

successful second year research project), and after they have completed the Teaching
Practicum course (PSYC867), they may become Teachers of Record for their own
sections. One venue for new graduate students to develop their teaching skills is the
Teaching Fellow program (3 or 4 students per year). Students earn a 20-hour stipend
and are fully responsible for teaching their own section, usually of Research Methods. A
faculty mentor meets weekly with the Teaching Fellows to discuss how the course is
going. The faculty mentor also visits the Teaching Fellows’ classrooms to give
developmental feedback.
Another venue for graduate students is by teaching in UD’s Continuing Education

(evening college) division, or by teaching during Winter session and Summer Session.
Advanced graduate students may teach their own sections on the main campus during
the regular semester.
14
Each fall the psychology department offers a 3cr Teaching Practicum course, PSYC867.
Students read about the scholarship of teaching, talk with guest speakers, discuss
teaching techniques, visit professors’ classes, and present their own sample lesson
plans. Psychology Teaching Fellows (see description in previous section) are
supervised weekly and observed in the classroom at least twice per semester.
In a separate program at the University level, any UD graduate student can earn a
“Higher Education Teaching Certification,” offered by faculty in the university’s Center
for Teaching Effectiveness. Students take courses in Learning, Pedagogy, Faculty
Roles, and the Academic Job Search. Each of the courses is offered annually. For more
information visit the Web site: http://cte.udel.edu/certificate.html.
Our graduate students have taught mainly at the University of Delaware and its
associated campuses (Continuing Education Division, and the Associate in Arts
program). Newark, Delaware is within 1 hour’s driving time to many colleges in
Philadelphia, Southern New Jersey, and Maryland. However, our graduate students are
usually able to obtain adequate funding through the University, so they typically have
not pursued teaching elsewhere.
At the university level, TA’s can be awarded an Excellence in Teaching award (two or
three awardees are recognized across the University annually).
University of Delaware alumni are very successful in the academic job market, both in
teaching colleges and in larger research universities. Some of the institutions at which
our alumni are teaching include:
American University Stony Brook University

Calvin College University of Connecticut
Farleigh Dickinson University University of Florida
Fuller Theological Seminary University of North Carolina
Kutztown University University of Washington, Pullman
Lakeland College Campus
Roanoke College University of Wisconsin, LaCrosse
Seton Hall University Wittenburg University
Southern Connecticut State Yale University
St. Mary’s College of Maryland
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Florida State University
Tallahassee, Florida
http://www.psy.fsu.edu
Contact Persons: Mark H. Licht Ellen Berler

E-mail: mlicht@psy.fsu.edu E-mail: berler@psy.fsu.edu
Office Phone: 850-644-4079 Office Phone: 850-644-2040
First-year graduate students often serve as departmental assistants for large lecture
courses helping instructors proctor and grade exams and assignments. Some first year
and advanced students may serve as teaching assistants for laboratory courses (i.e.,
Research Methods in Psychology, Cognitive Psychology, Conditioning and Learning,
Physiological Psychology, and Sensation and Perception), running the laboratory
portion of the course. Students in their second year and beyond who have completed
the department’s teacher training program can be assigned their own 3- or 4-credit
undergraduate lecture courses with responsibility for all aspects of the course, under the
supervision of a faculty member. The courses most frequently taught by these graduate
students are: General Psychology, Social Psychology, and Research Methods in
Psychology. Some advanced graduate students also have taught Cognitive Psychology,
Psychology and the Law, Adolescent Psychology, Brain and Behavior, Abnormal
Psychology, and Clinical and Counseling Psychology.
Preparation for teaching is identified among the general goals of graduate education in
psychology at FSU. Our teacher training program requires that any student wishing to
assume responsibility for teaching an undergraduate lecture course must first complete
a two semester long practicum in the teaching of psychology. The first semester course,
taught in the spring of each academic year, includes didactic instruction in and
discussions of pedagogy and university/department teaching policies. The course also
includes observations of experienced teachers, videotaped practice micro-lectures with
faculty, peer, and undergraduate student feedback, guest lectures in on-going classes
with faculty, peer, and undergraduate student feedback, and development of an initial
teaching portfolio. The second semester course, offered in the summer of each
academic year, is for those graduate students who have successfully completed the
spring teaching course and will be assigned to teach their own course(s) in the next
academic year. This summer course involves supervised preparation of the syllabus,
lectures, visual aids, demonstrations, exams, and other course materials for their first
course assignments. In addition to supervision from the faculty instructor, the graduate
students in the summer course are encouraged to work cooperatively with each other
and to seek input from more experienced graduate student teachers in their course
16
preparations. This experience sets the stage for continued cooperation and mutual
support among the graduate student teachers throughout their teaching experiences in
our department.
Each semester in which the graduate student is teaching a course, a faculty supervisor
continues to provide advice on course preparation, materials, and conduct. The
supervisor also conducts and provides feedback on classroom observations, and is
available for questions and advice throughout the semester.
Each year, one advanced graduate student teacher is selected as the Senior TA. The
Senior TA helps in the supervision of the less experienced graduate student teachers,
maintains the TA office (which includes phone, computer access, teaching materials,
books, cubicles for meeting with students, etc.), and is a general liaison with the faculty
and administration for any issues involving the graduate student teachers.
In addition to the department’s teacher training program, described above, the university
provides exceptional resources to enhance the quality of teaching at FSU through its
Center for Teaching and Learning. Workshops and other resources are provided on a
regular basis, and instructors (including graduate student teachers) can obtain
additional assistance in designing and delivering courses, assessing student
performance, and integrating technology into the classroom. Online resources may be
obtained at http://online.fsu.edu/instructor/.
Graduate student teachers may elect to participate in Preparing Future Faculty (PFF), a
nationally-based program designed to prepare students for the full range of faculty roles
subsumed by the terms of teaching, research, and service. In addition to attending
seminars/workshops, participants observe and experience how these responsibilities
are carried out at academic institutions with varying missions and diverse student
bodies. In addition to their experiences on our campus, these graduate student teachers
visit nearby community and/or four-year colleges where they observe faculty members,
attend faculty meetings, and give guest lectures.
Some of our graduate students have taught part-time at Tallahassee Community

College, which is only a few miles from our campus.
The Psychology Department annually awards a scholarship for graduate student

teachers in the name of Joseph H. Grosslight, a former chairperson, to recognize and
encourage excellence in undergraduate teaching. The department provides funding for
the recipient of the scholarship to attend a regional or national teaching conference.
Through its Program for Instructional Excellence (PIE), Florida State University annually
grants Outstanding Teaching Assistant Awards. Graduate student teachers are
17
nominated for these awards by faculty and undergraduate students. The nominees
submit teaching portfolios and the department solicits confidential evaluations from
previous undergraduate students. The compiled materials assess instructional skills,
course structure, accessibility and rapport, and other criteria. Psychology graduate
students often win this award.
Below is a partial list of institutions at which former Florida State University Psychology
Department graduate student teachers have taught or currently are teaching:
East Tennessee State University Texas A&M University

Florida Institute of Technology University of Florida
Florida Southern College University of North Carolina-Greensboro
Furman University University of South Florida
Oklahoma State University Washington University-St. Louis
Kwame Nkrumah University of Science & Technology in Ghana
18
University of Florida
Gainesville, Florida
http://www.psych.ufl.edu/
Contact Person: Greg J. Neimeyer, PhD, Graduate Coordinator

E-mail: neimeyer@ufl.edu
The University of Florida offers doctoral programs in behavior analysis, behavioral

neuroscience, cognitive and sensory processes, counseling, developmental psychology
and social psychology. All programs require teaching introductory or foundational
courses in the department.
Opportunities are available for serving as a teaching assistant, laboratory assistant, or

graduate instructor in introductory or foundational courses within the discipline.
Teaching stipends average $13,000 (plus tuition remission), and vary commensurate
with the level of instructional responsibility. Teaching Assistants earn approximately
$12,500, Lab Instructors earn approximately $14,000 and Graduate Instructors earn
roughly $15,000 per academic year for teaching one course per semester.
The university supports the University Center for Excellence in Teaching, which
sponsors a wide variety of focused programs that target critical teaching topics. Topics
range from things like syllabus construction and multimedia utilization, to issues such as
how to deal with disruptive students, methods of measurement and evaluation, and the
integration of instructional technology or service learning into classes.
In addition, the Office of Academic Technology provides extensive instructional support

in relation to all aspects of teaching technology, including web-based instruction, hybrid
course development, digital video, web-design, and an extensive array of software
training programs for classroom use and data management.
Opportunities for serving as an adjunct professor of psychology are regularly available

at Santa Fe Community College, a nationally recognized community college located in
Gainesville, approximately 10 miles from the University of Florida campus.
19
Excellence in graduate student teaching is recognized through a number of different

outlets. The graduate school recognizes Outstanding Graduate Student Teachers
annually, as does the Department of Psychology, which awards the Allyn & Bacon
Department of Psychology Outstanding Graduate Student Teaching Award each year.
Recipients of both awards are recognized with a plaque and a stipend in recognition of
the excellence of their teaching contributions.
Students find employment in a wide array of college and university settings, including:
Iowa State University University of Nevada-Las Vegas

Lehigh University University of North Florida
Rhodes College University of Notre Dame
Stetson College University of Wisconsin
San Diego State University
University of Central Florida
Additional Comments:
All teaching is supervised by a faculty member who provides written evaluations and
feedback to students in addition to instructional support and consultation regarding
course development, implementation, and evaluation. Formal credit-bearing courses on
the teaching of psychology are available. In addition, non-credit training, tutorials and
workshops are available through the University Center of Excellence in Teaching and
the Office of Academic Technology.
20
Center for Psychological Studies
Nova Southeastern University
Fort Lauderdale, Florida
http://www.cps.nova.edu/
Graduate Degrees Offered: MA/MS, PhD, PsyD
Description of On-Campus Opportunities for Graduate Teaching Assistant
To qualify as a graduate assistant for the clinical psychology program, one must be
enrolled in the doctoral program and must have already completed the course they want
to teach. Graduate Teaching Assistants are reimbursed at the rate of $1,000 per course.
The center does not offer formal training opportunities for teaching.
Area schools, at which our graduate students have taught in addition to the NSU
Farquhar Colleges of Arts and Sciences, include Broward Community College, Florida
Atlantic University and Keiser College.
Boston University St. Joseph’s College

Brown University University of Massachusetts
Colorado State University University of Miami
Dartmouth University University of North Carolina
Eckerd College University of Pennsylvania
Florida Atlantic University University of Virginia
Florida International University Wellesley College
Georgetown University Wright State University
Muhlenberg College Yale University
Nova Southeastern University
21
Augusta State University
Augusta, GA
http://www.aug.edu/psychology
Contact Person: Deborah South Richardson

E-mail: drichardson@aug.edu
Web site: http://www.aug.edu/psychology
Graduate Degree Offered: MS
Students may acquire some teaching experience as graduate assistants to individual

faculty. They may register for a Teaching Internship course, typically during their second
year in the program.
Students who take the Teaching Internship course gather hands-on experience in the
classroom under the supervision of a teaching mentor. They present two or three
lectures during the semester, assist with test preparation and grading, and schedule
office hours to meet with students. The Teaching Internship also has an in-class
component during which students meet with a teaching supervisor to discuss their
teaching experiences and read and discuss literature on the scholarship of teaching and
learning. In addition, students also prepare a detailed syllabus as part of this component
of the class. Teaching Internship is typically offered every semester.
Students sometimes seek mentors at local colleges such as Augusta Technical College
or University of South Carolina, Aiken.
We do not offer special awards for teaching or for graduate assistants. However,
teaching experience and expertise are considered when selecting our Outstanding
Graduate Student each year.
For our students who apply to doctoral programs, the teaching experience is often a
benefit as they are clearly prepared to become teaching assistants. Our students have
become teaching assistants and instructors at the following locations:
22
Aiken Technical College Piedmont Technical College
Auburn University Texas Tech
Augusta State University University of Arkansas
Augusta Technical College University of Florida
Cape Fear Community College
23
University of Georgia
Athens, Georgia
http://www.uga.edu/psychology
Contact Person: Dr. Patricia Miller

E-mail: phmiller@uga.edu
Web site: http://www.uga.edu/psychology/faculty/pmiller.html.
The Psychology Department serves approximately 130 graduate students. It is

organized into six programs for graduate study: Clinical, Cognitive/Experimental,
Industrial/Applied, Life-Span Developmental, Neuroscience and Behavior, and Social
Psychology. Research is the department’s primary mission. However, there are
opportunities for graduate students to explore training in teaching.
The primary mechanism for teacher training is the awarding of Graduate Teaching
Assistantships (GTAs) to post-Master’s degree students and Teaching Assistantships
(TAs) to pre-Master’s degree graduate students. Approximately 60% of graduate
students are funded by GTA or TA positions each semester (other students are
supported by research and administrative assistantships). GTAs most often serve as
the Teacher of Record or as lab instructor for lower-level undergraduate courses, such
as Research Methods, Statistics for the Behavioral Sciences, and the Psychology of
Adjustment. Advanced GTAs may also teach sections of upper-level undergraduate
courses, such as Abnormal Psychology, Anxiety Disorders, Psychology of Parenting,
and Careers in Psychology. TAs usually assist in large lecture sections of introductory
psychology courses, teach laboratory sections of lower-level undergraduate courses like
those listed above, or teach laboratory sections associated with upper-level core
psychology courses (e.g., Cognitive, Developmental, Workplace, Social, and
Physiological and Comparative Psychology). Pre-Master’s teachers receive a tuition
waiver and an academic year salary of $10,043; Post-Master’s teachers receive a
tuition waiver and an academic year salary of $10,710.
At the University level, the Center for Teaching and Learning (CTL) helps GTAs and
TAs find resources and prepare for careers in higher education. Prior to each fall
semester, CTL hosts an orientation to provide teaching assistants with guidance
regarding their teaching responsibilities. This office also maintains a teaching resource
Web site and publishes a Teaching Assistant Newsletter twice per year. Graduate
24
students who have no prior teaching experience at the college level enroll in PSYC
7700, a course in departmental training for teaching, before being assigned teaching
responsibility.
The Graduate School sponsors a Teaching Assistant Mentor program that is

coordinated by CTL. This program brings together a select group of graduate students
from across the University, all of whom have been recognized for outstanding teaching,
to participate in a year-long mentoring program. The program emphasizes the
development of teaching philosophies and using them to shape one’s classroom
environment. Other topics, such as online learning and the use of technology in the
classroom, are also explored. Participants become teaching mentors to the graduate
students in their respective departments and develop teaching resources that serve
their specific departmental needs.
The Graduate School also offers a Teaching Portfolio Certificate Program and a
Graduate School Interdisciplinary Certificate in University Teaching. The goal of these
programs is to assist doctoral students in developing their teaching skills as Graduate
Teaching Assistants (GTAs) and prepare them for future academic positions. These
programs are available to all graduate student teachers.
Graduate students at the University of Georgia often teach at area colleges within a 15-
minute drive of campus, including Athens Technical College, Peidmont College, and the
Oconee Campus of Gainesville State University.
The Psychology Department annually awards several Outstanding Graduate Teaching

Awards, an Excellence in Graduate Teaching Award, and the Charles L. Darby Award
for Excellence in Teaching. At the University level, outstanding teaching is recognized
by yearly awards including the Excellence in Teaching Award, the Outstanding
Teaching Award, the Teaching Portfolio Certificate, and the Certificate in University
Teaching.
Recent graduates are now teaching at:
Appalachian State College Maryland State University

Berry College Murray State University
California University of Pennsylvania Northern Arizona University
Claremont McKenna College Oglethorpe College
Clemson State University Spelman University
Eastern Kentucky University University of Cincinnati
Harvard University Western Kentucky University
25
Institute of Psychology
Illinois Institute of Technology
Chicago, Illinois
http://www.iit.edu/~psych/
Contact Persons: M. Ellen Mitchell, PhD Jack Spani (Admissions)

E-mail: psychology@iit.edu E-mail: psychology@iit.edu
Office Phone: 312-567-3500 Office Phone: 312.567.8945
Teaching Assistantships (TA) are available for graduate students and vary by individual
program. Students serve as TAs for undergraduate courses. TA duties can include
grading papers, administering tests, and occasional lecturing. Curricula and lecture
material are supervised by the faculty member, who serves as mentor for the TA. There
is tuition reimbursement and stipend awarded for TA positions. Advanced students may
also serve as Student Instructors for selected undergraduate courses. The curricula and
material to be covered are established by faculty members who also serve as mentors.
Some students also create new courses based on their areas of interest and are
monitored by faculty members.
Faculty members serve as mentors to Teaching Assistants and Student Instructors.

They meet on a regular basis or as needed. There are no special courses or training
seminars. Instead, faculty mentors aid students in developing the skills needed to be a
successful instructor.
There are numerous colleges and universities in the Chicago area, many of which have
openings for part-time instructors. Notices from area institutions seeking instructors are
posted for students interested in such positions. Area colleges where students have
taught include Elmhurst College, Governor’s State University, Roosevelt University,
Chicago School of Professional Psychology, Harper Community College, College of
DuPage, and UIC.
IIT recognizes an Outstanding Graduate Teaching Assistant of the Year, “who has
shown extraordinary dedication and commitment to undergraduate education.” Students
are nominated by the faculty and are chosen by the university.
26
Below is a list of colleges and universities where our graduates have taken jobs:
Bradley University Rutgers University

Chicago School of Professional University of Michigan
Psychology University of Southern Mississippi
Elmhurst College University of Texas at Arlington
Illinois Institute of Technology Western Michigan University
Louisiana State University
27
University of Illinois, Urbana-Champaign
Champaign, Illinois
http://www.psych.uiuc.edu/
Contact Person: Sandra Goss Lucas, PhD

E-mail: gossluca@uiuc.edu
The Psychology program is comprised of eight divisions: Biological, Brain and Cognition,
Clinical/Community, Cognitive, Developmental, Quantitative, Social-Personality-
Organizational, and Visual Cognition and Human Performance. Each division offers
undergraduate courses utilizing their graduate students as TAs. In addition Psychology
100, the Introductory Psychology program, employs graduate student instructors across
divisions.
Every graduate student is required to be a Teacher of Record (e.g. responsible for the
course for at least one course one semester). In addition, many divisions encourage
their graduate students to teach different courses at different levels. Every graduate
student in our department is guaranteed a 50% stipend—to be earned as an RA
(Research Assistant) or a TA (Teaching Assistant). Some divisions have more external
funding and thus their students will be RAs more than TAs while other divisions will
support most of their graduate students through Teaching Assistantships. A 50%
appointment, no matter how it is earned, pays $1,650.00 a month/9 mo. guarantee.
Every new TA is required to participate in the Psychology Department New TA

Orientation, offered before the Fall semester. (Those who begin teaching in the Spring
semester, a very small number, participate in the All-Campus New TA Orientation.) The
Department Orientation is a 2 ½ day orientation, covers teaching techniques, evaluation
instruments, grading, student diversity, campus and departmental guidelines and
resources, and classroom management techniques, among others. Participants are also
required to be videotaped while teaching a “micro-lesson” to a group of their peers.
They receive peer evaluation and then each participant reviews his/her video with a
faculty member for more feedback.
Graduate student instructors in Psychology 100 concurrently enroll in Psychology 570—

Principles and Methods of Teaching Psychology. This course provides background on
teaching the introductory psychology content, active learning ideas for teaching, and
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focuses on the research literature in teaching at the college level. In addition we
encourage all of the TAs to pursue our Campus Graduate Teaching Certificate (GTC),
as an indication of their interest and background in teaching. The minimum
requirements for the GTC are: (a) teach two semesters at UIUC, (b) attend a pre-
semester orientation on teaching at UIUC, (c) participate in 6 hours of continuing
education, (d) discuss and reflect on a classroom observation, (e) analyze and reflect
on informal and formal student feedback (See
http://www.cte.uiuc.edu/Did/TAs/GTC.htm for further information.)
Graduate students may also earn an Advanced Graduate Teaching Certificate. The
AGTC requirements may be found at http://www.cte.uiuc.edu/Did/TAs/AGTC.htm. They
include developing a teaching portfolio and a SoTL project. In addition there is a
university class on academic careers (Educational Organizational, Leadership 585), in
which students from across campus can enroll. The emphasis of this course is on
teaching at the college level.
There is no formal network that pairs our graduate students with other teaching
institutions in the area. However, several of our graduate students have taught a section
of introductory psychology at Parkland College. In addition, Wesleyan University (in
Bloomington/Normal, IL) has recruited a graduate student to teach a course on a short-
term basis.
Every TA on our campus who meets a minimum cut-off based on student evaluations
appears on the Center for Teaching Excellence’s “Incomplete List of Teachers Ranked
as Excellent.” This list is published in our campus newspaper and is considered
prestigious.
In addition, we give one Psychology Department “Award for Excellence in

Undergraduate Teaching by a Graduate Instructor” per year. This graduate student may
be nominated for the College of Liberal Arts and Sciences “Outstanding Teaching
Assistant” and the graduate student winning this award is nominated for the “Campus
Excellence in Undergraduate Instruction” award. Each “winner” receives a plaque,
monetary award, and recognition at each level’s award ceremonies.
Our campus has a “Celebration of Teaching Excellence” at the end of the academic
year in which outstanding teachers, mentors, and advisors from across campus are
recognized.
29
Our graduates end up in many different types of institutions. Below is a partial list:
Allegheny College St. Olaf College

Brown University Stanford University
Duke University Taepei Teachers College, Taiwan
Furman University Texas A&M University
Harvard University UCLA
Illinois State University University of California San Diego
Lakeland College University of Chicago
Michigan State University University of Michigan
Middlebury College University of Waterloo, Canada
North Dakota State University University of Wisconsin, Oshkosh
Ohio State University Yale University
Parkland College Yonsei University, Korea
Penn State Shenango
Additional Comments
Our department has a renewed focus on teaching and teaching excellence. More faculty
is being recruited to help with the Department TA Orientation and more graduate
students are being encouraged to teach Introductory psychology and thus have more
formal teacher training. Our graduate teaching program is a recruitment tool for potential
graduate students. The recognition of the importance of teaching and more specifically,
teaching excellence, will become even more important for us in the future.
30
Roosevelt University
Chicago, Illinois
http://www.roosevelt.edu/cas/sp/
Contact Persons: Steven Kvaal, PhD Steven Meyers, PhD, ABPP

E-mail: skvaal@roosevelt.edu E-mail: smeyers@roosevelt.edu
http://faculty.roosevelt.edu/kvaal http://faculty.roosevelt.edu/meyers
Graduate Degrees Offered: MA, PsyD
Students enrolled in our APA-Accredited PsyD program in clinical psychology have the
opportunity to teach at the undergraduate level. The program has a practitioner-scholar
orientation, and faculty embrace a range of theoretical orientations in their clinical and
scholarly work. A full description of our doctoral program can be found at:
http://www.roosevelt.edu/cas/sp/psyd.htm
Description of On-Campus Opportunities for Teaching as a Graduate Student:
After completing the Master’s degree, interested and qualified doctoral students may
teach undergraduate psychology courses within the Department of Psychology.
Students have full course responsibility as a Teacher of Record for classes such as
Introductory Psychology, Research Methods, Abnormal Psychology, Social Psychology,
Child Development, Stress Management, and others.
During the 2006-2007 academic year, students received a $2,100 stipend per course.
For each course they teach, students also receive a 50% tuition credit that is applied
toward a course for which they are enrolled. Students are eligible for tuition remission
after their first year of teaching.
Students receive training for teaching at the college and university level by completing
the Instructor Development course, which is offered once per year. This training
experience includes practical instruction, expert supervision and consultation, helpful
readings on college teaching, and hands-on learning activities. Topics addressed
include developing course goals, constructing syllabi, maintaining a supportive
classroom environment, lecturing effectively, using active learning, facilitating
discussions, evaluating students, using online instruction, embracing student diversity,
and professional issues in higher education. Participants learn these essential teaching
techniques during the seminar, engage in experiential activities to hone their teaching
skills, rehearse a wide range of teaching methods, reflect on their teaching during
31
videotaped consultation, and prepare a teaching portfolio that documents their teaching
expertise.
All of our doctoral students have taught within the Department of Psychology at
Roosevelt University. Many of these students have supplemented these teaching
experiences at other local institutions, including Harper College, Concordia University,
Purdue Calumet, St. Xavier University, and Harold Washington College.
Roosevelt University recognizes outstanding teaching through its competitive

Excellence in Teaching Award. All doctoral students who fulfill the requirements of
Instructor Development course receive transcript documentation and a certificate upon
completion.
Many of our graduates teach as part of their professional work after graduation. Several
alumni are adjunct faculty within our own department. Others have been employed at
colleges such as:
Chicago School of Professional Mercer County Community College

Psychology Triton College
Colorado Technical University
Additional Comments
We based the content of the Instructor Development course on national survey research
about effective training practices. Our doctoral students have the opportunity to conduct
research about college teaching as well. Many students have co-authored articles in this
area or co-presented at national and regional conferences. Our department is very
unique among PsyD programs because of the extensive teaching and training
opportunities that we offer to students.
32
University of Northern Iowa
Cedar Falls, Iowa
http://www.uni.edu/psych/
Contact Persons: Helen Harton Linda Walsh

Graduate Coordinator Teaching Fellow Coordinator
E-mail: helen.harton@uni.edu E-mail: linda.walsh@uni.edu
The Master’s program has a strong empirical orientation, emphasizing competence in

research methodology, and requiring that each graduate student satisfy a thesis
requirement. Students may choose one of three program emphases, Clinical Science,
Industrial-Organizational, or Social, or may choose an individualized study option.
First- and second-year graduate students may serve as ½ time (10 hrs/week) GTAs
assisting the Teachers of Record (ToR) in undergraduate courses such as Research
Methods, Statistics, Introduction to Psychology, Biopsychology, Developmental
Psychology, Health Psychology, Memory and Language, and Psychology and Law.
Graduate students serve as GTAs for different courses each semester.
At the end of their first year graduate students may apply to become Teaching Fellows
during their second year. Teaching Fellows serve as ½ time paid ToRs for sections of
Introductory Psychology taught at a local community college with which the graduate
program has developed a partnership.
Description of Training for Teaching at the College or University Level
Preparation for and guidance during the ½ time teaching assistantships is provided by
the ToR for the particular course. GTA responsibilities vary with the course but often
include assisting with grading of assignments, facilitating group work in class, assisting
in statistics or research methods lab sessions, running study sessions, or holding office
hours to answer student questions.
The preparation and guidance of the second-year Teaching Fellows has been
developing since this program began 3 years ago. In the summer between their first and
second years new Teaching Fellows, who may not be on campus at the time, receive
successive e-mails from the Teaching Fellow Coordinator providing readings and
guidance on the following topics: course design, creating a syllabus, lesson
planning/lecture preparation, selecting and preparing ancillary activities, demonstrations,
33
and media, appropriate use of PowerPoint and other teaching tools, the first day of
class, introduction to test construction and grading issues, teaching
resources/networking with other teachers, and some class activity options related to the
first few units likely to be covered during the semester. Fellows submit a first draft
syllabus, receive feedback, and then submit the syllabus they will be using in their fall
semester class. Fellows prepare teaching materials (lesson plans/PowerPoint lectures
and supporting activities/media) for two units, receive feedback, and share their plans
with other Fellows. Fellows also plan and share their plan for the first day of class.
During this time, Fellows also receive their texts and ancillaries, visit the community
college campus and check out their classrooms, and go through the community
college’s orientation for adjunct faculty.
During the fall semester of their second year Teaching Fellows take a two credit
Graduate Practicum in Teaching Psychology course to provide continuing teaching
preparation and support during their first experience as ToRs. In addition the Teaching
Fellow Coordinator is available to assist and advise Fellows at other times. A Practicum
in Teaching Psychology listserv also allows discussion and brain-storming on classroom
problems and issues outside of the weekly class meetings. Teaching Fellows are also
assigned an on-site mentor from among the full-time community-college faculty.
Teaching Fellows are observed by one or two faculty members each semester and
receive verbal and written feedback on their classroom performance. The community
college department head meets with and discusses the progress of each Fellow, as well
as the results of the formal student evaluations administered during the term. Verbal
and written feedback is also provided on a separate 30 minute videotaped sample of the
Fellow’s teaching.
A second year Teaching Fellow’s first experience as ToR is always off-campus at a

community college with which our graduate program in psychology has partnered. The
community college provides the funds that allow us to offer Teaching Fellowships, which
also qualify Fellows to pay in-state tuition rates. In exchange the graduate program
selects and mentors the Teaching Fellows.
Some experienced Teaching Fellows later teach part-time at near-by Wartburg College
or are hired as part-time adjuncts at Hawkeye Community College or here at the
University of Northern Iowa while completing their degrees.
Awards and Other Forms of Recognition
Our Teaching Fellowship program is still relatively new and, as yet, neither the graduate
program, Graduate College, nor the cooperating community college offer any awards
related to graduate student teaching.
34
After completing the Master’s degree, many of our former GTAs and Teaching Fellows
have gone on to PhD program where they serve as ToRs for classes. Several Teaching
Fellows also have obtained jobs with the Master’s degree teaching at two- and four-year
institutions, either as an adjunct or as full-time instructors. These students have taught
at institutions including:
Bay de Noc Community College Kirkwood Community College

Black Hawk College Lincoln Land Community College
City Colleges of Chicago Monmouth College
Coe College University of Northern Iowa
College of Lake County Wartburg College
Hawkeye Community College
Additional Comments
The partnership between a university graduate program and a local two-year college is
viewed as a success by all involved and is now being used as a model by other
graduate programs on campus seeking teaching opportunities and additional funding for
graduate students.
35
Department of Psychology and Special Education
Emporia State University
Emporia, Kansas
http://www.emporia.edu/psyspe/
Contact Person: Brian W. Schrader, PhD

E-mail: bschrade@emporia.edu
Graduate Degree Offered: MS
The department has 13 full-time and one part-time Graduate Teaching Assistantships
(GTAs) available for graduate students. Full-time assistantships can be renewed for up
to 2 years total. Stipends are for approximately $6,500 over a 9-month term and include
a full tuition waiver. GTAs teach one or two sections of Introduction to Psychology
courses their first semester and are fully responsible for all course content (i.e., teaching,
grading). After their first semester, GTAs continue to teach 1-2 sections each semester
and are eligible to teach some higher level courses including Developmental
Psychology, Applied Psychology, and the Psychology Lab.
New GTAs receive teaching, syllabus, mentor, and textbook materials to review
approximately 3 months before the fall semester. New GTAs also receive a 2nd Year
GTA mentor to help them over the summer. They attend a mandatory 3-day department
orientation the week before classes start in the fall semester as well as a 2-hour
university orientation the same week. Each semester, the GTAs enroll in a 1-hour
course called Introduction to University Teaching that meets every 2 to 3 weeks to
discuss teaching issues, concerns, and problems as well as provide constructive
feedback and support. GTAs are periodically reviewed by peers and faculty to offer
assistance, tips, and improve performance. Students construct a teaching portfolio and
their teaching performance is reviewed at the end of the semester.
Other GTA opportunities included teaching courses at the Flint Hills Technical College,
on-line courses, summer courses, and more advanced courses (e.g., Social Psychology,
Cognitive Psychology) as the need arises.
GTAs are eligible to compete for a variety of graduate level scholarships and awards
(e.g., Academic Achievement Awards, Graduate Teaching Assistant University Award
For Excellent Teaching, Boylan Scholarship Award). They are also eligible to receive
36
department and university money for travel and conference attendance related to
teaching.
Graduates from Emporia State University have obtained positions at the following
institutions:
Collin County Community College Murray State University

Creighton University Northwest Missouri State University
Cumberland College University of Indiana-Kokomo
Emporia State University University of Kansas
Friends University University of Southern California
Kansas State University University of Texas-Brownsville
Morningside College Washburn University
37
University of Kansas
Lawrence, Kansas
http://www.psych.ku.edu/
Contact Person: John Colombo

E-mail: colombo@ku.edu
Web site: http://www.people.ku.edu/~colombo/
Graduate Degree Offered: PhD
Students may be supported by half-time Graduate Teaching Assistantships (GTAs),

with base minimum of $10,000 plus merit increases in subsequent years. Students with
experience and meritorious performance as GTAs may seek appointments as Assistant
Instructors, which involve a higher pay schedule and listing as the instructor of record.
The University conducts a mandatory conference for all GTAs prior to the start of
employment that covers best practices. Our Center for Teaching Excellence offers
weekly seminars on teaching that are open to all faculty and graduate students. The
Graduate School offers a course and program in Preparing Future Faculty that involves
coursework and a mentorship program with faculty at other institutions. Finally, the
department has high standards for teaching as a unit, and seeks to integrate the
research and teaching missions of the Research I institution as much as possible.
Graduate students may obtain part-time positions teaching at area institutions such as
Johnson County Community College (Overland Park, KS), Baker University (Baldwin,
KS), Ottowa University (Ottowa, KS), or Washburn University (Topeka, KS). Supervision
of correspondence courses is also available through Continuing Education at the
University of Kansas.
The Graduate School offers numerous GTA awards, which are determined through a
process of student nomination and departmental support. Psychology GTAs have
regularly won these awards.
38
Students from the Psychology program are currently employed at various types of
institutions, including:
Mississippi State University University of South Alabama

Pennsylvania State University University of Southern Indiana
University of Georgia University of Virginia
39
Department of Psychology and Behavioral Sciences
Louisiana Tech University
Ruston, Louisiana
http://www.latech.edu/tech/education/psychology/
Contact Persons: Mary M. Livingston Alice P. Carter

E-mail: alice@latech.edu E-mail: maryml@latech.edu
Donna B. Thomas Tilman Sheets

E-mail: dthomas@latech.edu E-mail: tilman@latech.edu
Graduate Degrees Offered: MA, PhD
Louisiana Tech offers the following graduate degrees: MA in General Counseling, MA in

School Counseling, MA in Industrial/Organizational Psychology, MA in Educational
Psychology, and a PhD in Counseling Psychology.
The Doctor of Philosophy (PhD) degree in Counseling Psychology is accredited by the

American Psychological Association and embodies a balanced training experience
designed to train professional psychologists in the scientist-practitioner model.
Graduate teaching assistants (TAs) are fully responsible for the teaching of assigned
courses. Courses taught by TAs include introductory psychology, statistics, learning,
adolescent, and child psychology. The TA’s entire paid assistantship (20 hours per
week) is for teaching.
Louisiana Tech uses a mentoring approach to introduce the required doctoral level
teaching component. Two or three prospective teaching assistants are assigned to a
section of introductory psychology with an experienced professor who serves as mentor.
TAs meet with the mentor informally during the last quarter of their first year. University
requirements are explained, course topics are divided, and teaching expectations are
made clear. Expectations for the TAs include advanced preparation, attendance at all
classes, and lessons including class activities, demonstrations, and lectures or
PowerPoint presentations. Students jointly develop a syllabus with input from the
mentor. Whether they are presenting or not, all graduate TAs are required to review the
chapter and to e-mail answers to objective chapter material prior to the lecture. The
mentor and fellow TAs observe each class.
40
As the course progresses, TAs are encouraged to move from a PowerPoint/lecture
format to utilize demonstrations and more active learning techniques including group
activities/problem solving. Mentor feedback is e-mailed to the TA immediately after the
lecture. More general verbal feedback is provided and TAs discuss successes and
potential future changes. Mentor feedback is designed to reinforce teaching strengths.
Student comments are solicited about one-third of the way into the course and are given
directly to the TA who may choose to review them privately or discuss them with their
mentors.
TAs develop personal teaching styles emphasizing their strengths and their
personalities. To facilitate this process, they enroll in a 1 hour teaching and professional
issues class in the fall with another professor and are free to seek support from the
summer mentor or the teaching class professor/mentor. Once again, more emphasis is
on reinforcing strengths and problem solving than on critical evaluation. Through weekly
participation in this course students are exposed to and learn: (a) basic presentation
skills, (b) course preparation skills, (c) syllabus development, (d) assignment
development, (e) test construction, (f) grading procedures, (g) technology in the
classroom, (h) laws and policies regarding teaching, and (i) professional development
as an instructor. In concert with previous research, undergraduate students provide
formative and summative comment on instruction.
Our graduate students teach both day and evening classes at the main campus in
Ruston, LA.
The College of Education recognizes one outstanding graduate student each year.
Former Louisiana Tech TAs have taught or are teaching at various institutions across
the United States including:
Dartmouth College Louisiana Tech University

Eastern Connecticut University University of Alabama, Huntsville
Louisiana State University, Shreveport University of Louisiana, Monroe
Comments from Graduate Teaching Assistants
Because this experience was the first teaching experience for virtually all of the
graduate students, they had little previous experience in teaching or being mentored to
teach. The most persistent theme in student comments was that mentoring and the
summer teaching experience helped to reduce anxiety. The second most frequent
theme was that of having faculty and fellow students involved in initial teaching
41
experiences help in resolving unanticipated problems. The TAs found watching other
graduate students teach classes to be informative. Responses indicated comfort in
asking for advice and indicated feeling support from both faculty and fellow students.
One student described the evaluative process as gradual and no one indicated
discomfort with the mentoring process. The initial summer mentoring approach and
continued support and supervision was universally well received.
42
University of New Orleans
New Orleans, Louisiana
http://psyc.uno.edu/
Contact Person: Leighton E. Stamps, PhD

E-mail: lstamps@uno.edu
Most first year graduate students serve as Teaching Assistants (TAs) for a variety of
psychology courses. After completing the Master’s degree, all students are required to
teach Introductory Psychology for one semester while in enrolled in a semester long
course entitled Teaching of Psychology. There is no stipend for this supervised teaching.
Additional teaching is subsequently available, on a voluntary basis, for compensation.
First year TAs typically assist faculty members with teaching related duties, including
preparation of class materials, grading, and presentation of one or two lectures during
the semester. Second year graduate students may have a TA or a Research
Assistantship (RA).
Following the completion of the Master’s degree, all graduate students are required to
enroll in Teaching of Psychology, which is usually offered every semester. The primary
requirement for this course is teaching a section of Introductory Psychology. These
graduate students also meet for one hour per week with a faculty supervisor. During
these meetings, discussions deal with readings on theory and research related to
teaching. There are also opportunities to discuss any current problems and issues
related to their teaching activities.
Graduate student/instructors are observed three times by the faculty supervisor and
video-taped twice during the semester. These instructors are given oral and written
feedback following each observation. The instructors are required to submit a self-
evaluation of each taped lecture, philosophy of teaching, and a teaching portfolio.
Additional teaching for compensation is also available on a voluntary basis.
Although teaching is usually available at Delgado Community College in New Orleans,

we can almost always accommodate any graduate student’s teaching requests within
our own department.
43
At this time, we do not have any awards for graduate student teaching; however, we
have plans to implement this type of recognition in the near future.
Former University of New Orleans TAs are currently teaching at:
Baton Rouge Community College University of Calgary

Delgado Community College University of Louisiana-Lafayette
Loyola University-New Orleans University of New Orleans
Penn State University University of Southern Mississippi
University of Alabama-Birmingham Xavier University
44
Harvard University
Cambridge, Massachusetts
http://www.wjh.harvard.edu/psych/
Contact Person: Celia Raia

E-mail: cir@wjh.harvard.edu
Graduate students serve as Teaching Fellows, either leading discussion or lab sections
in large courses taught by faculty, or serving as instructors, under the guidance of
faculty, for small group tutorials. Students may work as Teaching Fellows starting in
their second year, and are guaranteed teaching in the 3rd and 4th year if they have no
other forms of support.
All first-time Teaching Fellows are required to take a year-long pedagogy course taught
by a senior graduate student under the direction of the Director of Graduate Studies.
There is also involvement in our course by staff from the Derek Bok Center for Teaching
and Learning. The course meets weekly for three hours, and includes microteaching,
videotaped critiques of teaching, and discussion of teaching issues and problems. All
Teaching Fellows are encouraged to attend the semi-annual Teaching Orientation
presented by the Bok Center, which is two days of talks and panels on various aspects
of teaching. The Graduate School also offers a teaching program for international
Teaching Fellows, which orients them to American culture and teaching practices. The
Bok Center has many additional publications and programs available; see
http://bokcenter.harvard.edu/
We occasionally get requests from other Boston-area schools for advanced graduate
students to serve as lecturers in their courses. It is difficult for other schools to compete
with the salaries that Harvard pays its teaching fellows, so most students prefer to
remain at Harvard.
Graduate students, who serve as Sophomore Tutors, teaching a 1-year seminar for new
psychology majors, are eligible for the Psychology Department’s Goethals Award,
presented to students with outstanding evaluations. Graduate students in other courses
who achieve high ratings on student evaluations are awarded a Certificate of Distinction
in Teaching.
45
Recent graduates have obtained tenure-track jobs at many colleges and universities,
including:
Carnegie Mellon University Queens College

Columbia University Roosevelt University
Dartmouth College Ryerson University
Fordham University University of California, Berkeley
London Business School University of California, Davis
New York University University of Toronto
Northwestern Yale University
Penn State University
46
Suffolk University
Beacon Hill
Boston, Massachusetts
http://www.suffolk.edu/psychology
Contact Person: Krisanne Bursik, PhD

E-mail: kbursik@suffolk.edu
All doctoral students in the Clinical Program serve as teachings assistants (TAs) for a
minimum of four semesters. During the first year, most serve as TAs for our Introductory
Psychology course. In the second year, students may request to TA the undergraduate
psychology course of their choice. In the third year, students either TA for two additional
semesters or have the opportunity to teach as an adjunct instructor, assuming all
qualifications have been met.
Several workshops for first-year teaching assistants are held during the fall semester.
Many students then choose to take the course Teaching of Psychology, generally
offered every other year. The course is a prerequisite for independent teaching.
Students are exposed to both theory and research related to the teaching of psychology
at the university level. Practice teaching, with peer review, is also integrated into this
graduate course. Students develop a teaching portfolio and prepare an Introductory
Psychology course as part of their course requirements.
Doctoral students are eligible for independent teaching after (a) successful completion
of the Master’s degree; (b) successful completion of four semesters as a teaching
assistant; and (c) successful completion of the graduate course Teaching of Psychology.
Approximately 60% of doctoral students teach as adjunct instructors at least once while
in the graduate program. All adjunct instructors must attend workshops at the start of
each semester, and receive continued supervision throughout the semester. Each is
observed by a faculty supervisor at least once each semester and receives both verbal
and written feedback from that faculty member regarding their preparation for teaching
and their classroom performance.
Our graduate student adjuncts have taught part-time at Dean College, Emerson College,
Emmanuel College, Lasell College, and other local colleges and universities in the
metro-Boston area.
47
Eastern Michigan University
Ypsilanti, Michigan
http://www.emich.edu/psychology/
Contact Person: Karen Saules, PhD

E-mail: ksaules@emich.edu
Office Phone: 734.487.4988
In the fourth year of our Clinical Psychology PhD program, doctoral students are
required to teach an undergraduate class at EMU as part of their fellowship award. They
teach one class independently during fall term and another—typically the same
course—during winter term. Most commonly, doctoral students are assigned to teach
either Introductory Psychology or Abnormal Psychology, but, depending on interest and
expertise, there may also be opportunities to teach courses such as Psychology of
Women, Prejudice and Discrimination, Self-Analysis & Control, Child Psychology, and
undergraduate Statistics. Students who remain on campus after the fourth year often
have the opportunity to teach additional courses.
Students in our Psychology Master’s programs may be awarded Graduate

Assistantships, wherein they may be assigned to teach psychology lab sections under
the mentorship of the primary course instructor.
Clinical Psychology doctoral students are awarded annual stipends of approximately

$15,000 plus tuition. In the fourth year of the program, the expectation is that they will
teach a course in Fall and Winter term as part of the expectations for the stipend award.
Thereafter, students are paid at the rate designated for lecturers, which varies from year
to year, but is approximately $3,000 per 3-credit course.
Graduate Assistants who assist course instructors by running laboratory sessions

typically devote about 10 hours/week to this aspect of this assistantship. Note that the
Assistantships typically involve other duties, for a total of 20 hours/week of work.
Graduate Assistants receive stipends that range from $7800 - $8400 depending on
whether they are first or second year assistants. Each student receives 18 hours of
tuition-waiver regardless of whether they are in-state or out-of-state students.
Prior to teaching independently, students must take two simultaneous courses, entitled
Methods of Teaching, Clinical Supervision and Training (PSY 807) and Models of
Service Delivery, Training, and Supervision (PSY 885). The “Models” seminar involves
reading and discussing the literature on effective university-level teaching, including
assignments on textbook selection and syllabus development. The “Methods” course is
a practicum-based experience wherein students shadow experienced instructors and
48
deliver two lectures in that instructor’s course, obtaining feedback from the students in
the course, the course instructor, and a peer from the “Methods” class. They keep a
weekly journal in which they are expected to reflect on their experiences, their
observations, the feedback they receive, and how they might change their teaching
strategies as a consequence, in the future.
When students are teaching independently, their faculty mentor is expected to attend
one lecture per semester to evaluate the student’s teaching effectiveness and provide
constructive feedback. The written evaluation of the student’s teaching performance
becomes part of the student’s departmental work portfolio.
Finally, the EMU Faculty Development Center (FDC) offers many workshops that are
free and open to student instructors to attend so that they might improve their teaching
in various ways. For example, recent FDC workshops have covered topics such as
effective use of rubrics, PowerPoint skills and techniques, and innovations in online
instruction.
Opportunities for Off-Campus Teaching:
Because our program just began in 2001, our students have not yet branched out to
teaching elsewhere in the community. There are, however, a number of other nearby
colleges and universities at which our doctoral students may have opportunities to teach
in the future (Washtenaw Community College, the University of Michigan, University of
Detroit, Madonna College, Henry Ford Community College, Schoolcraft College, Wayne
State University, Oakland University, Cleary College, and so forth).
Awards and Other Forms of Recognition for Outstanding Teaching:
Although there are no specific awards for outstanding teaching for graduate students,
they are eligible for awards from the graduate school as an Outstanding Graduate
Assistant. Also, doctoral students who have their own class are eligible for an award as
“Faculty WHO Made a Difference”. This award is based on being nominated by
undergraduate students.
Employment Prospects:
Again, since our program began only 6 years ago, we have few graduates who, thus far,
have earned their PhDs and those graduates are primarily in clinical positions at present.
It is noteworthy, however, that our first PhD graduate is currently an Assistant Professor
at the University of Dresden.
49
University of Mississippi
Oxford, Mississippi
http://www.olemiss.edu/depts/psychology/
Contact Person: Michael Allen, PhD

E-mail: mta1@olemiss.edu
Web site: http://www.olemiss.edu/depts/psychology/allen.htm
Graduate Program Description:
The University of Mississippi offers concentration in the following areas: (a) Behavioral
Neuroscience, (b) Cognitive Psychology, (c) Social Psychology, and (d) Clinical
Psychology.
Graduate Instructor Assistantships are provided for graduate students who serve as
instructor of record with full responsibilities for the course. Stipends are $2,000 per
course with partial tuition waiver. In addition, Graduate Teaching Assistantships (TAs)
are provided for graduate students whose provide varied support to department faculty
teaching activities. Stipends are $2,000 per term (based on 10 hours per week) and it
includes a partial tuition waiver.
The department offers a three credit hour seminar on the teaching psychology in higher
education which is offered once every 2 years. Additional training is provided by
workshops and supervision/feedback by faculty mentors.
Graduate students have taught at the following off-campus locations: University of

Mississippi-DeSoto Campus, University of Mississippi-Tupelo Campus, Northwest
Mississippi Community College, and Itawamba Community College.
The University of Mississippi offers two awards from excellence in teaching. The
Department of Psychology offers the John and Lillian Wolfe Award and the Graduate
school offers the Graduate Student Achievement Award.
50
Graduates have been employed at the following institutions:
Arkansas Tech University Suffolk University

Boston University University of North Texas
Hobart and William Smith Colleges University of Northern Iowa
Northwestern Michigan College William Penn University
Shenandoah University
51
Division of Counseling & Education Psychology
University of Missouri, Kansas City
Kansas City, Missouri
http://education.umkc.edu/cep/
Contact Person: Dr. Changming Duan

E-mail: duanc@umkc.edu
Web site: http://education.umkc.edu/viewperson.asp?id=29
Students typically take a two-credit teaching course in the summer of their first year of
study. In the second year, students take a one-credit practicum in College Teaching and
serve as Graduate Teaching Assistants in one of the graduate level counseling courses,
such as Methods of Counseling and Psychological Assessment courses. After
completion, students have the opportunity to teach many undergraduate and graduate
courses (with a Master’s degree) in both counseling and psychology, for which they
receive the standard university adjunct faculty salary.
The required teaching class, College Teaching, covers major theories and pedagogies
of teaching in the recent literature. The follow-up practicum places students as teaching
assistants for some graduate courses in counseling. Students have opportunities to gain
first-hand experience in preparing for a course, delivering lectures, organizing course
material (using technology), facilitating discussions, administering and grading
homework and tests, and other teaching activities under the close supervision of the
course instructor. Students assist in one course for an entire semester.
Students are recruited to teach courses as adjunct faculty at various local institutions,
including universities and community colleges. Many of our students have taught
courses at Avila University, University of Central Missouri, and Johnson Country
Community College.
Students may receive a UMKC Preparing Future Faculty Fellowship (PFFF). UMKC
awards 4 new PFF Fellows per year throughout the university. UMKC's Preparing
Future Faculty Fellowship program is modeled after a national Preparing Future Faculty
Project conceived by the Council of Graduate Schools and the American Association of
Colleges and Universities in 1993 and funded by the Pew Charitable Trusts. The
primary goals of PFF programs are to expose graduate students to a variety of teaching,
research, and service experiences at various types of institutions beyond the research
52
university and, ultimately, to change the culture of graduate education. At UMKC, PFF
Fellows receive fellowship stipends for three years, work closely with faculty mentors
throughout their program, participate in teaching excellence seminars, and explore the
range of faculty roles and opportunities at a variety of institutions of higher education.
In most recent years, our graduates have taught in various colleges and universities,
including:
Avila University University of Kentucky

Cleveland State University University of Maryland, College Park
Johnson Community College University of Missouri, Kansas City
53
University of New Hampshire
Durham, New Hampshire
http://www.unh.edu/psychology/
Contact Person: Victor A. Benassi, PhD

E-mail: vab@unh.edu
Web site: http://www.unh.edu/psychology/faculty/fac_benassi.htm
The goal of the UNH graduate program in psychology is to prepare PhD level
psychologists for faculty positions. The four areas of specialization are: behavioral
neuroscience, developmental psychology, history of psychology, and social/personality
psychology. The centerpiece of the program is the background students receive in the
area of college teaching and other faculty roles.
Graduate students in the program receive financial support (an academic year graduate
assistantship and tuition waiver). The amount of the stipend depends on a student’s
year in the program. Later in the program, students apply for a dissertation year
fellowship. First and second-year students work as a teaching and research assistant
with faculty. Third year students serve as the Teacher of Record in a section of
introductory psychology during both of the two semesters of the academic year. Fourth
year students serve as the Teacher of Record in a section of a lower-division course in
their specialty area and usually in a section of introductory statistics (one section per
semester). Students who do not receive a dissertation fellowship in their final year of
graduate study continue to teach a section of a lower-division course each semester.
After their third year of graduate study, students are eligible to teach a course during the
summer session for additional compensation. Under faculty supervision, most graduate
students include undergraduate students in their research projects.
Starting during the spring of their second year in the program, all students in the
program who are scheduled to teach Introductory Psychology begin to design and
prepare their course. They earn academic credit for this early work by completing a two-
credit course on Preparing to Teach a Psychology Course. The course focuses on the
role of the introductory psychology course in the major and as a general education
offering for non-majors, selection of textbooks and other materials for the introductory
psychology course, principles of test construction and grading practices, classroom
54
teaching methods, course syllabus preparation, and preparation of several teaching
modules.
During the their third year in the program, graduate student complete a six-credit
Practicum and Seminar in the Teaching of Psychology in fall and spring semesters.
Four senior professors take turns teaching this course. It provides students with an
academic foundation for teaching psychology. Concurrent with the course, students
teach one section of Introductory Psychology during the fall and spring semesters. The
practicum and seminar includes coverage of a broad range of topics concerning
teaching and learning. In addition, students receive group and individual supervision of
their teaching. The practicum and seminar teacher observes doctoral students while
teaching their course. These students are also videotaped in the classroom. The
practicum and seminar teacher observes the videotape with the graduate student and
provides feedback on classroom performance.
During the fourth year in the program, graduate students teach in their specialty area.
Many often also teach an introductory psychology statistics course. Students’ advisors
have primary responsibility for overseeing their teaching during this year, but one of the
practicum and seminar teachers also meets with the graduate student each semester.
In addition to the work they do as part of their doctoral training in the department, our
graduate students are able to participate in the University of New Hampshire’s
Academic Programs in College Teaching
http://www.gradschool.unh.edu/catalog/programs/coll_teach.html). Students may earn
either a cognate (minor) or Master’s degree in college teaching that is conferred as a
joint degree upon granting of the PhD in a student’s academic discipline. Nearly all of
the doctoral students in psychology earn either the cognate or Master’s degree in
conjunction with the work they do in the department related to college teaching. In
addition to the opportunities to develop as college teachers, most psychology doctoral
students participate in a university-wide Preparing Future Faculty Program
(http://www.gradschool.unh.edu/pff/pff_academic.html). The Department of Psychology
has been collaborating with the American Psychological Association’s Education
Directorate since 2000 on further developing and disseminating the program’s preparing
future faculty initiatives (http://www.apa.org/ed/pff.html;
http://unh.edu/teaching-excellence/pdf/UNHPsychReport.pdf). The department was
recently recognized by the APA for its innovative PhD program in psychology
(http://www.unh.edu/psychology/announcements/Honorable_mentions.mht). In 2002,
the University received a prestigious Theodore M. Hesburgh award for its academic
programs in college teaching initiative
(http://www.unh.edu/teaching-excellence/award.html).
Each year, one advanced doctoral student teaches a course each semester at the
University’s urban campus in Manchester, New Hampshire. Some advanced students
55
also teach at local colleges during the summer to gain further teaching experience and
to supplement their income.
The Graduate School provides an annual Graduate Student Teaching Award for a
student who contributes “significantly to the teaching mission of the University.”
A list of places of employment of program graduates may be found at:

http://www.unh.edu/psychology/grad_pro.htm#g. Graduates have secured faculty
positions at the full range of postsecondary institutions:
College of William and Mary State University of New York College at

Hobart and William Smith College Geneseo
New Hampshire Community Technical University of Georgia
College University of Tampa
Rutgers—The State University of New University of Utah
Jersey
Additional Comments
The present description focused on graduate students’ opportunities to develop college

teaching background and skills as well as other faculty roles. In addition, department
faculty place a strong emphasis on the development of our graduate students as
researchers. All students work with faculty on research from their start in the program.
Students routinely give presentations at research conferences and publish articles.
Many of the department’s graduates take faculty positions at teaching-oriented colleges
and universities. Some of them seek and secure faculty positions at research-oriented
institutions (often after completing a post-doctoral research fellowship).
Further information about the doctoral program in psychology at the University of New
Hampshire may be found in these recent publications:
Benassi, V.A., & Fuld, K. (2004). University of New Hampshire’s Preparing Future
Psychology Faculty program. (2004). In W. Buskist and B. Beins (Eds.),
Preparing the new psychology professoriate helping graduate students become
competent teachers. Society for the Teaching of Psychology.
(http://teachpsych.org/resources/e-books/pnpp/index_pnpp.php)
Wimer, D. J. (2005). Raising the bar for the training of college teachers. An interview
with Victor Benassi. Teaching of Psychology, 33, 148-152.
56
C.W. Post Campus of Long Island University
Brookville, New York
http://www.cwpost.liunet.edu/cwis/cwp/clas/psych/psych.htm
Contact Person: Ethel Matin, PhD

E-mail: Ethel.Matin@liu.edu
Full-time students in our MA program have the opportunity to obtain teaching

assistantships. Teaching assistants, in their first year, do not teach courses, but may
provide individual tutoring to undergraduates. Second-year students sometimes are
offered the opportunity to teach a laboratory section of introductory psychology.
First year teaching assistants are required to demonstrate mastery of the material they
are tutoring, which is evaluated by individual faculty members. If necessary, graduate
students attend the undergraduate classes so that they are familiar with the material
being covered. If students are allowed to teach the laboratory section of introductory
psychology, they are typically observed by the faculty member teaching the lecture
portion of the course. Regular meetings are required, during which any problems are
addressed. Additionally, regular discussions are held concerning the material being
covered in the lecture portion of the course. These lab sections are typically small, with
only 20 students in a section. The graduate students are responsible for ensuring that
the laboratory exercises are carried out appropriately. They may occasionally give
lectures that go along with the current topic.
57
Queens College of the City University of New York
Flushing, New York
http://qcpages.qc.cuny.edu/Psychology/
Contact Persons: Robert Lanson

E-mail: robert.lanson@qc.cuny.edu
Web site: http://qcpages.qc.cuny.edu/Psychology/faculty/lanson.html
Andrea Li
E-mail: andrea.li@qc.cuny.edu
Web site: http://qcpages.qc.cuny.edu/Psychology/faculty/li.html
Upon completion of a teaching mentorship program (described below), Master’s and

Doctoral students are eligible to teach as adjunct lecturers (beginning at a rate of
$58.14 per contact hour as of 5/1/2006). Total compensation can be calculated by
multiplying the total number of contact hours by the above figure. If a graduate student
teaches six or more contact hours in a given semester, they are eligible to receive an
additional 15 hours of adjunct pay to cover out-of-class contacts, make-up exams, and
office hours. Initial assignments often include teaching the lecture or lab sections of a
Psychological Statistics course. Other course assignments include Introductory
Psychology, Developmental Psychology and Experimental Psychology. Experienced
graduate student teachers have taught many upper level didactic courses as well as
laboratory courses in Advanced Experimental Psychology (Learning), Advanced
Experimental Psychology (Behavior Modification), Advanced Experimental Psychology
(Cognition) and Advanced Experimental Psychology (Sensation and Perception).
In addition, the Graduate Center of the City University of New York awards a limited
number of Chancellor’s Fellowships for incoming graduate students. Fellows are given 5
years of tuition remission and are required to teach in years 2-4. Compensation is
$13,477 for year 2 and increases to over $15,000 in year 4. In those three years, the
fellowship requires teaching the equivalent of two 3-credit courses (90 contact hours)
each semester for 180 contact hours in the combined Fall and Spring semesters.
Fellows are also eligible to teach during summer sessions and during the fifth year as
adjunct lecturers for additional compensation.
Starting in their first year, once the workshop date is announced, graduate students can
sign up with the graduate secretary for a 2 hour workshop given annually. This
workshop introduces them to many resources on teaching and on college rules and
regulations. The student is then assigned to a faculty mentor and must attend at least
58
two lectures given by the mentor that semester. The student and the mentor then meet
to plan a lecture that the student must give. After the student has presented the lecture
to the class, the mentor critiques the student’s performance and sends an evaluation to
the mentorship committee chairman, who then gives it to the departmental chair. A
student who received a positive evaluation is put into the pool of prospective student
teachers.
The mentor then typically serves as a guide for the student in creating syllabi, tests, and
other pedagogical matters subsequent to the training experience. We also have
experienced instructors who serve as advisors for those students teaching Statistics
and Experimental Psychology. Often such mentoring includes a class with other new
instructors to cover what technologies are available in these laboratory-based courses.
Doctoral students have priority over Master’s students. When students are assigned as
adjunct instructors, a faculty member evaluates their classroom teaching every
semester through direct observation.
Queens College gives priority to its own graduate students for teaching assignments.
Students have also taught at other campuses in the CUNY system and colleges and
universities in the New York City metropolitan area. Prior to the start of each semester,
there are many e-mail requests from other colleges in the metropolitan area detailing
teaching opportunities. Although Chancellor’s Fellows are almost exclusively assigned
to the campus where their doctoral subprogram is based, the University reserves the
right to have them meet their teaching responsibilities at other CUNY campuses.
Graduate student teachers who have been positively evaluated are often given the
option to offer a course of their choosing during the summer session. The College offers
an award and monetary stipend for an adjunct instructor selected as Adjunct Teacher of
the year. This recognition is presented at the annual Faculty and Staff Assembly.
Former Queens College Psychology Department graduate teachers have held and
continue to hold positions at numerous CUNY campuses as well as:
Bar-Ilan University Nassau Community College

Barnard College New York University
Binghamton University (SUNY) Northeastern University
Caldwell College Oxford University
Georgetown University Richard Stockton College
Harvard University Rush University Medical School
Mercy College Suffolk Community College
Mount Sinai Touro College
59
Trinity University of Minnesota
University of Athens University of New Hampshire
University of California, Berkeley University of North Carolina
University of California, Davis University of Reykjavik (Iceland)
University of California, Los Angeles Wesley College
University of California, San Francisco Yale University
University of Kansas
60
Syracuse University
Syracuse, New York
http://psychweb.syr.edu/
Contact Person: Professor Barbara Fiese

E-mail: bhfiese@syr.edu
First-year students typically serve as Graduate Teaching Assistants (GTAs) for our
introductory psychology course. Students in their second year and beyond often serve
as GTAs for upper-division laboratory courses or as Teachers of Record (ToRs) for a
variety of undergraduate courses (e.g., Introductory Psychology, Statistics, Research
Methods, Personality, Abnormal Psychology).
First-year students must complete The Graduate School TA Training Program and
participate in training specific to conducting recitation sections for the large introductory
psychology class. The TA Training Program is a 1 week (10 days for international
GTAs) program that takes place the week prior to the start of fall classes. New GTAs
are exposed to theory and practice in teaching, familiarized with teaching support
services available on campus, and given practice and critiques of their own teaching.
The TA Training Program remains a resource and supports TAs throughout the
academic year.
Prior to the beginning of classes GTAs responsible for leading recitation sections for the
introductory psychology class attend several half-day training sessions aimed
specifically at their responsibilities for that class. In addition, these GTAs attend weekly
meetings throughout the academic year. TAs are observed by the instructor and obtain
student ratings which are reviewed with the instructor of the class.
Advanced GTAs and ToRs are guided by a mentor who acts as a resource and guides
their teaching throughout the academic year. The mentor assists in the development of
course materials, including syllabi, and observes teaching and reviews student ratings
with the GRA and ToR each semester.
Advanced graduate students have taught classes at Onondaga Community College,

Ithaca College, Cazenovia College, LeMoyne College, and Hamilton College among
others. All are within an hour of Syracuse University.
61
Each year the graduate school offers gives awards for outstanding teaching assistants
across all the schools and colleges of the university. In addition, the graduate school
rewards TA excellence through a competition designed to identify teaching fellows, who,
through a position carrying a stipend, provide mentorship to new GTAs during the
summer TA Training Program in which all new GTAs participate.
Advanced TAs may participate in the graduate school’s Future Professoriate Project.
The project encompasses several initiatives, including the awarding of a predoctoral
teaching appointment called the teaching associateship and a certificate in university
teaching, which is awarded upon completing a formal program of professional
development designed to provide the requisite skills, knowledge, and experiences that
will help insure the person becomes an high-level college/university teacher.
Former Syracuse University Psychology Department GTAs and ToRs are teaching at a
variety of institutions, including:
Auburn University University of Connecticut

Brown University University of Massachusetts-Boston
City University of New York University of Minnesota
Colgate University University of Nebraska
Delaware State University of South Carolina
Kenyon College University of South Dakota
Lehigh University University of Wisconsin
Nazareth College Wofford College
North Carolina State
62
Appalachian State University
Boone, North Carolina
www.psych.appstate.edu
Contact Persons: Paul Fox Amy Galloway

E-mail: foxpa@appstate.edu E-mail: gallowayat@appstate.edu
The Department of Psychology offers graduate programs in School, Clinical Health,

Industrial/Organizational, and General/Experimental. Typically students in School
Psychology are involved with internships that prevent them from holding a Graduate
Teaching Assistantship.
Graduate Teaching Assistants (GTAs) have full responsibility for teaching Introductory
Psychology in the department, including developing a syllabus, designing class
materials, developing lectures and class activities, creating assessment tools, and
assigning grades. TAs receive monetary compensation and are listed as Teachers of
Record.
Prospective GTAs must take a teacher training course offered in the Department of
Psychology the semester before they are selected to teach. This one-hour credit course
is usually taken during the spring semester of the first year in the graduate program.
This course exposes students to teaching theory and provides teaching techniques
including demonstrations and activities that GTAs may use in their classes. The course
requires GTAs to: (a) develop a syllabus before the end of the semester, (b) observe
and critique the teaching of a current GTA in the classroom, and (c) make a teaching-
related presentation in the GTA class. During the fall semester, GTAs are required to
meet once a month to discuss successes and challenges experienced in the classroom.
GTAs are observed once by a faculty member and provided detailed feedback about
their performance. The Graduate School provides a series of teaching workshops
designed specifically for GTAs. The Hubbard Center for Faculty Development also
provides workshops and brown bag lunches centering of teaching issues for faculty and
GTAs.
63
Opportunities for Off-Campus Teaching:
There are several opportunities for off-campus teaching, including Lees McRae College,
Caldwell Community College (Watauga and Caldwell campuses), and Wilkes
Community College.
Outstanding GTAs in the Psychology Department are nominated for the University
Graduate Teaching Assistant Award.
Employment Prospects:
Bowling Green University UNC-Greensboro

Caldwell Community College University of California, Riverside
East Tennessee State University University of Alabama
Hunter College University of Michigan
James Madison University University of Montana
Memphis State University University of South Carolina, Upstate
North Carolina State University University of South Florida
Penn State University University of Tennessee
Spaulding University Wake Forest University
Texas A&M
64
The University of Akron
Akron, Ohio
http://www3.uakron.edu/psychology/
Contact Person: Joelle D. Elicker, PhD

E-mail: joelle@uakron.edu
Web site: http://www3.uakron.edu/psychology/faculty/elicker.html
First-year graduate students typically serve as Graduate Teaching Assistants (GTAs) or

Teachers of Record (ToRs) for Introductory Psychology, which has a standardized
structure including readings, assignments and exams. Graduate students in their
second year and beyond often serve as ToRs for selected undergraduate courses
including Introductory Psychology, Statistics, Developmental Psychology, and Social
Psychology. Students typically get a 20 hour assistantship and full tuition remission for
serving in this capacity.
Before teaching their first class, new graduate instructors take an intensive Seminar on
the Teaching of Psychology and simultaneously observe the Introductory Psychology
Course Coordinator teach an entire class. Through this experience new instructors
discuss theory and research on teaching and learning. The students use situations that
arise in the Introductory Psychology class as the basis for discussions about various
teaching theories, methods, and classroom management issues, and they have several
opportunities to practice and receive feedback on their teaching.
During the first full year of teaching, new instructors meet as a group with the course
coordinator weekly to share their experiences and discuss questions and concerns.
Every semester mid-course student evaluations are collected to provide developmental
feedback to instructors, in addition to observations made by the course coordinator. At
least once during the first year of teaching, each instructor meets privately with the
course coordinator to discuss this feedback. Peer observations are conducted during
the second semester of teaching.
Our graduate students have taught part-time at Baldwin-Wallace College, Cleveland

State University, Cuyahoga Community College, John Carroll University, and Walsh
University, as well as the College of Business Administration at The University of Akron.
65
The Psychology Department and the University of Akron offer several awards for
graduate student teaching. Within the department, we offer the annual Introduction to
Psychology Outstanding TA of the Year Award (determined by a psychology faculty
committee based on teaching, motivational skills, knowledge, preparation, and
professionalism). Within The University of Akron, the Institute for Teaching and Learning
offers its annual Outstanding Graduate Teaching Assistant award (given to the best
Master’s level and Doctoral level GTA across the university).
Former University of Akron Psychology Department GTAs and ToRs are teaching at
institutions across the country and in Canada, including:
DePaul University Texas A&M University

Florida Institute of Technology University of Maryland
Geneva College University of Waterloo, Ontario
Illinois State University University of Wisconsin-Milwaukee
Michigan State University Virginia Polytechnic Institute
Pennsylvania State University Wilfred Laurier University Waterloo,
Roosevelt University Ontario
66
Human Factors and Industrial/Organizational Graduate Program
Wright State University
Dayton, Ohio
http://www.psych.wright.edu/
Contact Person: Linda Blatz

E-mail: psych@wright.edu
Graduate Teaching Assistants (GTAs) for the Department of Psychology have the
opportunity to teach Introductory Psychology labs, the three-course sequence Research
Methods labs, and other upper-division methods labs. Graduate students who have
received their Master’s degree and passed their qualifying exams are given the
opportunity to teach selected undergraduate courses (e.g., Introductory Psychology
Science of Behavior, Science and Practice, Cognition and Learning, Industrial
Organizational Psychology).
First-year graduate students attend a 3-day workshop at the beginning of the academic
year for Introductory labs. Team meetings are held each week for Introductory lab TAs
to reinforce teaching skills, discuss issues or learning techniques, and prepare for the
next week's labs.
At the beginning of the quarter, GTAs teaching Research Methods and upper-division
methods labs meet with the instructor of the course to coordinate lesson plans that are
designed to reinforce and provide practical experience for material taught in the lecture.
The instructor monitors the GTA in the lab and provides verbal feedback regarding
performance, preparedness, and communication with students.
The Department of Psychology offers workshops each quarter to graduate students who
are interested in becoming faculty. Graduate students are responsible for reading
assigned material prior to the workshop and discussing the material during the
workshop.
Graduate students selected to teach an undergraduate course are mentored by a

faculty member who has expertise in the subject matter. The faculty observes the GTA
teaching the class and provides a written report to the chair of the department and the
GTAs advisor. A copy of the written evaluation is given to the GTA and included in their
records for future reference.
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There are numerous other 2 and 4-year colleges in the Greater Dayton area that
provide potential teaching opportunities for advanced graduate students. For example,
one of our graduate students, who wanted to stay in the immediate area, began
teaching part-time at Wittenberg University. Wittenberg is approximately 25 minutes
from Wright State University. This experience was valuable to the graduate student by
providing him the opportunity to be fully responsible for the lecture material, books,
grades, and student interaction. It was also valuable to experience the selection and
interview process in securing an academic position.
The College of Science and Mathematics presents an Outstanding Graduate Teaching

Assistant award at their annual awards ceremony. The School of Graduate Studies at
Wright State offers an Annual Excellence Awards and Recognition Program. The
program is designed to honor a select number of graduate students for their outstanding
achievements.
Several Human Factors and Industrial/Organizational former graduate students teach at

institutions across the country, such as:
Air Force Academy Florida State University

Colorado State University U.S. Military Academy at West Point
DePaul University Wittenberg University
Edison Community College
Otherwise, our students typically choose careers in government research labs (e.g., Air
Force Research Lab), large industries (e.g., Intel, General Dynamics), or consulting
companies (e.g., HR Chally).
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Counseling Psychology Department
University of Oregon
Eugene, Oregon
http://counpsych.uoregon.edu/
Contact Person: Jodi Kaszubski

E-mail: counpsy@uoregon.edu
First-year graduate students may serve as Graduate Teaching Fellows (GTFs) for
undergraduate courses (e.g., Senior and Junior Professional Issues, Prevention of
Interpersonal Violence, Individual and Group Interventions, and Theory of Family
Systems) in the Educational Studies and Family and Human Services program.
Advanced students may serve as GTFs for the following graduate courses in counseling
and school psychology: Beginning Counseling Skills, Psychological and Intellectual
Assessment, and Counseling Diverse Populations. In addition, via GTF positions,
students have the opportunity to serve as sole instructors of the following
undergraduate courses: Career Decisions, Working College to Career, Life Skills,
College and Career, Crisis Prevention, and Crisis Intervention.
The University of Oregon and the Counseling Psychology department support the
teaching endeavors of its graduate students through the Teaching Effectiveness
Program (TEP). The TEP program offers graduate students workshops, seminars, and
consultations regarding lesson planning, syllabus construction, working with teaching
issues related diversity, and other pertinent issues for developing teachers.
In addition to the services offered by TEP, graduate students are required to participate
in multiple GTF trainings each year. First-year students engage in college-wide GTF
trainings and GTF specific trainings. First-year graduate students with fellowships in the
Family and Human Services program receive 20 hours of training, while all GTFs
receive 5 hours of college-wide GTF training. College-wide GTF trainings emphasize
building skills relevant to teaching a diverse student population and resolving conflict, as
well as other necessary skills for the classroom. GTF specific trainings vary according to
the specific duties of the GTF, but common themes in GTF specific trainings include but
syllabus construction, facilitating positive classroom dialogue, classroom management,
and lecture development.
Doctoral students in the Counseling Psychology department are required to engage in

instructional activities that meet teaching competency requirements of the counseling
psychology program. Students enroll in one term of supervised college teaching and
complete a series of reading assignments and writing activities. Students create a
teaching portfolio containing lecture notes, handouts used and feedback received from
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individual lectures or courses taught. The teaching portfolio is reviewed and evaluated
by the student’s advisor.
Graduate students in our program have taught introductory undergraduate psychology

courses at Lane Community College.
Incoming students in the Counseling Psychology program are eligible to gain

recognition for outstanding teaching through the Dan Kimble First Year Teaching Award.
This award recognizes first-year graduate students across the University of Oregon and
provides a financial reward for exemplary teaching.
Advanced graduate students in the Counseling Psychology program are eligible for
outstanding teaching recognition through the Donald and Darel Stein Graduate
Teaching Award. This university-wide teaching award emphasizes sustained teaching
and academic excellence. Graduate students receiving this award also collect a
financial reward.
University of Oregon Counseling Psychology PhD graduates are teaching or have

taught at a number of academic institutions across the United States. These institutions
include but are not limited to:
Arizona State University University of California-Irvine

Boston University School of Medicine University of California-Riverside
Columbia University University of Iowa
Lewis & Clark College University of Oregon
Pacific University University of Utah
University of California-Davis
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Lehigh University
Bethlehem, Pennsylvania
http://www.lehigh.edu/~inpsy/inpsy.html
Contact Person: Ageliki Nicolopoulou

E-mail: agn3@lehigh.edu
Web site: http://www.lehigh.edu/~inpsy/nicolopoulou.html
Graduate students serve as Teaching Assistants (TAs) during most their graduate
program. The courses involved are often the larger lower-level lecture courses—
Introductory Psychology, Child Development, etc.—but may also include the statistics
and research methods courses. Assignments are rotated so that students gain
experience in a range of courses and topics. Students who have completed the
Master’s degree are eligible to teach summer courses of their own and many students
take advantage of this unique opportunity.
Students attend TA orientation sessions offered by the university Office of Graduate

Student Life before their first TA assignment. Topics addressed in the session include
teaching issues and preparing a syllabus in the Psychology Department’s Professional
Seminar. Additionally, individual faculty members having expertise in a particular course
mentor TAs. Because Lehigh is an institution that values quality undergraduate
education, course instructors work closely with their TAs to ensure a high-quality
student experience.
Our graduate students have taught laboratory sections in psychology at nearby

Lafayette College. Advanced students have also been hired as adjunct instructors at
undergraduate-oriented institutions including Lafayette, DeSales University, and East
Stroudsburg University. A finishing student recently held a two-year appointment as
Visiting Professor at Lafayette College.
The university gives several awards each year for outstanding performance as a
teaching assistant.
Recent placements include:
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Colgate University Mt. Aloysius College
East Stroudsburg University Muhlenberg College
Ferrum College Neumann College
Harrisburg Area Community College University of Wisconsin-Stout
Marywood College
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Saint Joseph’s University
Philadelphia, PA
http://psychology.sju.edu/
Contact Person: Jodi A. Mindell, PhD

E-mail: jmindell@sju.edu
Second-year graduate students serve as Graduate Teaching Assistants (TAs) for a

variety of undergraduate courses and/or teachers of individual lab sections of upper-
level undergraduate courses. These competitive-based teaching assistants include
tuition remission and a stipend.
Faculty members provide one-on-one mentorship for teaching.
Many of our graduate students have gone on to doctoral programs, after which they
have pursued faculty positions at universities nationwide.
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The University of Memphis
Memphis, Tennessee
http://www.psyc.memphis.edu/
Contact Person: Art Graesser

E-mail: graesser@memphis.edu
Graduate students at all levels may serve as Graduate Teaching Assistants (GTAs) for
various undergraduate courses. Typically, students receive increased classroom
responsibility as they progress through their training. Students who have received their
Master’s degree and have taken the Teaching of Psychology seminar may serve as
Teachers of Record (ToRs) for psychology courses.
A two-semester seminar entitled Teaching of Psychology is offered each year to

graduate students who are interested in teaching undergraduate courses in the
department or pursuing an academic career. The seminar meets 3 hours a week. The
first course in the sequence is primarily didactic within a discussion format, although it
has some observational and experiential components. The course emphasizes teaching
techniques as well as planning and conducting a course. The class covers such topics
as lecture and discussion techniques, developing on-line courses, course preparation
and planning, tests and grading. In addition to reading discussions, students give video-
taped demonstration lectures which are critiqued and rated by fellow students and the
professor.
The second semester course typically has a stronger experiential component and
focuses on the student gaining teaching experiences either through teaching his or her
own course or a portion of a course with a professor. In addition, student teachers are
observed and given feedback by their fellow classmates and the professor. The
readings and discussion in this course are primarily on broader issues in the life of a
professor. Topics include applying and interviewing for a teaching position, tenure and
promotion, research and writing for publication, and university and professional service.
While in graduate training, our students have taught online courses offered by our
Department as well as courses at off-campus centers of the University of Memphis.
They have also taught at several local colleges in the Mid-South area, including Rhodes
College, Christian Brothers University, Harding University, LeMoyne-Owen College,
Southwest Tennessee Community College, and Dyersburg State Community College.
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The Psychology Department offers outstanding teaching awards both to students

serving as GTAs and ToRs annually. The University also offers a Graduate Assistant
Meritorious Teaching Award.
Former University of Memphis Psychology Department GTAs and ToRs are teaching at
a number of state and private universities and smaller liberal arts colleges. A partial list
include:
Austin Peay State University Rhodes College

College of New Jersey Texas Tech University
DePaul University University of California system
Emporia State University University of Florida
Indiana Wesleyan University University of Georgia
Lambuth University University of Northern Colorado
Loyola University Chicago University of West Georgia
Marietta College Washington State University
Meharry Medical College Washington University
Middle Tennessee State University
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Department of Psychology and Sociology
Angelo State University
San Angelo, Texas
http://www.angelo.edu/dept/psychology_sociology/
Contact Person: Bill Montgomery

E-mail: Bill.Montgomery@angelo.edu
Office Phone: 325-942-2068, ext. 245
Graduate students can apply to serve as Graduate Teaching Assistants (GTAs) after
completing 18 hours of graduate coursework. If selected, they will be trained to teach a
lower-division course, Psychology of Adjustment, for one academic year.
Prospective GTAs are required to complete PSY 6361, Seminar in the Teaching of
Psychology, during their second summer semester. This course incorporates a team-
teaching approach to PSY 1303, Psychology of Adjustment. Students are involved in all
aspects of course development and implementation, and they provide each other with
daily verbal feedback about classroom presentations. They are also required to
videotape at least one of their classroom presentations for the purpose of self-
evaluation.
During the fall semester, each GTA leads a discussion class (about 25 students)
derived from a larger section of PSY 1303 taught by a senior faculty. The GTA posts
discussion questions for their undergraduate students on Blackboard following the
Tuesday lecture class, and their responses are then reviewed in on Thursday. Other
learning activities are also used in the discussion classes (e.g., individual and group
presentations, demonstrations, etc.).
During the spring semester, each GTA teaches two sections of PSY 1303 (about 50
students) and is evaluated by a senior faculty. The faculty member provides written and
verbal feedback about classroom performance.
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Psychology Department
Our Lady of the Lake University
San Antonio, Texas
http://www.ollusa.edu/s/346/ollu.aspx?sid=346&gid=1&pgid=1745
Contact Person: Kathryn Anderson, PhD

E-mail: Andek@lake.ollusa.edu
The OLLU PsyD program in Counseling Psychology (APA-accredited) utilizes a

practitioner-scholar model that prepares students to become practitioners. Students with
Master’s degrees may teach undergraduate courses in areas of their expertise, typically
Introduction to Psychology, Abnormal Psychology, Social Psychology, Life Span
Development, Introduction to Psychological Testing and courses in individual and group
counseling theories and techniques. Compensation is equivalent to tuition for doctoral
classes. Seventy-six percent of the undergraduate students at OLLU are Hispanic and
many are first-generation college students. Graduate student teachers can, therefore,
gain unique teaching experiences with our diverse undergraduate student population.
Graduate students are mentored by one or two full-time faculty members who regularly
teach the same class. The full-time faculty members readily share teaching materials,
and information regarding effective teaching techniques. Graduate students develop
WebCT sites for their classes with the support of instructional designers in the Teaching,
Learning and Technology Center.
San Antonio contains multiple community colleges (San Antonio College, Palo Alto
College, Northwest Vista College, and St. Phillip’s College), three Catholic universities,
a large public university, and one private university. In addition to teaching at OLLU,
some students have taught on an adjunct basis for the community colleges and
universities in San Antonio and in the Austin area.
No student teaching awards exist at the present time.
Our practitioner-scholar model emphasizes developing service delivery skills over

teaching and research. Nonetheless, several of our graduates teach on an adjunct basis
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at colleges and universities around the world (one in Australia) in addition to their
primary roles as practitioners.
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Stephen F. Austin State University
Nacogdoches, Texas
http://www2.sfasu.edu/sfapsych/front.html
Contact Person: Kandy Stahl

E-mail: kstahl@sfasu.edu
Our graduate program is a one-year General Psychology Master of Arts program

intended to prepare students for admission to a doctoral program in psychology or
teaching at a junior college. First-year graduate students appointed as Graduate
Assistants (GAs) typically serve as teaching assistants for undergraduate psychology
courses. Students, who elect to pursue an optional second year in the program, by
completing a formal MA thesis research project, either assist in upper-division
undergraduate or graduate courses. In addition, second-year student may have the
opportunity to teach their own section of a Learning and Study Skills course (SFA 198)
or an introductory-level undergraduate psychology course (i.e., General Psychology or
Human Sexuality).
Description of Training for Teaching at the Department and University Level
Graduate students may take a 4 hour Teaching Seminar (PSY 525) during the spring
semester. The seminar incorporates discussion of pedagogical theory and technique
and instruction in incorporating technology in the classroom. Students also have the
opportunity to apply these skills by conducting class sessions as a guest lecturer in an
introductory psychology course. Only students who complete the Teaching Seminar are
eligible to teach a course in their second year.
Graduate Assistants who are selected to teach a course receive regular supervision
from one or more members of the faculty, including periodic in-class observations and
feedback regarding preparation and classroom performance.
Additional support for beginning instructors is provided by the SFASU Teaching

Excellence Center (TEC). Graduate assistants, as well as graduate instructors, are
encouraged to attend TEC workshops, teaching circles (monthly discussions with
faculty from across campus), and speaker events. Dr. Lauren Scharff, a professor in our
department, is the Co-Director of the Teaching Excellence Center. Dr. Scharff is also
frequently the instructor for the Teaching Seminar.
With an MA degree, our graduates are qualified to teach at the community college or
junior college level. Former SFASU Psychology Department Graduate Assistants are
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teaching at various institutions, including Angelina Community College, Austin
Community College, and others across the state.
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Texas A&M University
College Station, Texas
http://psychology.tamu.edu/
Contact Person: Assistant Department Head

Doctoral degrees are offered in one of six areas of specialization: Behavioral and
Cellular Neuroscience, Clinical Psychology (APA accredited), Cognitive Psychology,
Developmental Psychology, Industrial/Organizational Psychology, and Social
Psychology.
Graduate students often serve as teaching assistants working with a faculty mentor. By
the second year graduate students may begin teaching, having sole responsibility for a
class. Some graduate students team-teach courses, such as Introductory Psychology,
whereas some might become the sole instructor. Advanced doctoral students may
teach undergraduate classes in their specialty areas. Beginning graduate student
teachers are paid as part of a 20 hour per week assistantship, averaging approximately
$1,250 per month.
Texas A&M University’s Center for Teaching Excellence (CTE) offers numerous
workshops and training sessions for graduate students and graduate student instructors.
The CTE also has a Graduate Teaching Academy, a year-long certificate program to
enhance teacher training for graduate students. In addition, the Psychology Department
offers a 2 day workshop on teaching psychology each May, required of all graduate
students completing their first year in the program.
Although no formal arrangements exist, Blinn Community College (10,500 students) is

located in our sister city and has employed some of our graduate students as teachers.
The Association of Former Students at Texas A&M University offers annual awards for
excellence in teaching for graduate students. These awards include a check for $500.
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In the past, our doctoral graduates have taken academic jobs at the following
universities:
Auburn University Mississippi State University

Bard College Nebraska Wesleyan University
Baylor University Sam Houston State University
California State University, Chico Tulane University
California State University, Fullerton University of Central Florida
Emporia State University University of Missouri
Kent State University University of Southern California
Minnesota State University, Mankato University of Southern Mississippi
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Department of Psychology and Special Education
Texas A&M University-Commerce
Commerce, Texas
http://www.tamu-commerce.edu/psychology/
Contact Person: Tracy Henley, PhD

E-mail: thenley@tamu-commerce.edu
Students must accumulate 18 graduate hours in the field of psychology to be

considered as a Teacher of Record. Before these hours have accumulated, students
hold assistantship positions as lab instructors in our undergraduate Statistics,
Experimental Psychology, and Human Sexuality courses. Upon completion of the 18
hours students may serve as teacher of record for selected undergraduate courses (e.g.,
Diverse Populations, Death and Dying, Human Sexuality). Teaching assistants are
provided with a $10,000 per year stipend.
Students attend a pre-teaching workshop that addresses issues such as syllabus

construction and classroom management. Teaching evaluations are conducted in all
classes taught by students and are used to provide information for formative evaluations.
The department has just begun to implement a seminar course designed to assist those
planning to enter higher education. Although this course has many other goals (e.g.,
grant construction) a key element of the course will be preparation to teach at the
college level.
Texas has one of the strongest community college systems in the United States. Texas
A&M-Commerce has 12 community colleges within 80 miles of the campus. Our
graduate students have received multiple opportunities to teach off-campus.
At this time graduate students do not receive any formal awards or recognition from the
department, college, or university for exceptional teaching.
Our students have been very successful in finding employment upon graduation. The
following is a partial listing of colleges and universities where our graduates have
taught:
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Angelo State University Tarleton State University
Dalhousie College Texas A&M,Texarkana
Del Mar College University of Houston
LSU-Shreveport University of Louisiana-Lafayette
Northwestern State University University of Louisiana-Monroe
Southern Illinois, Edwardsville University of Virginia, Wise
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Texas Tech University
Lubbock, Texas
http://www.depts.ttu.edu/psy/
Contact Person: Kay Hill

E-mail: kay.hill@ttu.edu
Office Phone: 806-742-3711, ext 222
Texas Tech University offers PhD degrees in Counseling and Clinical Psychology (both
are APA-accredited programs), as well as a PhD and MA in Experimental Psychology
(Social, Cognitive/Applied Cognitive, Human Factors; the latter is HFES-accredited).
The department educates psychologists to be competent within their areas of

specialization, as well as broadly trained in psychology. Although specialized training is
available within the programs of the department, requirements common to all graduate
students are intended to ensure broad preparation regardless of the student's
immediate career goals. Thus, the study of statistics and experimental design, cognitive,
physiological, developmental, and social psychology is included in all programs.
Moreover, boundaries between departmental programs are not restrictive, and

collaborative work between different sub-areas of psychology is encouraged. The
department also cooperates closely with a number of other academic units on campus,
most notably, Industrial Engineering, Human Development and Family Studies, and
various departments within the Texas Tech University Health Sciences Center,
including Internal Medicine, Pain Clinic/Anesthesiology, Pediatrics, Orthopedics,
Ophthalmology, Physical Therapy, and Neuropsychiatry. Finally, all of our programs
have an emphasis on providing quality experiences for those students considering an
academic career. We are proud of the supervision we provide and of the variety of
courses available to teaching assistants.
Typically, doctoral students receive half-time funding each year they are in the program
(although such funding is not guaranteed beyond the first few years), and the majority of
funding is teaching appointments. Nearly all graduate students have an opportunity to
serve as the Teacher of Record for at least one course and many serve as teacher of
record for more than one course. Graduate students must have completed at least 18
graduate hours before they are eligible to become a Teacher of Record. Students
entering without a Master’s degree are not eligible to become a Teacher of Record for a
course until their second year. Depending on the individual course, Teacher of Record
are responsible for all aspects of the course design and delivery.
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Teaching assistants are responsible for teaching lab sections, holding office hours,
assigning and grading homework, and grading exams. The following are courses for
which graduate students typically serve as teaching assistants: undergraduate courses
in research methods, statistics, and learning; graduate level courses in statistics,
assessment, and counseling. Stipends are the same regardless of whether the graduate
student is the instructor of record or a teaching assistant.
Students without prior college-level teaching experience or training complete a one

credit Colloquium on the Teaching of Psychology before becoming the Teacher of
Record for a course in the department. This seminar, typically offered each summer,
focuses on both abstract and concrete concepts essential to successful college
teaching. Topics include preparing a course, facilitating and assessing student learning,
evaluating instructor effectiveness, anticipating, preventing, and appropriately managing
typical problems, and using technology. Students may also enroll simultaneously in an
optional two credit course-specific Practicum in Teaching Psychology, which is
designed to provide opportunities to practice teaching skills and prepare for the actual
course that the student will teach. All courses taught by graduate students have a
faculty course supervisor who provides consultation and observes the graduate student
instructor once per semester.
Outside of the department, graduate students have access to the full range of training
seminars offered each semester by the campus Teaching, Learning and Technology
Center (TLTC; http://www.tltc.ttu.edu/). Each year, a select group of graduate student
instructors from across the university is selected for the competitive Teaching
Effectiveness and Career Enhancement (TEACH) fellowships offered through the TLTC.
In addition to a small supplementary stipend, TEACH fellows receive intensive training,
supervision, and professional development opportunities during their year-long
fellowship.
Given our long record of fully funding all graduate students and the wide array of
teaching opportunities within the department, there are no opportunities for off-campus
teaching currently available.
Each year, the department bestows three graduate student teaching awards:
Outstanding Teaching Assistant, Outstanding General Psychology Instructor, and
Outstanding Advanced Course Instructor. These awards are given at a department-wide
reception, and come with a plaque and a small monetary award. In addition, there are
three General Psychology Instructor awards given each year: Best New Instructor,
Good Citizen Award, and Grace Under Fire, which recognizes an instructor who
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maintained a high standard of teaching and professionalism in the face of the most
unusual unexpected situations.
Graduates of our program have taken teaching jobs at the following institutions:
Adams State College Southern Methodist University

Amarillo College Tarleton State University
Auburn University Taylor University
Bloomsburgh State University Texas A&M
Central Oklahoma University Texas A&M University at Kingsville
Curry College Tusculum College
Delta State University University of Illinois at Chicago
Idaho State University University of Maine, Fort Kent
John Brown University University of North Alabama
Oklahoma Baptist University University of Texas at Brownsville
Pittsburg State University Washburn University
Sam Houston State University
Additional Comments
The department faculty has a strong tradition of teaching excellence. Currently, over
one-third (36%; 10 of 28) of the full-time psychology faculty has been inducted into the
university’s Teaching Academy (approximately 15% of the faculty at TTU are elected
members of this Teaching Academy, which encourages and rewards teaching
excellence); one faculty member has won the highly-competitive President’s Teaching
Award and is the Arts & Sciences nominee for the 2007 Chancellor’s Teaching Award.
In addition, several faculty members have conducted research and authored
publications related to the scholarship of teaching and learning. Moreover, several
psychology faculty members are currently nominees for other major teaching and
teaching-service awards. The department faculty members consistently score above
college and university averages on student teaching evaluations and on anonymous exit
surveys by graduating seniors. Finally, several of our graduate students have gone on
to win teaching-related awards in their subsequent careers.
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University of Texas at Austin
Austin, Texas
http://www.psy.utexas.edu/
Contact Person: Randy L. Diehl

E-mail: diehl@psy.utexas.edu
Web site: http://diehlab.cps.utexas.edu/Diehl_Lab/diehlhome.htm
Unless appointed as graduate research assistants or supported by fellowships, all

graduate students in good standing are appointed as Graduate Teaching Assistants
(GTAs) or as Assistant Instructors (AIs). GTAs are expected to attend class, hold
regular office hours, help prepare exams, and keep course records. AIs serve as
instructor of record for small sections of Introductory Psychology and certain other
lower-division courses such as Developmental Psychology, Social Psychology, and
Biopsychology. Each AI is supervised by a tenured or tenure-track faculty member who
evaluates the AI’s teaching performance and offers advice about syllabi and exams. For
a GTA with fewer than 30 hours of course credit, the per-semester monetary
compensation is $6,077; for a GTA with 30 hours or more of course credit, it is $6,695,
and for an AI, it is $7,570. Compensation also includes tuition reimbursement and free
health benefits.
In order to serve as an AI, a graduate student must first be a GTA for Introductory
Psychology or another relevant lower-division course. Also, the graduate student must
have completed an organized course in graduate teaching. Students in that course
receive training in preparing syllabi and exams, observing classroom performance of
outstanding faculty instructors, and giving practice lectures. This course is offered yearly.
Graduate students may choose to apply for teaching positions at the local community
college or other colleges and universities in the Austin area.
Each year one graduate student is selected to receive the Janet Spence Outstanding
Graduate Student Teaching Award, and another student receives Honorable Mention.
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Many of our former graduate students are currently teaching in top colleges and
universities around the nation including:
Cornell University University of California, Davis

Northeastern University University of California, Los Angeles
Northwestern University University of Iowa
Purdue University University of Louisville
Rice University University of Oregon
Trinity University University of Wisconsin
University of Arizona Washington University
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Brigham Young University
Provo, Utah
http://psychology.byu.edu/
Contact Persons: Harold Miller, Jr. Karen Christensen

E-mail : harold_miller@byu.edu E-mail : karen1@byu.edu
Graduate students typically serve as 1/3-time Graduate Teaching Assistants with

department faculty. Students in their second year and beyond may also be assigned as
course instructors within the department. To be eligible, a student must have completed
the department’s course in the teaching of psychology and be enrolled in a teaching
practicum supervised by a faculty mentor.
First-year graduate students who serve as Teaching Assistants receive initial training in
a series of college (Family, Home and Social Sciences)-sponsored fall-semester
workshops. The four 1-hour sessions address formal issues of student privacy (FERPA),
evaluation of student writing, organization of effective review sessions, use of the
Blackboard Academic Suite, the Teaching Assistant’s role as collaborator, and other
relevant topics. The workshops also introduce attendees to the University Faculty
Center’s electronic resources for Teaching Assistants. The Office of University Writing
provides in-depth training in the evaluation of student writing at a weekend workshop
each semester. In addition, each faculty member provides training for his or Graduate
Teaching Assistants specific to the courses or projects to which she or he is assigned.
The department offers interested graduate students a 3-credit course, Psychology 693
(Teaching Psychology). This course is offered during the 7-week spring term and
provides students an in-depth, conversational orientation to effective teaching. The
course meets twice weekly for 2.5 hours and requires reading in theory and research
related to college and university teaching and to the teaching of psychology in particular.
Students who complete the course are encouraged to register for Psychology 694
(Psychology Teaching Practicum). In this course, students are assigned as the primary
instructor in an undergraduate psychology course. In that role they work in close
consultation with a faculty mentor. The mentor reviews the proposed course syllabus
and other instructional materials and serves as an active adviser throughout the
semester.
Graduate students may be employed as part-time instructors at the university’s regional

center in Salt Lake City, at local for-profit colleges, and at nearby Utah Valley University.
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The university’s Graduate Student Association offers a series of annual awards to Graduate
Teaching Assistants upon nomination by the department and college.
The majority of graduate students receive terminal Master’s degrees and enter PhD
programs elsewhere. The majority of those who receive the PhD degree are employed
in clinical services, in research, or in consulting. Recent PhD recipients in full-time
academic positions are at the University of Texas, University of West Georgia, and
University of Wisconsin.
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University of Vermont
Burlington, Vermont
http://www.uvm.edu/~psych/
Contact Person: William Falls

E-mail: William.falls@uvm.edu
Graduate students typically serve as Graduate Teaching Fellows (or assistants; GTFs)
for our introductory, survey, and laboratory courses in psychology. Students who have
completed the Master’s degree are encouraged to become primary instructors for any of
the Continuing Education courses offered in the evening during the academic year or
during summer sessions.
The University and Psychology Department typically offer a workshop at the beginning
of each academic year that provides an overview of issues for graduate student
teaching fellows and instructors. Throughout the academic year and summer, the
University’s Center for Teaching and Learning offer numerous and diverse free
workshops (open to both graduate students and faculty) that provide guidance, training,
and support for teaching (e.g., regarding online teaching, strategies for creating class
discussion, grading, assessing student performance, writing for learning, etc.).
Graduate students who teach courses for Continuing Education are assigned a faculty
support person in the department (a faculty member familiar with the course material)
who is available to assist the student in planning and dealing with instructional and
student issues.
Our graduate students have taught part-time at Champlain College, Community College
of Vermont, Burlington College, and Middlebury College, each of which is an easy
commute.
The Psychology Department and University offer an annual award for graduate student
teaching. Within the department, we offer the annual GTF of the Year Award (that can
go to one or two of the most outstanding GTFs). The winner(s) of this award are then
nominated by the Psychology Department for the University GTF of the year award.
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Former University of Vermont Psychology Department GTAs are teaching at a wide
array of educational institutions across the United States, including research universities,
colleges of liberal arts, teaching universities, and medical schools. These include, for
example:
Brown University Middlebury College

California (Davis) Mt. Holyoke College
Dartmouth North Carolina (Greensboro)
Denver Ohio State University
Duke University Oregon State University
Harvard Medical School Pennsylvania State University
Indiana University Rochester
Johns Hopkins Rutgers
Kansas State University University of Arkansas
Medical University of South Carolina Vermont
Michigan State University Washington
93
George Mason University
Fairfax, Virginia
http://www.gmu.edu/depts/psychology/
Contact Person: Deborah A. Boehm-Davis

E-mail: dbdavis@gmu.edu
Web site: http://archlab.gmu.edu/~dbdavis/
Graduate students have the opportunity to serve as a graduate teaching assistant

(GTA) or as the Teacher of Record. Students in their first or second year typically serve
as graders or lab instructors in introductory-level psychology classes or undergraduate
laboratories. A few students also teach labs in other departments in the university, such
as Communications and Management. More advanced students have the opportunity to
teach independent sections of an undergraduate class, either in the Psychology
Department within the College of Humanities and Social Sciences or in the School of
Management (the latter primarily available to our industrial/organizational psychology
students).
Students assigned to our laboratory courses in statistics and research methods work
under the supervision of a faculty mentor, who develops lab exercises and meets with
the students on a regular basis to ensure that the lab sections are coordinated and
running smoothly. GTAs working on other courses meet with the faculty member
teaching the class on a regular basis.
All first-time instructors must enroll in a “teaching seminar” that meets prior to and
during the semester, and includes weekly meetings and at least one class visitation.
They are also assigned a “content mentor,” a faculty member who normally has taught
the course before. This mentor meets with the student on a regular basis and makes
additional class visitations as needed. Where possible, graduate student instructors are
assigned classes in which they served as GTAs in prior semesters.
In addition, the university Center for Teaching Excellence

(http://www.gmu.edu/cte/index.htm) maintains a Web presence with teaching resources
for both GTAs and new instructors. The Center provides information on critical teaching
issues for new faculty, tips for succeeding in their new teaching assignment, designing a
syllabus, tips on developing better tests, and student support resources available on
campus. The University also supports a Student Technology Assistance and Resource
Center (http://media.gmu.edu/star/starlab.html), whose goal is to support the
educational mission of George Mason University through integrating technology in the
94
curriculum, enhancing teaching and learning, and providing students with
comprehensive technological and mentoring support services.
GMU is a member of the Consortium of Universities of the Washington Metropolitan

Area. Students have occasionally taught at other member universities or at local
community colleges. All of these schools are within a one-hour drive from GMU.
The Psychology Department makes annual awards for the best graduate teaching
assistant and the best graduate instructor.
Former GMU Psychology Department GTAs and instructors are teaching or have taught
at schools including:
Alfred State College Texas A&M University

Concordia University The Naval Postgraduate School
George Mason University Tulane University
George Washington University University of Alaska-Fairbanks
Georgia Institute of Technology University of Baltimore
Middle Tennessee State University University of Calgary
Missouri State University University of Maryland
Old Dominion University University of Nebraska
Oregon State University York College of Pennsylvania
Purdue University
95
Old Dominion University
Norfolk, Virginia
http://www.sci.odu.edu/psychology/
Contact Person: Janis Sanchez

E-mail: jsanchez@odu.edu
First-year graduate students typically serve as Graduate Teaching Assistants (GTAs)

teaching labs for Quantitative Methods or Experimental Psychology or as assistants for
our online or TELETECHNET courses. After completing a MS degree, students may
become the instructor of an undergraduate psychology course.
First-year graduate students must complete a university-sponsored GTA Institute. GTAs

are evaluated at mid-semester and the end of the semester. Graduate students also
can enroll in a one-credit Teaching of Psychology course.
Students also can participate in Preparing Future Faculty, a university initiative that
includes workshops, panels, discussions, and mentoring activities focused on teaching,
as well as applying for and succeeding at academic jobs.

Our graduate students are teaching or have taught at local community colleges,
Christopher Newport University, and Norfolk State University.
The psychology department nominates two students for two teaching awards each year,
one for outstanding classroom instructor and one for outstanding lab instructor.
Nominated students are then eligible for the College of Sciences and university awards
these categories.
Former Old Dominion University graduate students are teaching at:
University of Connecticut Winthrop University

University of Missouri at St. Louis University of Central Florida
Australian Graduate School of Eastern Virginia Medical School
Management Christopher Newport University
University of Texas Health Science
Center
96
Virginia Commonwealth University
Richmond, Virginia
http://www.has.vcu.edu/psy/
Contact Person: Wendy Kliewer

E-mail: wkliewer@vcu.edu
Web site: http://www.has.vcu.edu/psy/graduate/index.html
First- through fourth-year Graduate Teaching Assistants (GTAs) have a range of

opportunities in the classroom. During their first year, a student might be assigned as
the assistant for our introductory courses or as an assistant to other large
undergraduate courses. Beyond the first year, students often serve as lab instructors for
our undergraduate statistics and experimental methods courses. If students enter the
program with a Master’s degree, they often are assigned to these labs during their first
year. Students with Master’s degrees are eligible to teach courses (with full
responsibility) during the summer or the academic year.
Any graduate student whose assistantship involves teaching responsibilities is required

during the first year of their position to take a course in the Psychology Department
called the Graduate Teaching Practicum in which students develop skills in designing
and conducting undergraduate courses in psychology through observation and
supervised experiences. This practicum also acquaints students with university, college,
and department policies and resources in support of instruction, familiarizes students
with disciplinary resources, and assists students in evaluating personal strengths and
weaknesses.
In addition, some graduate students participate in Virginia Commonwealth University’s

Preparing Future Faculty Program (modeled on the Preparing Future Faculty Program
created by the Association of American Colleges and Universities). Courses in this
program may be taken individually or as part of a certificate program. Finally, GTAs
participate in the active workshop schedule provided by Virginia Commonwealth
University’s Center for Teaching Excellence.
GTAs with lab responsibilities are supervised by the instructor of record for the course.
Graduate teachers with full course responsibility for a course have a faculty mentor with
whom they meet regularly to provide feedback on performance.
97
If a graduate student has a GTA or graduate research assistantship, they cannot teach
at other institutions during the year. During the summer or when not employed as a
GTA our graduates have taught at local colleges and universities including the
University of Richmond, Randolph-Macon College, Virginia Union University, and the
College of William and Mary. All are within a 1 hour drive from Virginia Commonwealth
University.
The Psychology Department offers an annual outstanding graduate student teaching

award (voted upon by the Graduate Committee of the Psychology Department) based
on students’ teaching portfolios.
Former Virginia Commonwealth University Psychology Department GTAs are teaching

at various institutions across the United States. These include:
Ball State University University of Delaware

Bridgewater College University of Richmond
Creighton University Virginia Commonwealth University
Guilford College Virginia Union University
Iowa State University Western Kentucky University
Monash University (Victoria, Australia)
98
West Virginia University
Morgantown, West Virginia
http://www.wvu.edu/~psychology/
Contact Person: Katherine Karraker, PhD

E-mail: kkarrake@mail.wvu.edu
Office Phone: 304-293-2001, ext 31625
Graduate Degrees Offered: MA, MS, PhD
West Virginia University offers doctoral programs in Behavior Analysis, Clinical

Psychology, Clinical Child Psychology, and Life-Span Developmental Psychology.
Nearly all graduate students teach during their first two years in the program. Those
students who are not in an applied or clinical program, or funded by a research
assistantship, continue to teach during their third and fourth years.
Students teach sections of introductory level courses or laboratory sections of selected

courses. The content of these courses is developed by faculty supervisors, but the
graduate students serve as Teachers of Record. Advanced students may teach courses
that they design themselves.
The stipend for 9 month graduate assistantships is currently $9,350 for students with a
bachelor’s degree and $9,899 for students with a master’s degree. Assistantships
include remission of tuition and most fees (currently over $14,000 per year). Stipends
are expected to increase substantially over the next few years.
Faculty members at WVU have developed a pioneering method of delivering

undergraduate instruction that provides graduate student instructors with a highly
structured, hands-on teaching experience supported by intense supervision. A faculty
supervisor designs the course and develops multimedia lectures. Lectures are then
delivered to multiple sections of the same course by graduate students. This inventive
method of instruction allows graduate students, most of whom are teaching for the first
time, to focus on how to teach rather than on what to teach. Faculty supervisors visit
classes regularly, meet with graduate instructors weekly, and provide individualized
feedback. In addition to developing instructional presentation skills, graduate assistants
also become proficient in the use of multimedia presentations (PowerPoint, digital video,
document cameras) and on-line instruction (WebCT).
99
Students teaching for the first time also enroll in a required one-credit teaching seminar.
This seminar includes faculty presentations on lecturing strategies, encouraging active
learning, leading discussions, managing the classroom, assessing student learning,
dealing with ethical issues, handling cheating, and utilizing evaluations. Students are
responsible for creating a teaching portfolio, writing a teaching philosophy, videotaping
lectures, and evaluating their own teaching as well as the teaching of other students.
The multiple channels of feedback for the graduate instructor (i.e., from the course
supervisor, faculty and students in the teaching seminar, undergraduate students)
promote the rapid development of quality teaching skills within a single semester.
Advanced graduate students may design and teach a course in their specialty area.
These instructors are granted greater autonomy in preparing lectures, writing exams,
and setting course policies than in the multi-section courses. Faculty members are
available to provide support as needed, but the student assumes primary responsibility
for the course.
Faculty members also involve students when developing courses, often with the
assistance of college-supported course development grants. Graduate students and
faculty also collaborate to assess the effectiveness of changes made to courses. These
collaborations have resulted in student-faculty co-authored published articles and
conference presentations. Students’ participation in such projects encourage graduate
students to learn the professional skill of integrating research and teaching, a skill that is
a necessary component of an academic position. The depth of teaching experience
obtained by our students goes well beyond that of many institutions. Students often
complete the program with direct teaching experience in as many as three or four
courses, as well as with highly developed teaching skills and knowledge, which gives
the graduate student an advantage when searching for an academic position.
West Virginia University is the only local college, and all of our graduate students are
funded through graduate assistantships. Teaching courses at other colleges is rare.
The Philip E. Comer Graduate Student Teaching Award recognizes outstanding

teaching by students enrolled in the doctoral programs in the Department of Psychology.
The award commemorates the exemplary contributions made by Dr. Comer to the
teaching mission of the department and university. Any number of students may receive
the award. One of the recipients each year is selected as the Eberly College of Arts and
Sciences Outstanding Graduate Teaching Assistant from the Department each year.
Students who have graduated in the past several years are teaching at the following
colleges and universities:
100
Eastern Connecticut State University University of Arkansas for Medical
Georgia Southern University Sciences
Kent State University University of Florida
Mansfield University University of Kansas
National Chung Cheng University University of Manitoba
Nazareth College University of Maryland
Northern Kentucky University University of Michigan Medical School
Northern Michigan University University of Missouri, St. Louis
Ohio University University of Regina
Penn State, Hazelton University of Tennessee
Purdue University North Central University of Texas
Slippery Rock University University of Vermont
Stanford University School of Medicine Washington & Jefferson College
Troy University West Virginia University School of
Medicine
101

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The STP Guide to Graduate Student Training in the Teaching of Psychology

Alabama, University of............................................................................ 6

Azusa Pacific University ......................................................................... 10

Delaware, University of........................................................................... 14

Florida State University .......................................................................... 16

Augusta State University ........................................................................ 22

Illinois Institute of Technology................................................................. 26

Northern Iowa, University of ................................................................... 33

Emporia State University ........................................................................ 36

Louisiana Tech University ...................................................................... 40

Harvard University .................................................................................. 45

Eastern Michigan University ................................................................... 48

Mississippi, University of ........................................................................ 50

Missouri, University of, at Kansas City ................................................... 52

New Hampshire, University of ................................................................ 54

C.W. Post College of Long Island University .......................................... 57

Appalachian State University.................................................................. 63

Akron, University of ................................................................................ 65

Oregon, University of.............................................................................. 69

Lehigh University .................................................................................... 71

The University of Memphis ..................................................................... 74

Angelo State University .......................................................................... 76

Brigham Young University ...................................................................... 90

Vermont, University of ............................................................................ 92

George Mason University ....................................................................... 94

West Virginia University.......................................................................... 99

Contact Person: Steven Prentice-Dunn

Graduate Degrees Offered: MS, PhD

Graduate Program Description

PhD programs in clinical psychology and experimental psychology focus on developing

Description of On-Campus Opportunities for Teaching as a Graduate Student

Approximately 95% of advanced students choose to take PY 695: Teaching of

A link to the Teaching of Psychology Web site is available at http://bama.ua.edu/~sprentic.

Description of Training for Teaching at the College and University Level

Opportunities for Off-Campus Teaching

Shelton State Community College (Enrollment 9,000)

Awards and Other Forms of Recognition for Outstanding Teaching

Graduates have held faculty positions at several institutions, including:

Birmingham-Southern College Oklahoma State University

The department pairs systematic training in teaching with opportunities to teach a

Contact Person: William Buskist

Graduate Degrees Offered: MS, PhD

Description of On-Campus Opportunities for Teaching as a Graduate Student

Description of Training for Teaching at the College and University Level

Awards and Other Forms of Recognition for Outstanding Teaching

Alabama State University Indiana Southeast University

Contact Person: Sheryn T. Scott, PhD

Graduate Degrees Offered: MA, PsyD

Description of On-Campus Opportunities for Teaching as a Graduate Student

Description of Training for Teaching at the College and University Level

We do not have a formal class in teaching skills. Individual instructors provide

Opportunities for Off-Campus Teaching

Our students have the opportunity of teaching in the undergraduate psychology

Awards and Other Forms of Recognition for Outstanding Teaching

At graduation, students who have offered extensive support to the Department of

Employment Prospects (We have only had graduates since 2001)

California State University, Fullerton California State University, San

Contact Person: Soheyla Mohseni (Administrative Coordinator)

Graduate Degree Offered: MA