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Society for the Teaching of Psychology
Division 2 of the American Psychological Association


STP is excited to announce the Early Career Psychologists Committee (ECPs). The committee is charged with spearheading activities and opportunities to aid Early Career Professionals through education, training and networking, as well as representing ECP interests in division matters. Our goal is to help serve the needs of new faculty members as they develop their courses and research programs. Specifically we want to assist ECPs with faculty development issues while focusing on the importance of pedagogy and facilitating the scholarship of teaching and learning. 

STP defines an Early Career Psychologist as a member who is within ten years of beginning teaching of psychology and who is not a student. Any STP member who meets this definition qualifies for the ECP resources described below.

STP ECP Communications

STP is now accepting nominations (including self-nominations) for one new member of the ECP Committee. Nominees must be members of STP and qualify as “early career.” Early career is defined as anyone within ten years of beginning teaching psychology while not a student. This includes both secondary educators and those teaching at the college/university level.  Please submit your application by November 15, 2019, to                 stp-ecp@teachpsych.org  Click here for the application details.

If you are interested in being a mentee at the free Speed Mentoring Event on October 19th, 2019 from 5 to 6 PM at ACT please complete this form in order to guarantee your seat: https://forms.gle/YfNyCNkmooVsgNsD6. 

Email: stp-ecp@teachpsych.org

Submit a Question for the Ask an ECP Column

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ECP Resources

eBooks:
  •  A Compendium of Scales for Use in the Scholarship of Teaching and Learning:  The compendium is divided into two sections, 1) choosing, using, developing, and validating scales, and 2) scales for use in SoTL including a broad range of topics such as critical thinking, learning and self-efficacy, professor-student relationships, well-being, service learning, and student perceptions of learning and teaching. 
  • So you landed a job – What’s next: Advice for early career psychologists from early career psychologists.
  • Introductory Psychology Teaching Primer: A Guide for New Teachers of Psyc 101: Do you have to teach the introductory psychology course for the very first time and have a finite and limited amount of time to do so? How do you begin? What do you need? This primer is designed to answer these questions! If you are a graduate student or new faculty member approaching this course for the very first time, this is for you.
Presentations:

Journal Articles:

  •  Good, J. J., Keeley, J. W., Leder, S., Afful, S. E., & Stiegler-Balfour, J. J. (2013). Supporting Our Junior Faculty: Assessing the Concerns and Needs of Early Career Psychologists. Teaching of Psychology, 40(4), 340–345. https://doi.org/10.1177/0098628313501048 

Teaching Awards & Funding for ECPs:

Committee Members

Current Members
  • Julie Lazzara, Paradise Valley Community College (Chair)
  • Karenna Malavanti, Baylor University
  • Molly Metz, University of Toronto
  • Janet Peters, Washington State University
  • Daniel Storage, University of Denver

Emeritus Members

  • Jordan Troisi, The University of the South
  • Bethany Fleck, Metropolitan State College of Denver
  • Jennifer Stiegler-Balfour, University of New England 
  • Jared Keeley, Mississippi State University
  • Stephanie Afful, Lindenwood University
  • Jessica Good, Davidson College  
  • Sadie Lader, High Point University
  • Angela Legg , Pace University
  • Rajiv Jhangiani, Kwantlen Polytechnic University
  • Sara Branch , Hobart and William Smith Colleges
  • Ho Phi Huynh , Armstrong State University
  • Lyra Stein, Rutgers University
  • Heather Hussey , NorthCentral University
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