The Office of Teaching Resources in Psychology (OTRP) develops and distributes teaching and advising materials and provides services to teachers of psychology at all levels on behalf of The Society for the Teaching of Psychology.
Guidelines for OTRP authors and reviewers
Request for Volunteers
Would you like to volunteer to review submissions for The Office of Teaching Resources in Psychology (OTRP)? Reviewing resources is a great way to contribute to the Society with a modest time commitment. If you would like to join the reviewer pool, please send the following information to the Director, Ruth Ault, at firstname.lastname@example.org
1) Complete contact information, especially e-mail address, phone number, and institution(s) where you teach
2) A list of courses you teach
3) Other areas that you feel competent to review (e.g., Advising, Careers, Ethics, Film, Practica/Internships, Technology)
Questions? Just ask the Director: email@example.com
OTRP Materials are Peer-Reviewed
Did you know that OTRP materials are peer-reviewed before they are accepted for distribution? In this way, OTRP attempts to encourage teaching as scholarship and to provide an endorsement of such work to heighten its value at the local level. Do you have an idea for a teaching or advising resource that OTRP could distribute? If you are interested in discussing an idea for a possible project, please contact the Director
Ruth L. Ault, PhD
Office of Teaching Resources in Psychology Director
Maddrey Professor of Psychology
Davidson, NC 28035-6904
If you discover some type of formatting anomaly after downloading one of these resources, please be patient with us and, especially, their authors. The instructors who prepared these resources submitted to us electronic copies which displayed correctly on their own computers using their own word processing software. We have come to learn that what appears perfect on one computer may show some minor or moderate formatting anomalies on another computer. If such an anomaly appears to be particularly egregious or raises questions of interpretation of the author's pedagogical intent, please contact either the Associate Editor of Project Syllabus or the Internet Editor to point out the difficulty.