CABE Teaching Resources Award

The CABE Teaching Resources Award serves to encourage the development and dissemination of teaching resource materials in order to enhance the teaching of undergraduate psychology. Consistent with a goal within the American Psychological Association’s Strategic Plan to prepare the discipline and profession of psychology for the future, the Committee is particularly interested in receiving teaching resources that include evidence-based authentic learning assignments that encourage scientific inquiry and critical thinking (Goal 2 of the  APA Guidelines for the Undergraduate Psychology Major 3.0) (PDF, 1MBopens in new window). Resources can include, but are not limited to, those that include the use of AI or other technology tools. Please refer to the scoring rubric for evaluation criteria.

All submissions will also promote APA Project Assessmentopens in new window because awardees will have an opportunity to have their work included in this digital repository of resources. Awardees may also be invited to author an article on their resource for the Psychology Teacher Network.

Number of awards: A maximum of two awards of $250 each will be given. Each will be presented to recognize submissions that advance quality in the teaching of psychology at the undergraduate level. Additionally, submitted resources that have substantial merit but that did not win the monetary award may earn an honorable mention (no monetary award) and may be disseminated by CABE, with the author credited. Applicants are invited to submit multiple teaching activities. However, an applicant may only receive one monetary award.

The APA Committee on Associate and Baccalaureate Education (CABE) affirms its commitment to supporting the APA’s Racial Equity Action Plan. (PDF, 1.3MB)opens in new window

The competition is open to psychology teachers who are APA Community College Teacher Affiliates or who are APA members whose primary teaching responsibility is at the undergraduate level.

Faculty members interested in joining APA can obtain more information online.

All proposals must be submitted electronically by October 1. Proposals will be reviewed by CABE committee members and scored on a rubric described on the next tab. Decisions will be announced by early November, and awards will be recognized at the APA Annual Convention. Each award will consist of a $250 stipend.

Information needed to complete the application includes:

• Resource title, objective, instructions (including scoring rubric), applicability across courses, institutions, and modes of teaching, evidence for its effectiveness, and impact.
• Resource and any supplemental materials you wish to include with your submission (e.g., worksheets, artifacts)
• Submissions should clearly and succinctly communicate the purpose, structure, and instructional flow of the resource and include a brief overview, step-by-step instructions, estimated time, and example student materials.

Submit your applicationopens in new window

Please contact Emily Leary Chesnes with any questions.

Scoring Rubric

The rubric for assessing submissions has a maximum of 20 points:

Utilization of APA resource: 5 points

Does this resource:

• Use one or more APA resource(s) (e.g., APA Guidelines for the Undergraduate Psychology Major: 3.0) to create evidence-based, authentic learning assignments that encourage scientific inquiry and critical thinking?

 Pedagogical value: 4 points

Does this resource:

• Align with undergraduate-level learning goals and skills (e.g., APA Guidelines for the Undergraduate Psychology Major: 3.0 outcomes)?
• Provide credible evidence or rationale for effectiveness (e.g., peer-reviewed sources, classroom data, pilot assessment data, or theory-based justification that learning outcomes are met)?
• Use peer-reviewed sources to provide strength of evidence of the effectiveness or value of the resource and/or provide evidence that learning outcomes are met?

Impact: 4 points

Does this resource:

• Provide a clear and plausible account of how it can have a lasting effect on students’ engagement and/or performance?

• Offer evidence or a concrete plan for evaluating its impact (e.g., assessment data, reflective indicators, or equity-focused outcomes)?
• Address a need or gap not well met by currently available teaching resources?

Ease of implementation : 3 points

Does this resource:

• Describe an activity/assessment/method that can be implemented with typical resources (time, technology, and materials) available in undergraduate psychology courses?
• Provide all essential materials or templates (or clearly specified equivalents) needed for implementation

Generalizability: 2 points

Is this resource:

• Adaptable across different types of institutions (e.g., community colleges, liberal arts colleges, regional universities, research-intensive universities)?
• Adaptable across teaching modalities (e.g., face-to-face, hybrid, fully online, large-enrollment courses, dual-credit)

Communication: 2 points

Does this resource:

• Clearly and succinctly communicate the purpose, structure, and instructional flow of the resource, such that an instructor unfamiliar with the author’s context could implement or adapt it?
• Include a brief overview, step-by-step instructions, estimated time, and example student materials?

These teaching resources are featured in APA Project Assessment. Please register and explore Project Assessmentopens in new window.

2025

AI Reflection Journals for Self-Regulation and Professional Growth
Christina Costa, PhD
Wayne State University

Competency Portfolio
Sara Johnson, PhD
Aurora University

2024

Assessing AI-generated Reports of Psychological Disorders: Accuracies, Errors and Omissions
Paul Whissell, PhD
University of Toronto

Honorable Mentions

Unessay Assignment: Exploring Psychology through Creative Expression
Christina Costa, PhD
Wayne State University

Job Analysis and Resume Audit Assignment
William Ryan, PhD
University of Toronto

2023

Early Adversity and Resilience Advocacy Project
Chelsea Robertson, PhD, Department of Psychology
West Liberty University

Modules for Using Sesame Street to Teach Child Development
Pamela Schuetze, PhD, Department of Psychology
SUNY Buffalo State College

2022

Statistical literacy and the news
Erin K. Freeman, PhD, Department of Psychology
The University of Oklahoma