high school ethics assignment

20 Ethics Scenarios For High Schoolers To Learn Its Importance

Ethics is the study of moral principles and values that guide our actions and decisions. As young people navigate their way through high school, they encounter numerous ethical scenarios that require critical thinking and decision-making. After all, acquiring these skills can be on the high schooler’s bucket list .

From cheating on a test to cyberbullying, the choices they make can have significant consequences for themselves and others. In this article, we will explore some common ethical scenarios for high school students, and provide thought-provoking questions and insights to help them analyze these situations and make informed ethical choices.

By engaging in these scenarios, students can develop their moral reasoning, cultivate empathy, and enhance their ability to act with integrity, compassion, and social responsibility.

Ethics scenarios for high schoolers: Can you make the right call?

Like some work scenarios, the scenarios presented in this list are designed to challenge high school students to think critically about ethical issues and make responsible decisions. These scenarios cover a range of situations that students may encounter in their daily lives, and each one presents a unique ethical dilemma that requires careful consideration.

By working through these scenarios, students can develop a better understanding of their own values and principles, as well as the importance of acting with integrity and responsibility.

1. You see a classmate cheating on a test. Do you report them to the teacher?

This scenario involves a moral dilemma of honesty and integrity. You have to decide whether to report your classmate who is cheating on a test or not. Reporting them could potentially get them in trouble and face disciplinary actions, but it’s also important to uphold academic honesty and ensure that grades are earned fairly.

2. Your friends are planning to sneak into an R-rated movie. Do you go along with them or refuse?

In this situation, a choice must be made on whether to act in a way that is unsuitable or against the law. While it could be appealing to follow your friends’ lead, it’s necessary to think about the repercussions of breaking the law and if it’s worthwhile to run the risk of being discovered and possibly receiving punishment.

3. You witness someone stealing from a store. Do you confront them or report them to the authorities?

In this case, the choice is between intervening to stop the crime from being committed and reporting it to the police. It’s crucial to think about your personal security and the possible outcomes of confronting a thief. Making a report to the authorities about the occurrence might also aid in ensuring that justice is done.

4. You discover a wallet on the ground with money inside. Do you keep it or try to find the owner?

A choice must be made about ethics and honesty in this situation. The effect on the individual who lost the wallet should be carefully considered, as should whether you would want someone to replace your valuables if you lost them. Trust and honesty may be upheld by looking for the owner and returning the wallet.

5. You hear a rumor about a friend that could potentially harm their reputation. Do you share it with others or keep it to yourself?

This scenario involves a decision on whether to engage in gossip or to protect your friend’s reputation. It’s important to consider the potential harm that spreading the rumor could cause and whether it’s worth potentially damaging a friendship.

6. You see someone being bullied. Do you intervene or stay out of it?

In this case, the choice is between standing by and doing nothing or taking action to stop bullying. You should think about your own safety as well as the safety of the harassed individual. Bullying may be stopped and possibly avoided in the future by speaking up and defending the victim.

7. A friend wants to borrow money from you, but you know they won’t be able to pay you back. Do you still lend them the money?

In this situation, you must decide whether to give money to a buddy who is in need despite the possibility that they won’t be able to pay you back. It’s crucial to take into account both your personal financial condition and the potential effects that lending money to a buddy could have.

8. You accidentally break a valuable item that belongs to someone else. Do you offer to pay for it or pretend it never happened?

An ethical and moral choice must be made in this situation. The effect on the owner of the object and whether you would want the same thing done for you if the roles were reversed should both be taken into account. Maintaining honesty and trust might be made easier by offering to pay for the item.

9. You know that a friend is struggling with a mental health issue, but they haven’t shared it with anyone. Do you bring it up to them or wait for them to talk to you?

In this situation, you must choose how to approach a buddy who could be experiencing mental health problems. It’s crucial to think about how bringing up the subject would affect your friendship and whether your buddy would be open to talking about it.

10. You’re invited to a party where there will be underage drinking. Do you attend or decline the invitation?

In this situation, a choice must be made on whether to act in a way that is unsuitable or against the law. Even though it could be alluring to go to a party and engage in underage drinking, it’s crucial to think about the potential repercussions of breaching the law and perhaps endangering others as well as yourself.

11. You have the opportunity to cheat on a test without getting caught. Do you take advantage of the opportunity or do the work honestly?

Choosing honesty and integrity is necessary. It’s critical to think about the potential effects cheating might have on your academic career and decide if the danger of being detected and suffering disciplinary action is worth it.

12. You discover that a friend is involved in a toxic relationship. Do you confront them about it or stay out of it?

In this case, you must choose whether to help a buddy who is involved in a possibly dangerous situation. It’s crucial to take into account your friendship with your buddy and whether they would be open to talking about the matter.

13. You find out that a popular student is spreading rumors about you. Do you confront them or try to ignore them?

This scenario involves a decision on how to handle rumors and potentially harmful behavior directed toward you. It’s important to consider the impact that confronting the person could have on your relationship with them and whether it’s worth potentially escalating the situation.

14. You see someone littering on the street. Do you confront them or let them go?

This scenario involves a decision on whether to intervene in an environmental issue involving littering. It’s important to consider the impact that confronting the person could have on your own safety and whether it’s worth potentially escalating the situation.

15. You have the opportunity to copy someone else’s homework without getting caught. Do you take advantage of the opportunity or do the work honestly?

A choice must be made about ethics and honesty in this situation. It’s crucial to think about the potential effects that plagiarising assignments might have on your academic career and decide whether the risk of being found and incurring consequences is worthwhile.

16. You see someone being racially or culturally insensitive towards another person. Do you confront them or stay out of it?

This scenario involves a decision on whether to intervene in a potentially harmful situation involving racism or cultural insensitivity. It’s important to consider the impact that confronting the person could have on your own safety and whether it’s worth potentially escalating the situation.

17. You’re asked to participate in a school prank that could potentially harm someone or cause damage. Do you participate or refuse?

In this situation, a choice must be made on whether to take actions that can endanger or injure others. It’s critical to think about the possible outcomes of engaging in the prank and if the danger of being caught and maybe receiving punishment is worthwhile.

18. You discover that a friend is engaging in self-harm. Do you confront them or seek help from a trusted adult?

This scenario involves a decision on how to approach a friend who may be struggling with mental health issues and engaging in harmful behavior. It’s important to consider the potential impact that confronting the person could have on your relationship with them and whether seeking help from a trusted adult would be more appropriate.

19. You witness someone being dishonest about their qualifications or experience on a job application. Do you confront them or report it to the employer?

It involves a decision on whether to intervene in a potentially unethical situation involving dishonesty on a job application. It’s important to consider the potential impact that confronting the person could have on your own safety and whether it’s worth potentially escalating the situation.

20. You’re asked to participate in a social media challenge that could potentially harm someone or cause damage. Do you participate or refuse?

This scenario involves a decision on whether to engage in behavior that could potentially harm someone or cause damage, specifically through a social media challenge. It’s important to consider the potential consequences of participating in the challenge and whether it’s worth risking getting caught and potentially facing punishment

Benefits of using scenarios to teach ethics

Using scenarios to teach ethics has numerous benefits, including:

Real-world relevance: Scenarios are often based on real-world situations that students are likely to encounter, which makes the lessons more relevant and engaging. Ethics education that is purely theoretical or abstract may be less interesting to students and less effective at promoting ethical decision-making.
Active learning: Scenarios require students to actively engage in problem-solving and decision-making, rather than simply memorizing abstract concepts. This approach fosters a deeper understanding and critical thinking skills, as students are challenged to apply ethical principles to concrete situations and make informed decisions.
Application of ethical principles: Scenarios provide a practical context for applying ethical principles to real-world situations. Rather than learning ethics in isolation, students can see how moral reasoning can be used to make ethical choices in real life.
Empathy development: Scenarios often require students to consider the perspectives and needs of others, promoting the development of empathy and social awareness. For example, a scenario about cyberbullying may ask students to consider the impact of their actions on the victim and others who are affected. The same can be done through some kindness activities for the high schoolers.
Safe space for exploration: Scenarios provide a safe space for students to explore ethical dilemmas and make mistakes without facing real-world consequences. This can be particularly important for students who may not have had much experience with ethical decision-making or who may be hesitant to speak up in class.
Engagement with diverse perspectives: Scenarios can be used to explore different ethical perspectives and cultural contexts. By examining ethical issues from different angles, students can broaden their understanding of ethics and develop a tolerance for diverse viewpoints.

Overall, the use of scenarios in ethics education can help students to develop the critical thinking, moral reasoning, and empathy skills necessary to make ethical choices and act with integrity in the real world.

By engaging with real-world scenarios, students can develop a deeper understanding of the complexities of ethical decision-making, and be better equipped to navigate the ethical challenges they will face in their lives.

In conclusion, teaching high school students about ethics is an important aspect of their development as responsible and ethical individuals which further acts as helpful life skills activities. By presenting real-life scenarios that challenge students to think critically and make responsible decisions, we can help them develop a better understanding of ethical issues and the impact of their choices on others.

These scenarios cover a range of situations that students may encounter in their daily lives, from academic dishonesty to discrimination, and each one presents a unique ethical dilemma that requires careful consideration. By encouraging students to think deeply about these scenarios and make responsible choices, we can help them become more ethical and responsible members of society.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

Ethical & Moral Dilemmas for Classroom Discussion:

The daily dilemma archive.

This is an archive of moral & ethical dilemma discussion starters from the case files of Charis Denison, Prajna Consulting . It presents a variety of age-appropriate, real-life examples of ethical dilemmas to ignite intense student discussions. These are just synopses. When you see something that looks interesting (and they all are), just click on the number and you’ll get the full story, notes for the facilitator (that’s you), and challenging discussion questions.

Educational Resources

Ethics for high schoolers.

The Prindle Institute for Ethics wants to serve high school educators with our content and educational resources. Whether you’re a midwestern Language Arts teacher, or a curriculum developer in Nevada, we have the resources you need to engage your students with ethics. Our associate director Emily Knuth is happy to address any comments, questions or concerns you might have. Reach out today: [email protected] .

The Prindle Post as a classroom tool

Color photograph of artfully displayed copies of the Prindle Post print edition on human rights. The workbooks are red with orange highlights.

The Prindle Post is the Prindle Institute’s online source for pieces that examine and explain the ethical dimensions of current events and culture. Many of the articles have discussion questions tailored for use in the classroom.

We also offer a PDF workbook with activities and discussion questions for a selection of articles on a certain theme. Find out more about using The Prindle Post in your classroom, and order your free copies of the Prindle Post workbook, click the button below.

Examining Ethics podcast in the classroom

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Scholars can be difficult to understand if you’re not one yourself. Examining Ethics is a podcast that translates big ideas from some of the country’s leading ethicists, philosophers and scholars into language we can all understand. We’ve covered everything from reparations and climate change to using games to teach ethics to the ethics of trust in technology , all in a way that’s designed to appeal to high schoolers, college students and life-long learners. High school teachers and college professors alike use the podcast in their classroom to help provoke discussion. Find the show at the link provided, or on most podcatchers.

Partner Resources

We regularly partner with other philosophy and ethics education organizations. Check out their amazing (and free!) resources below.

PLATO (Philosophy Learning and Teaching Organization): The Philosopher’s Toolkit provides dozens of lesson plans for leading philosophical discussions in pre-college classrooms.
Logic Made Accessible : This Columbia University project makes logic and philosophy available to educators through their comprehensive curriculum with downloadable lesson plans, interactive quizzes and more.

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What Students Gain From Learning Ethics in School

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When Sophie Huttner was 16 years old, she labored over an ethical dilemma. Her small class at Kent Place School in New Jersey was discussing a case study that concerned a woman who was thinking of leaving her disabled husband; caring for his injuries was devouring the woman’s every moment, and the couple’s affection for each other had fizzled. Was it ethically wrong for her to leave him?

“The case made me realize that the value I placed on individual autonomy would often conflict with other values that I also thought important, like loyalty and integrity,” Huttner said. At the time, she was involved in her first serious relationship, and the case and ensuing discussion touched on the very questions she was mulling in her personal life.

“When you give kids and teenagers the space to explore ethical dilemmas, this can be very powerful for students,” said Jana M. Lone, director of the Center for Philosophy for Children at the University of Washington, which brings introductory philosophy to schoolkids in the Seattle area. Central to ethics education is teaching kids the skills to make sound decisions: to search for and evaluate their assumptions, to excavate the reasons behind those assumptions, to examine without prejudice another’s opinion and to make a thoughtful decision with confidence.

“There’s more hunger for this kind of training now,” Lone said. “The most recent political polarization, the shifting news cycle—which makes us less engaged with people who think differently—has made it more imperative,” she added. Kids, too, sense the ugly divisions in society. “Teenagers and kids recognize that they live in a fractured world, and it’s troubling to them,” Lone said.

Though sought after, ethics classes are largely absent from schools. Also, teachers’ freedom to migrate into wide-ranging conversations that might veer into ethics have been curbed by standardized testing and curriculum requirements. This is despite research that shows teenagers’ ability to make ethical decisions—to see problems from multiple view points, and to consider the potential harm to others that a decision can cause—is underdeveloped. In the most recent survey of teenage ethics done by the Josephson Institute, for example, just 49% percent of the 23,000 teenagers surveyed reported never cheating on a test in school. A 2014 analysis by the Making Caring Common Project at Harvard University found that a majority of teenagers value happiness and personal success more than concern for others.

Teaching ethics to children and teenagers

The Ethics Institute* at Kent Place School is devoted solely to teaching ethics to primary and secondary school students, said Karen Rezach, the institute’s director. “There are so many ethics institutes at the university level, but none at our level,” she said. Like Lone, Rezach thinks kids and teenagers long for ethical guidance. “We’re trying to teach them how to exist in this world,” she said.

Children at Kent Place are introduced to ethics in fifth grade, during what would otherwise be a health and wellness class. Rezach engages the students in simple case studies and invites them to consider the various points of view. She also acquaints them with the concept of right vs. right—the idea that ethical dilemmas often involve a contest between valid but conflicting values. “It’s really, really, really elementary,” she said.

In middle and upper school, the training is more structured and challenging. At the core of this education is a simple framework for ethical decision-making that Rezach underscores with all her classes, and which is captured on a poster board inside school. Paired with this framework is a collection of values that students are encouraged to study and explore. The values and framework for decision-making are the foundation of their ethics training.

Once a month, all middle school students grapple with an ethics case study during advisory that’s been written for their grade. Sixth-graders, for example, wrestled with a case about “Emma”, who wasn’t invited to Jane’s party but who saw pictures of the festivities on Instagram. The students then discussed various questions: How might Emma feel when she sees the Instagram photo? What is Jane’s responsibility in this case? What values influence the way you think about this scenario? Though the case studies reflect real-life problems the kids have encountered, the stories are told in the third person, which frees them to talk openly, Rezach said.

Two elective courses on ethics for seventh- and eighth-graders explore deeper quandaries while pressing students to understand the values reflected in those views. In one case study they discussed, “Allison” enters a coffee shop wearing a T-shirt with a swastika, which clearly offends other customers. What should the manager do? How does one balance the right to freedom of expression with the rights of the community? “In this situation, as in all ethical dilemmas, the students have to weigh the benefit and the harm,” Rezach said. She draws connections to books they’re reading in English class, brings up related news stories, and asks students to think of and share ethical quandaries they’ve encountered.

For homework, students study critical historical documents, like the Constitution and Bible, and identify the values that suffuse the work. In another assignment, they prepare a two-minute oral presentation on a principle that matters deeply to them. Some will read a poem, or sing a song, or produce a video that reflects that value. Once the presentations end, Rezach pairs up students with conflicting ideals—compassion versus justice, for example—and asks them to write a case study together.

High school students interested in ethics have other ways to learn. Fourteen kids meet weekly after school on an ethics bowl team, which competes nationally against other schools. In bioethics class, an elective, students explore a particular ethical problem related to a single theme—such as “Environment and Health,” this year’s subject—then present and defend their position at a spring symposium. The ethics club is launching an Instagram account, @ethicseverywhere , which will pose an idea or dilemma for all student followers to reflect on. And during the summer, students can apply for shorter programs, one on the ethical issues surrounding science and technology and the other on ethics in business.

Impact on students

Research suggests that ethics training improves academic performance. Children in Scotland who had been taught to think about ethical decision-making and the responsibilities of citizenship showed improved reasoning abilities. A study in Australia showed that young students who took part in a class on “dialogue-based ethical inquiry” were better able to evaluate and construct reasoned, ethical arguments. Standardized test scores for children who studied “collaborative philosophical enquiry”—a variant of ethics training— went up in verbal, nonverbal, and quantitative reasoning. And a small study conducted by researchers at Penn State revealed that even preschoolers can engage with and learn from simple ethical instruction.

Academic benefits aside, students at Kent Place involved in ethics training relish the open-ended conversations with peers along with the chance to reflect on what matters to them. “I love discussing these things with other people, and hearing other points of view, especially on controversial topics,” said Alexandra Grushkin, an eighth-grader. The value she selected that’s most dear to her is integrity. “I believe you’re a good person if you have integrity,” she explained. In her class presentation, she shared a quote by author Lynne Namka that reflected this value. Alexandra was matched with a student who chose loyalty, and the two crafted a case study that captured the tension between these principles: What does a student do when she spots her close friend cheating in a school competition?

Encouraged at home to listen to others’ opinions, Alexandra said that she’s better able now to understand the ideals that undergird beliefs and to articulate her own positions. “It has changed the way I approach conflict—and most things, actually,” she said. “With ethics, I’ve learned that there are a lot of different sides to everything.” What Alexandra’s mother, Trisha, welcomes in this training is the open-mindedness it provokes, as well as the instruction it provides in how to converse calmly. “There’s a humility that comes with this ethical framework that will serve them well for the rest of their lives,” she said.

Rezach believes that students benefit from an ethics education in many ways. “For the first time in their lives, they’re allowed to think for themselves—without someone telling them what to think,” she said, adding “It’s like you’ve taken the lid off the top of their minds.” For teenagers who often struggle with confidence and identity, these debates on ethics free them to test their values in an abstract, unthreatening way. Exploring conflicts from different points of view—and striving to understand the value behind an opinion—also makes them more empathetic to others. “I see them grow in their ability to see somebody else’s perspective,” Rezach said. Having to identify and defend their decision is also critical, she added. Ordinarily, students she encounters avoid making decisions because they fear they’ll get it wrong. “Being able to make a decision and articulate why—that’s huge!” she said. “And being respectful to a person who doesn’t agree—that’s huge.”

Rezach writes the case studies, teaches the classes and overseas all the extracurricular ethics programs. She has also consulted with about 100 other middle- and high schools that want to bring this discipline back to their communities. “It can’t be a one and done,” Rezach said about how to build an ethical student body. “You have to infuse it into current programs—in classes and after school,” she added.

Now a college freshman, Sophie Huttner said she continues to apply the analytical frameworks she absorbed in her ethics training to her studies at Yale. “My ethics education, above all, has functioned as a mirror, allowing me to reflect on my own values and those held by my community,” she said. “Because I have had the chance to consider at length the ethical concepts most important to me, I have become a better judge of my own actions.”

*Linda Flanagan serves on the advisory board of the Ethics Institute, for which she receives no financial compensation.

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Lesson Plan: Ethics in Business

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In this lesson, students will learn about ethics, analyze actions for ethical dilemmas, and write a personal code of ethics for business and personal use.

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Activities, discussion questions, and suggested readings.

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Ethics Lesson Plan: Determining What is Right and Solving Conflicts

In this ethics lesson plan, which is adaptable for grades 3-12, students will use BrainPOP resources to explore the basics of ethics and morality. They will reflect on how we determine what is right and wrong, and practice using two different strategies for making tough ethical decisions. Students will also practice conflict resolution skills and reaching compromises with others who hold different ethical beliefs.

Lesson Plan Common Core State Standards Alignments

Students will:.

Define ethics and explain how we decide what is right and wrong.
Explore two different strategies for solving tough ethical dilemmas and evaluate each based on their effectiveness.
Internet access for BrainPOP
Class set of photocopies of the Graphic Organizer

Vocabulary:

Lesson procedure:.

Display one of the ethics quotes from the Related Reading Quotables page or a quote of your own choosing. Alternatively, have students explore as essential question such as "How do we determine what is right and wrong?" As a warm-up activity, have students reflect in writing or orally on what the quote or essential question means to them.
Talk with students about their responses. What are ethics? (The movie defines ethics as a set of guidelines for behaving morally.) Who determines the set of guidelines? Where do the guidelines originate? How do the guidelines change over time?
Play the Ethics movie for the class. Allow students to talk about how their understanding of ethics evolved after viewing the movie.
Ask a student volunteer to explain Tim's process for working through ethical dilemmas (making a pros-and-cons-style list.) Have students ever tried this method? How did it work?
Project the Worksheet on your interactive whiteboard for students to see. Explain that they will choose one of the ethical dilemmas on the Related Reading In Depth page and pair up with a friend to choose sides in the dilemma. Each person will use a sheet of paper to write down arguments to support their side.
Provide time for students to share their arguments with their partner. Remind students of Tim's suggestion to ask themselves, "What solution is fairest to all the people involved?" Encourage students to reach a compromise together and record it at the bottom of their papers.
Ask for volunteers to share the compromise that they agreed to, and talk with students about how the decisions were made.
Pose the following questions to students: How do you determine what is right and wrong? What is the foundation of your "moral compass"? Pass out photocopies of the Graphic Organizer and have students complete it based on an ethical dilemma from the BrainPOP movie, Related Reading page, or their own lives. This could be completed as a homework assignment if you want to give students additional time to reflect...
Ask students to think about which decision-making tool was more helpful for them personally, the activity (pros/cons style list) or the graphic organizer. What strategies will students use to make tough ethical decisions in the future?

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Students are asked to explore the universe's beginnings and answer who created it. They are asked to comment on the origin of evil and whether evil had a specific start or has always existed. Students are also asked to discuss whether humans are naturally good, evil or neither.

The questions call for examining morality and religion, including an overview of Christianity , its beliefs, practices and values. Lastly, students are asked questions like, “Is God real? Is satan real?”

Netizens react

Netizens reacted to the questions and expressed surprise and shock at the same time.

“That’s an assignment I would struggle with as a college level student. What are the “right” answers? I don’t think I even wanna know,” wrote one user.

“I find it extremely disturbing content...And I thought there was separation of church and state in the US Constitution?” wrote another.

“So now she is being FORCED to spill her personal beliefs and will be graded on such?” posted another.

“A clear Violation of the Establishment Clause (U.S. Const. amend I). The school district's veiled attempt to recognize one religion over another. Why not let the student choose which religion they are to write about?” another Facebook user wrote.

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Do you have an idea for a teaching or advising resource that we could distribute? If you are interested in discussing an idea for a possible project, please contact Ashley Waggoner Denton, STP's Editor of Best Practices in Teaching and Learning, at [email protected] .

Request for Volunteers

Would you like to volunteer to review new teaching resource submissions? Reviewing resources is a great way to contribute to STP with a modest time commitment. If you would like to join the reviewer pool, please send the following information to Ashley Waggoner Denton, STP's Editor of Best Practices in Teaching and Learning, at [email protected] . 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)

Abnormal/Clinical/Counseling Return to Index

An experiential approach to teaching counseling skills: instructional modules for undergraduate and graduate students in psychology (2020).

Note: 2019 Instructional Resource Award

Educating Students about Professional Licensure in Health Service Psychology (2016)

Dsm-5: using key changes to highlight critical teaching points for undergraduate psychology instructors (2014), why does johnny tantrum (2014).

Introduction to narration (Word)
Why Does Johnny Trantrum (PowerPoint)

Author: Ennio Cipani Affiliation: National University Description: The PowerPoint file provides an introductory narrated presentation (under 8 min.) on a functional behavioral perspective on human behavior, especially explaining why challenging problem behaviors occur. Dr. Cipani contrasts this approach to understanding human behavior with a more traditional approach. The Word document suggests how to use the narration to stimulate class discussion.

Advising Return to Index

Developing and enhancing students’ job search skills and motivation: an online job search intervention training module (2018).

STP Best Practices Author: Christopher J. Budnick & Larissa K. Barber Affiliation: Southern Connecticut State University & Northern Illinois University Description: This 47-page online training program provides a flexible, low labor, and low cost approach to implementing undergraduate student job search skills and motivation training into psychology courses. Designed to be easily modifiable, this module can be presented via online survey software (e.g., Qualtrics, SurveyMonkey) and housed/deployed using learning management systems. Although this resource should be useful for any instructor wishing to embed job search training in their courses, it will likely especially benefit internship advisors, psychology instructors teaching career-focused courses, and industrial-organizational psychology instructors discussing application and selection processes.

Note: 2016 Instructional Resource Award

Interpersonal Helping Skills Instruction in Undergraduate Psychology Internship Courses (2017)

Part 1: Introduction to Resources and Background
Part 2: Student Handouts
Part 3: Instructor’s Guide

Author: Melissa J. Himelein Affiliation: University of North Carolina, Asheville Description: This 3-part resource advocates a curriculum focused on the instruction of interpersonal helping skills, defined as communication strategies that demonstrate a listener’s attention, interest, understanding, self-awareness, and ability to help. The resource provides instructors with the tools needed to integrate a helping skills curriculum into practicum-centered courses. Part 1 summarizes research establishing the theoretical and empirical basis of a helping skills curriculum. Part 2 provides a set of handouts, which can be distributed to students, summarizing each of 10 specific helping skills. Part 3 offers an instructor’s guide for faculty teaching internship courses containing background information, pedagogical strategies, and resource suggestions pertinent to the teaching of each skill.

Creating a Successful Career in Art Therapy: Advising Guide for Psychology Faculty and Students (2017)

An online career-exploration resource for psychology majors (2018).

For Faculty: A Formal Introduction to the Resource For Students: An Online Career-Exploration Resource for Psychology Majors For Departments: An Online Career-Exploration Resource for Psychology Majors (Poster) - 2016.pptx (Version for modifying to suit your needs) For Departments: A n Online Career-Exploration Resource for Psychology Majors Poster - PDF (Version for printing or viewing on a mobile device) For High School Teachers: An Online Vocational-Exploration Resource for High School Psychology Students

Author: Drew C. Appleby Affiliation: Indiana University Purdue University Indianapolis

Description: This resource is composed of the following four parts.

The first (for faculty) is a formal introduction containing ways to use the resource to promote student success and lists of printed and online sources to aid faculty in their career-advising activities.
The second (for students) consists of more than 2,400 hotlinks psychology majors can use to explore 300 careers they can prepare to enter that have been organized into 15 broad occupational categories to facilitate searching. Persons employed in 57 of these careers are psychologists who must hold the appropriate graduate degree. The remaining 243 psychology-related careers (i.e., those that require the demonstration of psychological knowledge and skills, but which do not carry the title of psychologist) are divided almost equally into two categories: those that can be entered with a bachelor’s degree and those that require a graduate degree.
The third is a poster departments can print and post. Faculty, advisors, and administrators can use this resource in classes, advising sessions, and departmental websites to help psychology majors begin the process of accomplishing Goal 5: Professional Development of APA’s Guidelines for the Undergraduate Psychology Major: Version 2.0 by acquiring an understanding of the “settings in which people with backgrounds in psychology typically work,” thus helping them to “develop meaningful professional directions.”
The fourth is a poster that high school teachers can use to help their students begin the process of accomplishing the Vocational Applications component of APA’s National Standards for High School Psychology Curricula by identifying “careers in psychological science and practice,” “careers related to psychology,” and “degree requirements for psychologists and psychology-related careers.”

Three New Ways to Bring Students’ Attention to the Kisses of Death in the Graduate School Application Process (2015)

Psychology career advice videos (2015), internship supervision resources for developing student employability (2015), educating prospective students of professional psychology about the supply-demand internship crisis (2013), a job list of one's own: creating customized career information for psychology majors (2009), doctor of psychology programs today: location, accreditation, administration, specialization (2007), undergraduate preparation for graduate training in forensic psychology (2006), so your students want to be sport psychologists (2003), a student's guide to careers in the helping professions (1999), position opening: professor--is college teaching a career you should consider (1992), writing letters of recommendation for students: how to protect yourself from liability (1991), what departments and faculty can do to assist their undergraduate students with their graduate school planning (1990), capstones return to index, work-integrated learning internships in psychology (2023), child development return to index, the benefits of incorporating a community project in a child development course (2021).

Authors: Jason McCartney and Rhyannon Bemis

Lev’s Research Legacy: A Developmental Psychology Research Methods Activity (2016)

Punishment on trial: a resource guide to child discipline (2009), curriculum guide for instruction in child maltreatment (2007), cognitive psychology return to index, cognitive psychology games day manual (2024), conference hosting return to index, how to host an undergraduate twitter poster conference (2021), how to host a student psychology conference at your college: a model from the national office of psi beta (1999), diversity return to index, social justice pedagogy in psychology: advocating for access to mental health care for youth (2019), increasing inclusiveness and awareness: disability in introductory psychology (2019), presidential taskforce on diversity education (ptde) (2012).

Author: Mary Kite, Ball State University, Chair, Rosemary Blieszner, Virginia Polytechnic Institute and State University, James E. Freeman, University of Virginia, Ladonna Lewis, Glendale Community College, Jeffery Scott Mio, California State Polytechnic University Description: The APA Task Force on Diversity Education Resources was established by the 2006 APA President Gerry Koocher. The group’s mission was to provide support for instructors who want to address diversity issues in their classrooms. The Task Force compiled annotated bibliographies of teaching resources, including books, book chapters, journal articles, films, websites, and other media. Topics (noted on the navigational bar on the left of this page) included cross-cutting issues, such as assessment, institutional support for diversity education and, power and privilege and specific categories such as Race/Ethnicity, Religion, Gender/Sex, Sexual Orientation, and Age. The resources were developed for teachers of psychology at the high school, undergraduate, graduate, and post-graduate level. The Division 2 Diversity Committee will continue the PTDE's work by making yearly updates to these resources.

Diversity Related Bibliography and Resources (2008)

Understanding and expanding multicultural competence in teaching: a faculty guide (2005), psychology of peace and mass violence -- genocide, torture, and human rights: informational resources (2004), psychology of peace and mass violence -- war, ethnopolitical conflict, and terrorism: informational resources (2004), psychology of peace and mass violence: instructional resources (2004), simulation of a world congress of sexology symposium on aids (2001), informational resources for teaching cross-cultural issues in psychology (1998), activities and videos for teaching cross-cultural issues in psychology (1998), including gay, lesbian, and bisexual students on campus: a short annotated reading list (1994), environmental psychology return to index, teaching psychology for sustainability: a manual of resources (2006), ethical issues return to index, plagiarism prevention tutorial: how to avoid common forms of plagiarism (2020, revised).

Introduction to Plagiarism Prevention Tutorial
Plagiarism Prevention Tutorial
Plagiarism Prevention Quiz Questions
Plagiarism Prevention Quiz Key (requires login)

Tutoriel sur la prévention du plagiat : comment éviter les formes communes de plagiat. [French translation] (2023, Revised)

Présentation du tutoriel
Tutoriel sur la prévention du plagiat
Questionnaire sur la prévention du plagiat
Corrigé du questionnaire

Auteure: Kosha Bramesfeld Affiliation: Humber College Description : Le tutoriel de 79 diapositives traite des erreurs fréquentes pouvant mener au plagiat, incluant (a) ne pas citer ses sources correctement; (b) copier les mots ou la structure du travail d’autres auteurs; (c) surutiliser le travail d’autres auteurs, aux dépens de sa propre contribution. Les étudiants apprennent comment corriger ces erreurs au fur et à mesure de leur progression à travers les cinq sections du tutoriel : (1) Qu’est-ce que le plagiat; (2) Citer ses sources selon les normes de l’APA; (3) Reformuler; (4) S’assurer que votre travail vous appartient; (5) Mettre en forme une liste de références. Les ressources disponibles comprennent une description du tutoriel et une banque de questions de type vrai ou faux et de questions à choix de réponses multiples. Le corrigé du questionnaire est accessible sur la section du site réservée aux membres ou en contactant l’auteure par courrier électronique. La traduction par: Marie-Claude Richard & Sophie Dubé (Université Laval) Note : La ressource suivante a été traduite du texte original en anglais vers le français avec la permission de la Division 2 de l’Association américaine de psychologie. La Division 2 ne garantit pas l’exactitude de la traduction qui n’est pas un produit officiel de la Division 2 de l’Association américaine de psychologie. Pour tout renseignement concernant cette ressource ou toute autre publication de la Division 2 de l’Association américaine de psychologie, veuillez envoyer un courriel à [email protected].

IRBs and Research on Teaching and Learning (2014)

Activities guide: teaching ethics in the introduction to psychology course (2013), beyond milgram: expanding research ethics education to participant responsibilities (2012), educating students about plagiarism (2012), scientific misconduct: an annotated bibliography of articles selected for their lecture development value (1994), sensitizing undergraduate students to the nature, causes, scope, and consequences of research fraud: preliminary report (1993), ethical issues in teaching and academic life: annotated bibliography (1993), faculty development return to index, video clips of elements of master teaching (2013), peer review of teaching: an overview (1998), film in psychology return to index, documentary films for teaching psychology (2011), films illustrating psychopathology (2009), films illustrating character strengths and virtues (2008), using film to teach psychology: a resource of film study guides (2006), history of psychology return to index, women in psychology (2003), human sexuality return to index, the development of sexual orientation: a teaching resource (2007 – module 8 added in 2009), industrial/organizational psychology return to index, materials for incorporating i/o into an introductory psychology course (2013), international psychology return to index, taking psychology abroad: resources for designing your study abroad course (2009), international psychology: a compendium of textbooks for selected courses evaluated for international content (2002), international psychology: annotated bibliography, relevant organizations, and course suggestions (2002), introductory psychology return to index, the psychological myth project: research and application (2024), introductory psychology scientific reasoning modules (for small classes) (2019).

Table of Contents
ZIP file with Resources

Accessible Modules for Improving Scientific Reasoning in Large Introductory Psychology Classes (2019)

Game-based experiential learning in introductory psychology (2016).

Instructor's Guide
Student's Guide

Author(s): Jaclyn Spivey Affiliation: York College Description: This resource introduces a game-based approach to out-of-class activities for Introductory Psychology students. The 16-page instructor’s guide provides background and implementation advice; the 4-page students’ guide lists 9 individual and 6 small-group activities. Because of the asynchronous nature of the activities and required social media documentation, these activities can be used in traditional as well as online settings. Note: 2015 Instructional Resource Award

Writing to Learn, Reciting to Remember: Applying Learning and Memory Principles to Flashcards (2015)

Author(s): Mark L. Mitchell and Janina M. Jolley Affiliation: Clarion University Description: This resource is a tutorial (using PowerPoint®) for students to help them understand, retain, and apply both effective concept learning strategies and effective memory strategies, primarily by creating and then studying from flashcards. Following the presentation of material, students can take a quiz and print out their results to turn in to their instructor. In addition, a 5-page document summarizes for instructors what students will be learning.

Statistical Literacy in the Introductory Psychology Course (2014)

Psychology major learning goals
Introductory Psychology learning goals
Literacy resources

Author(s): STP Statistical Literacy Taskforce 2012

Description: The Taskforce created two sets of statistical literacy standards: one for Introductory Psychology at both the high school and college levels and one for undergraduates majoring in basic and applied psychological science. In addition they created a 40-page annotated list of resources that provides examples of the kinds of resources that might be useful for instructors who want to implement the learning goals. Those resources are organized around the topics of general statistical literacy issues, general teaching resources, specific activities and assignments, technology, assessment, websites with more general resources, and ethics/research methods.

Scientific Literacy in a Psychology Curriculum Module (2013)

Instructional Materials
Student Materials
PowerPoint Slides (If using internet explorer, ignore the username/password box that appears when you click on "open")
Undercover.pptx

Flashcards-Plus: A Strategy to Help Students Prepare for Three Types of Multiple-Choice Questions Commonly Found on Introductory Psychology Tests (2013)

Introductory Article
PowerPoint Slides (If using internet explorer, ignore the username/password box that appears when you click on "open")

Author: Drew C. Appleby Affiliation: Indiana University-Purdue University Indianapolis (Retired) Description: The purpose of this resource is to provide students with a research-based study strategy (creating flashcards) designed to help them understand, prepare for, and take multiple-choice tests more successfully. The 32 slides that accompany the introductory article familiarize students with three types of cognitive processes their instructors will commonly ask them to use in their classes and then invite them to model the behavior of their instructors by creating flashcards. Their flashcards should contain verbatim definitions for retention questions, accurate paraphrases for comprehension questions, and realistic examples for application questions.

Integrating Mnemonics into Psychology Instruction (2011)

A compendium of introductory psychology texts (2003-2006) (2006), frequently cited concepts in current introduction to psychology textbooks (2006), principles of psychology: experimental foundations laboratory manual (2002), learning and memory return to index, writing to learn, reciting to remember: applying learning and memory principles to flashcards (2015), learning and memory strategy demonstrations for the psychology classroom (2014), cases in negative reinforcement (2010), media psychology return to index, teaching scientific literacy and public engagement with social media (2018), instructor resources for media psychology (2010), taking it to the streets: how to give psychology away and become a local media hero (2009), national standards return to index, national standards for the teaching of high school psychology (2011), principles for quality undergraduate education in psychology (2011), apa guidelines for the undergraduate psychology major (2007), open educational resources return to index, a primer on open educational resources (oer) for psychology instructors: background, resources, and materials (2017), outcomes return to index, psychology for the public: a project to foster good science communication (2017).

ZIP Folder Containing All Resources

Authors: T.M. Vanessa Chan and Jamie M. Trost Affiliation: University of Notre Dame Description: Over the past few years, the media frenzy around our evolving understanding of COVID-19 and its vaccines has highlighted the need for people being trained in the sciences to not only understand the research process, but also be able to explain research to others without the same background and education. While the fields of science journalism and science communication have grown, they are still not well known to students, nor do they preclude the imperative for all students to learn how to talk about what they have learned in an accessible manner. This instructional resource introduces a media project in cognitive psychology / neuroscience, in which students write a press release for a scholarly article and then present the article in a creative media format. Throughout the project, students are invited to think about how the media portrays science and practice communicating without jargon. In this way, the project will not only expose students to the media process, it will also make them more equipped to take scholarly research out of the ivory tower. This resource includes assignment instructions, suggestions for facilitating science communication in psychology, and rubrics for evaluating materials. Note: 2024 Instructional Resource Award

The Employable Skills Self-Efficacy Survey: An Assessment of and Resource for Fostering Skill Development (2017)

An electronic workbook for assessing the dunn et al. (2007) “quality benchmarks in undergraduate psychology programs" (2008), measuring the varied skills of psychology majors: a revision and update of the academic skills inventory (2013), a guide to writing learning objectives for teachers of psychology (2012), goals and objectives for the undergraduate psychology major: recommendations from a meeting of california state university psychology faculty (2000), physiological / biological psychology return to index, authentic assessments for biopsychology: encouraging learning and retention by applying biopsychological knowledge in real-world contexts (2019), enhancing the physiological psychology course through the development of neuroanatomy laboratory experiences and integrative exercises (2013), interactive teaching activities for introductory biopsychology (2012), positive psychology return to index, positive psychology teaching tools: supplemental readings to core texts (2012), psychology and law return to index, psychology and law: a teaching resource (2005), sensation and perception return to index, build-your-own sensation and perception lab kits: a compilation of inexpensive, accessible activities (2022), sensation and perception: activities to enhance learning (2017), using the drawing and animation tools in powerpoint® to build your own visual perception demonstrations (2010), problem-based group activities for a sensation & perception course [english version] (2009), actividades grupales basadas en problemas para un curso sobre sensación & percepción [spanish translation] (2009), social psychology return to index, “c’est la vie: the game of social life: a role-playing game for teaching about privilege, oppression, and intersectionality” (2015).

Author: Kosha D. Bramesfeld Institution: Ryerson University Description: This resource is an empathy-based privilege and oppression awareness intervention that can be used to help students engage in difficult dialogues surrounding the issues of privilege, oppression, and intersectionality. The materials include (a) 64 character profiles and game sheets that describe the demographic characteristics and resources assigned to each player’s character, (b) a strategy game that presents students with a variety of different decision scenarios that interact with their character’s resources (described in a 33-slide presentation), and (c) an instructor’s guide that covers the development of the game, its recommended uses, and a debriefing and discussion points that help students reflect on the outcomes of the game, its connections with real life inequality, and the role that privilege and oppression might play in the students’ own lives.

Activities for Teaching about Prejudice and Discrimination (2013)

Statistics and research methods return to index, writing testable research hypotheses: a guided student activity (2023).

Writing Testable Research Hypotheses: A Guided Student Activity (DOCX)
Hypothesis Activity Instructional Slides: PDF
Hypothesis Activity Instructional Slides: Powerpoint Slides
Hypothesis Activity Instructional Slides: Powerpoint Slides (Accessible Version)
Hypothesis Activity Student Handout (PDF)
Hypothesis Activity Student Handout (DOCX)

Author: Kate G. Anderson Affiliation: Presbyterian College Description: This three-part resource describes an activity for teaching students how to write testable research hypotheses. Through this scaffolded activity, students are introduced to the structure of a testable hypothesis and are given the opportunity to practice writing operational definitions and testable correlational and experimental hypothesis. Suitable for use in an introductory research methods class, this activity can be also used by instructors looking to review these fundamental skills in any course. The resource includes an instructor guide, ready-to-use instructional slides, and a student handout.

Making Research Reproducible (2022)

Making Research Reproducible: Teaching Guide
Making Research Reproducible: Powerpoint Slides
Music and Room Color Data

Authors: Jason McCarley & Raechel Soicher Affiliations: Oregon State University Description: This 32-page resource (plus supplementary materials) provides instructors with the resources they need to teach analytical reproducibility to undergraduate students. It includes an introduction to the concept of reproducibility and its importance, a discussion of the challenges researchers face when trying to reproduce others' work, and an activity that teaches students how to prepare their materials in a reproducible way (with step-by-step instructions for both JASP and R users). Instructors will also benefit from a set of ready-to-use PowerPoint slides. Note: 2021 Instructional Resource Award

Evaluating Research Summaries (2021)

Answers & Explanations (PDF)

Authors: Keith Millis 1 , Diane Halpern 2 , Katja Wiemer 1 , Patricia Wallace 1 Affiliations: 1 Northern Illinois University, 2 Claremont McKenna College Description: This two-part resource, geared toward undergraduate and high school students, provides students with opportunities to learn ways research may be flawed or limited. The first document includes 16 research summaries that contain one or more methodological flaws (e.g., no control group, small sample size). Students must identify which of the 12 possible flaws could be limiting the research presented. Answers and explanations are provided in the second document.

An Exercise to Assess Student Understanding of Bottleneck Concepts in Research Methods (2018)

Statistics that stick: embedding humor in statistics related teaching materials (2016), poker chip people: using manipulatives in a college level statistics course (2015).

Instructor Manual
Male Face Labels
Female Face Labels
Back labels: Page 1 - Page 2

Instructor Materials for Teaching Research Methods Using a Consulting Model (2015)

Increasing graphing literacy and graphing ability in undergraduate psychology majors through active learning based exercises (2014) .

Author: Meridith Pease Selden Affiliation: Yuba College Description: This 63-page resource is designed to increase students’ ability to read graphs and to create a variety of types of graphs in Microsoft’s Excel program. In-class activities and detailed instructions (including screen shots) are appropriate primarily for the graphing unit in a statistics or research methods class, but other instructors who want to help students read primary sources can select particular stand-alone activities from the set provided. Note: 2010 OTRP Instructional Resource Award

Statistical Literacy Taskforce Learning Goals and Resources (2014)

Instructor's guide to using research methods and statistics concept maps (2013), research readings and statistical exercises using spss and excel (2012), statistics assignments using excel(r) (2010), factorial research design (2010), a template paper with comments for illustrating the 6th edition of apa style (2010), why and how to write apa-style citations in the body and reference section of your papers (2010), exemplar studies for teaching research methodology (2010), yes, you can write in a statistics class: an instructional tool to reduce anxiety and improve statistics performance (2010), statistics decision aids [english version] (2009), ayudas para la decisión estadística [spanish translation] (2009), assessing student learning: a collection of evaluation tools (2009), a self-scoring exercise on apa style and research language (2008), teaching statistics and research methods: a collection of hands-on activities and demonstrations (2008), a student-faculty research agreement (2007), guidelines for preparing posters using powerpoint presentation software (2001), an instructor's guide to electronic databases of indexed professional literature (2000), publication and award opportunities for undergraduate students (1998), teaching tools / programs return to index, transferable skills assessments (2024).

Authors: Michael B. Madson, Eric R. Dahlen, Kruti Surti, Mark J. Huff, Kelsey Bonfils, & Marisa Alawine

Affiliation: University of Southern Mississippi

Description: This 14-page resource includes instructions and materials for two skills-related assessments. The first assessment is designed to measure students' perceptions of which transferable skills (from the Skillful Psychology Student ) are emphasized within a course and their perceived value and benefit (e.g., "I understand how the skills emphasized in this course will be valuable to my career"). The second assessment is intended as a program or department level measure of how much students are exposed to skills throughout their degree (as described in Madson et al., 2023). The resource includes advice on how to best implement each assessment, and instructors are encouraged to adapt the items and measures to their own unique context. Note: 2023 Instructional Resource Award

Effective Study Strategies Exercises in Online or Blended Delivery (2023)

Powerpoint Slides (.pptx)

Authors: Sue Morris 1 , Jacquelyn Cranney 1 , and Carolyn Elizabeth Alchin 2

Affiliations: 1 School of Psychology, University of New South Wales, Sydney, 2 School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, Australia

Description: This 17-page resource provides instructors with resources and activities they can use to help students reflect on their own study strategies and understand which study strategies are supported by research and which are not. Task instructions, sample rubrics, PowerPoint slides, and links to additional instructional resources (e.g., videos) are provided. The resource also includes a helpful table for instructors wishing to connect the material to key learning and memory concepts.

Teaching Students to Synthesize Research Articles: An Online Interactive Tutorial (2023)

Powerpoint Lecture (.pptx)

Authors: Nikole D. Patson 1 , Emily S. Darowski 2 , and Elizabeth Helder 3

Affiliations: 1 Ohio State University at Marion, 2 Brigham Young University, 3 Augustana College

Holding Space for Reflection: Bringing Current Events into the Classroom (2022)

Authors: Amy Maslowski

Affiliation: University of North Dakota

Description: This 25-page resource provides guidance for instructors on how to incorporate the discussion of current events into their psychology classes. It outlines the potential benefits of addressing current events before the start of class and offers advice on how instructors can best structure and plan for these discussions. A sample syllabus statement is provided, as well as specific tips for facilitating these conversations and dealing with challenges that may arise. The resource concludes with a call for more research on the potential effects of including open spaces for discussion in the classroom.

Instructor Guide
Fillable PDF Form
Multiple Courses
Sample Final

Authors: Ashley Waggoner Denton

Affiliation: University of Toronto

Description: This 12 page resource and accompanying documents is a resource designed to help psychology students better identify and understand how what they have learned within their courses will transfer to their career and life after graduation. More specifically, this resource helps students be able to articulate the professional skills they have acquired in their psychology courses and understand the competencies that are the basis of these skills. A sample worksheet is provided along with the worksheets that can be utilized with psychology students as they examine either an individual course or when examining multiple courses.

Note: 2021 Instructional Resource Award

Sequential Assignments to Critically Evaluate Psychological Journal Articles (2020)

Authors: Suzanne Wood and Vanessa Chan Affiliations: University of Toronto Description: This 24-page resource contains a series of assignments to teach students the skills needed to interpret and critically evaluate original psychological research (APA Goal #2: Scientific Inquiry and Critical Thinking.) There are five separate activities varying in complexity according to Bloom’s taxonomy. Each assignment includes an overview, guidelines, and a suggested rubric for grading. The individual assignments are hyperlinked in the table of contents to assist in navigation. Note: 2019 Instructional Resource Award

Critical Thinking in Psychology (& Life) Workshop Series: Instructional Materials (2018)

Authors: Ashley Waggoner Denton and Thalia Vrantsidis Affiliations: University of Toronto Description: This 17-page resource describes the first workshop from a newly developed series of critical thinking workshops aimed at early undergraduate students. This initial workshop, Setting the Stage: An Introduction to Good Thinking , introduces students to the notion of actively open-minded thinking and emphasizes the idea that critical thinking involves habits, skills, and mindsets that can be developed and continually improved with practice. The purpose of this resource is to offer instructors a brief, effective, and freely available guide that will enable them to incorporate lessons on critical thinking into their existing courses or allow them to run their own critical thinking workshop. The resource includes a list of learning outcomes for the workshop, corresponding lessons and activities, as well as potential assessment strategies. Throughout the resource, the authors also offer insight into which strategies or activities have worked particular well for them, and offer suggestions for alternatives or variations that may work well for others. Note: 2016 Instructional Resource Award

A Guide to Incorporating Social-Emotional Learning in the College Classroom: Busting Anxiety, Boosting Ability (2018)

Authors: Kristel M. Gallagher and Shevaun L. Stocker Affiliation: Theil College and University of Wisconsin - Superior Description: This 69-page comprehensive teaching manual describes a novel application of social-emotional learning in the college classroom. It describes an easy-to-implement and scientifically-driven intervention targeting the stress and anxiety experienced by students both within and outside of the classroom. The program includes 15 short, weekly activities that promote key mindfulness and anxiety-reduction practices. Included in the manual are all program materials (including a detailed narrative describing the implementation of the program), as well as an empirical assessment of the efficacy of the program, ideas for possible variations of the program, and a summary of key background research with accompanying references and recommended readings. Note: Note: 2017 Instructional Resource Award

This Class is a Joke! Humor as a Pedagogical Tool in the Teaching of Psychology (2015)

Authors: Dan J. Segrist and Stephen D. A. Hupp Affiliation: Southern Illinois University Edwardsville Description: This 31-page annotated bibliography provides a representative and relatively comprehensive list of articles, book chapters, and books on the use of humor in teaching psychology, including using humor as a teaching tool, on exams, and in online teaching, and students' perceptions of instructor humor. Note: 2012 OTRP Instructional Resource Award

Instructor Resources for Psychology: Learning to Blog -- Blogging to Learn (2011)

Student Response Systems ("Clickers") in the Psychology Classroom: A Beginner's Guide" (2009)

Traveling psychology fair: learner-centered outreach activities to stimulate interest in psychology (2006), building community in the classroom through ice-breakers and parting ways [english version] (2004), construyendo un sentido de comunidad en clase a través de estrategias para “romper el hielo” y estrategias de cierre [spanish translation] (2004).

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‘Is God real? Is Satan real?’: US high school assignment sparks outrage, furious mother shares questions

High school students in oklahoma, us, were given a complex assignment that outrage parents and other social media users..

A new student at a high school in Oklahoma, United States, was given a tough assignment just one week into school. A woman shared on Facebook the world history homework assignment of her daughter earlier this month. The assignment was titled “How did the world start?”.

Students at an Oklahoma high school faced a challenging assignment which involved questions on religion. (Unsplash)

The assignment included questions such as "Is God real?", "Is Satan real?", and "What does it mean to be a Christian ?". The assignment also required students to answer the questions and provide a source using the APA (American Psychological Association) style of writing to support their answers.

The questions on religion, directed at high school students, made people question if they are suitable for an assignment.

Also Read: 5-year-old US boy finds gun in parent's bedroom, accidentally shoots himself dead: ‘Our hearts are shattered’

The Oklahoma student's mother, Olivia Gray, posted with a caption, “This is one of Nettie’s assignments for World History class. It’s being called a research paper. This is some crazy sh*t overall and also on a technical level. Literally the kid had been in school one week”.

Take a look at the post here:

Here's how people reacted to the post:

A user, Jenna Walkingstick, commented, "I would love to see the teacher’s grading rubric… that’s an assignment I would struggle with as a college level student. What are the “right” answers? I don’t think I even wanna know".

A second user, Lisa Lawson-Wallace, commented, “So now she is being forced to spill her personal beliefs and will be graded on such?”.

Also Read: Tired of alcoholics drinking on streets, Mumbai women beat them up with brooms

Another user, Jane Maslanka, commented, “This is insane. What sources is she supposed to use? I'm a teacher--and a challenging one. I have no trouble with a high school student (or even an upper middle school student) starting a research paper in week one. But this assignment is absolutely wack. I never thought I'd say this, but she'd be better off at Catholic School!”.

The mother's viral post garnered 375 reactions, 633 comments and 477 shares.

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High School Assignment Sparks Controversy for Asking Students to Answer ‘Is God Real?’

“This is some crazy s--- overall and also on a technical level,” said a Skiatook High School student’s mother

A homework assignment ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted her child to answer, including "Is God real?"

Oklahoma mother Olivia Gray posted her sophomore daughter Nettie Gray’s world history assignment from a Skiatook High School teacher on Facebook on Aug. 15, describing it as “some crazy s---.”

The assignment — titled “How did the world start?” — ended with two questions that raised concerns: “Is God real?” and “Is Satan real?”

“It’s being called a research paper,” Olivia wrote of the assignment, which asked students to provide sources using APA Style to support their answers.

“This is some crazy s--- overall and also on a technical level. Literally the kid had been in school ONE WEEK,” she concluded.

Many reacted to the assignment in the comments section of Olivia's Facebook post.

“This assignment is wrong on more than ten levels,” one person commented, while another wrote, “I’m stunned and horrified they are even being allowed to push or preach their own personal religion/religious bias like that onto students in a public school in the United States.”

Never miss a story — sign up for PEOPLE's free daily newsletter to stay up-to-date on the best of what PEOPLE has to offer, from celebrity news to compelling human interest stories. In a statement to area news outlet 2 News Oklahoma on Aug. 19, the school district addressed the situation.

“Skiatook Public Schools became aware of the World History assignment in question through a social media post,” the statement read. “Once administration reviewed the assignment, it was determined that the presentation of the material was not conducive to our instructional plan.”

“Administration and staff will continue to collaborate on best practices to meet the Oklahoma Academic Standards,” the statement added.

PEOPLE reached out to Skiatook Public Schools’ Superintendent Rick Loggins and Director of Curriculum Tim Buck for comment about the controversial assignment, but did not immediately hear back.

US School Assignment Asking Students If God Is Real Sparks Uproar Online

In a facebook post, the parent, olivia gray, posted her daughter nettie gray's world history assignment and described it as "some crazy shit"..

The assignment was titled "How did the world start?" (Representative pic)

A homework assignment given to high school students in the US has ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted the child to answer, including "Is God read?" In a Facebook post, the parent, Olivia Gray, posted her daughter Nettie Gray's world history assignment and described it as "some crazy shit". The assignment - titled "How did the world start?" - ended with two questions that raised concerns: "Is God real?" and "Is Satan real?"

"This is a real assignment for a high school class on Oklahoma. This is one of Nettie's assignments for World History class. It's being called a research paper. This is some crazy shit overall and also on a technical level. Literally the kid had been in school ONE WEEK," Ms Gray wrote while sharing the picture of the assignment.

Take a look below:

Ms Gray shared the post a few days back. Since then, it has accumulated more than 375 likes and nearly 500 shares. Many reacted to the assignment in the comments section.

"I could understand questions on world religions in World History class that may include Christianity as well as other religions but this is just plain weird and wrong. How would this even be graded fairly?" wrote one user.

"This is insane. What sources is she supposed to use? I'm a teacher--and a challenging one. I have no trouble with a high school student (or even an upper middle school student) starting a research paper week one. But this assignment is absolutely wack. I never thought I'd say this, but she'd be better off at Catholic School!" said another.

Also Read | Experts Warn Of Gen Z's Growing Debt Crisis As Cost Of Living Surges: Report

"I'm stunned and horrified they are even being allowed to push or preach their own personal religion/religious bias like that onto students in a public school in the United States," commented a third user. "This is horrifying in soooo many ways...This teacher needs to be sent back to teaching Bible study and kept the hell away from public schools," added a fourth user.

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Meanwhile, according to People , the school district has addressed the situation. In a statement, it said, "Skiatook Public Schools became aware of the World History assignment in question through a social media post. Once administration reviewed the assignment, it was determined that the presentation of the material was not conducive to our instructional plan."

"Administration and staff will continue to collaborate on best practices to meet the Oklahoma Academic Standards," the statement added.

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Entrepreneurship — Lesson 117

Understanding business ethics.

Working either alone or in pairs students create a comic strip that identifies choices that need to be considered when making an ethical decision.

What Students Learn

What does it mean to be ethical?
How a business can demonstrate ethical business practices
The long-term affect that ethical behavior has on business

Suggested Time

Preview and Episode Viewing: 45 minutes
Activity 1: 20-30 minutes

Young Entrepreneur: Hacker Cracker

Clips for this lesson.

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Sketch: Telltale Stapler

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Hear heart-warming stories of how kids identified a need in their community and used an entrepreneurial mindset to solve it..

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Welcome to St Petersburg High School Home of the Green Devils

2501 5th Avenue North St. Petersburg, FL 33713 (727) 893-1842 Fax (727) 893-1399 Guidance Fax (727) 893-5542 School Hours - 7:25 to 1:55

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Alumni credit mom as inspiration for becoming doctors

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2501 5th Ave N , St. Petersburg, FL 33713

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9018 1st St N, Saint Petersburg, FL 33702

What's special.

Discover this stunning 3-bedroom, 2- bathroom home in the desirable Sun-Lit Shores Subdivision. With its inviting open floor plan, the residence features a spacious living and family room combination, perfect for both relaxation and entertainment. The kitchen shines with sleek stainless steel appliances, complemented by stylish concrete countertops and durable terrazzo flooring that flows seamlessly throughout the home. Step outside to your private, fenced backyard, an ideal space for a future pool and expansive patio deck, perfect for outdoor gatherings and relaxation. Situated in a prime location, this home offers easy access to I-275 and the Gandy Bridge, ensuring a quick commute to Tampa International and Clearwater-St. Petersburg International Airports. For those who love water sports and outdoor adventures, the Sunlit Cove Boat Ramp is just a short walk away, providing the perfect launch point for kayaks, paddleboards, jet skis, and more. This home is a rare find, combining comfort, style, and convenience in one exceptional package. Show more

Likely to sell faster than 89 % nearby

Travel times

Tour with a buyer’s agent.

We’ll find a local expert to take you on a private tour of 9018 1st St N .

Next available tour time: Tomorrow at 7pm

Facts & features, bedrooms & bathrooms.

Bedrooms : 3
Bathrooms : 2
Full bathrooms : 2

Primary bedroom

Features : Built-in Closet
Level : First
Dimensions : 12x12

Primary bathroom

Dimensions : 4x10
Dimensions : 5x15

Living room

Dimensions : 14x14
Central Air
Included : Dishwasher, Range, Range Hood, Refrigerator
Laundry : Inside
Other, Solid Surface Counters
Flooring : Laminate
Has fireplace : No

Interior area

Total structure area : 1,548
Total interior livable area : 960 sqft

Virtual tour

View virtual tour
Total spaces : 1
Parking features : Garage - Attached
Attached garage spaces : 1
Levels : One
Stories : 1
Exterior features : Other
Size : 7,806 sqft
Dimensions : 60 x 130
Features : 0 to less than 1/4 Acre
Parcel number : 193017866340030120
Special conditions : None

Construction

Type & style.

Home type : SingleFamily
Property subtype : Single Family Residence
Foundation : Slab
Roof : Shingle
New construction : No
Year built : 1958

Utilities & green energy

Sewer : Public Sewer
Water : Public
Utilities for property : Public

Community & HOA

Subdivision : Sun-Lit Shores
Has HOA : No
Pet fee : $0 monthly
Region : Saint Petersburg

Financial & listing details

Price per square foot : $411/sqft
Tax assessed value : $231,947
Annual tax amount : $2,670
Date on market : 8/23/2024
Listing terms : Cash,Conventional,FHA,VA Loan
Ownership : Fee Simple
Lease term : Min (1 Month)
Total actual rent : 0
Road surface type : Asphalt
Pinellas County
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9018 1st St N

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Ethics Assignment 1 2017
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COMMENTS

PDF "Everyone Else Does It!" Ethics Project
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Ethical Dilemmas Archive
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High school students interested in ethics have other ways to learn. Fourteen kids meet weekly after school on an ethics bowl team, which competes nationally against other schools. In bioethics class, an elective, students explore a particular ethical problem related to a single theme—such as "Environment and Health," this year's subject ...
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'Is God real?' High School assignment question starts social media
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'Is God real? Is Satan real?': US high school assignment sparks outrage
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Lesson 117
The ultimate crash course - find an idea, get funded, market your business, make a profit, and write a business plan. Explore the different elements of a business plan and see why it's crucial to develop a plan before starting a business. Discover the three key steps to succeeding in business: identify a need, make a plan, and take action.
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Welcome to St Petersburg High School Home of the Green Devils . 2501 5th Avenue North St. Petersburg, FL 33713 (727) 893-1842 Fax (727) 893-1399 Guidance Fax (727) 893-5542 School Hours - 7:25 to 1:55. Headlines & Features. Alumni credit mom as inspiration for becoming doctors. Comments (-1)
Student Right to Know || St. Petersburg College
Keeping Students Informed. View class and courses schedules for upcoming terms at . You can use this link to filter courses by term, sessions, modality, campus and more. is SPC's platform for managing and sharing course syllabi. Initially introduced Summer 2023, we are now focusing on achieving full implementation across all courses by Fall 2024.
9018 1st St N, Saint Petersburg, FL 33702
Zillow has 25 photos of this $395,000 3 beds, 2 baths, 960 Square Feet single family home located at 9018 1st St N, Saint Petersburg, FL 33702 built in 1958. MLS #U8254821.