national standards for psychological literacy and global citizenship

(b) contributing and responding to peak national disciplinary and professional bodies. All
these groups are considered to be key stakeholders in this initiative.
The aims and intended outcomes of the Fellowship were as follows:
Aim 1: Further develop academic standards for psychological literacy and global citizenship.
Intended outcomes:
Achieve greater appreciation of international issues with respect to the aims, learning
outcomes and standards for UG psychology;
Contribute and respond to national issues regarding the aims, learning outcomes and
standards for UG psychology;
Achieve greater appreciation of transdisciplinary issues regarding program aims,
learning outcomes and standards in general;
Acceptance of GAs and associated SLOs as TLOs.
Aim 2: Further develop a forward-looking, responsible, and evidence-based pedagogy for
UG psychology, to guide curriculum design as well as the achievement of Aim 1.
Intended outcomes:
Theoretical development of the concept of psychological literacy and its translation into
practice through scholarly contributions;
Promotion and acceptance of psychological literacy as the key outcome of UG
psychology education; and,
Collation/development of innovative learning, teaching and assessment resources
relevant to psychological literacy and graduate attributes.
Aim 3: Further develop networks of psychology educators and other stakeholders, to
facilitate input to and engagement with the academic standards and pedagogy aims of this
initiative.
Intended outcomes:
Further support of the existing APEN/PsyEd educations network;
Development and support of alumni organisations, and focus on employers;
Support of local and national student organisations; and,
Support of local and national transdisciplinary networks with a general or specific focus
on academic standards and quality.
Aim 4: Couch these activities in continued two-way interaction with relevant international
and interdisciplinary bodies.
Intended outcomes:
International and transdisciplinary benchmarking regarding UG psychology education;
and,
Development and support of local and national transdisciplinary networks whereby the
focus is on global education and/or global citizenship education.
The outcomes of this fellowship were facilitated through involvement with key international
bodies, which included contributions to international psychology organisations/conferences
(e.g., the UK UG psychology review—see Chapter 2), as well as contributions to or comment
on international publications (e.g., editorial board membership).
NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 2