national standards for psychological literacy and global citizenship

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were being implemented (e.g., emphasis on standards-based assessment). These factors, in combination with the need to re-examine the graduate outcomes of UG psychology, led to the decision to re-examine the aims of UG psychology education. At the same time, stakeholders were consulted on the evolving concept of psychological literacy (whereby the initial emphasis was on GAs). Thus, we needed to determine what are the actual and desired graduate destinations, and related aims, of the program—and thereafter the learning outcomes, as reflected in the graduate attributes and associated learning outcomes, and consequent learning, teaching and assessment (LTA) strategies of UG psychology education. 2.2 Progress toward achieving aims and intended outcomes The GAs were integrated into the APAC Standards in 2008, and thus could already be considered to be TLOs in the LTAS sense. This Fellowship sought to promote integration of the GAs into the curriculum and re-examine the aims of UG psychology concurrently, particularly considering that fewer than 25 per cent of psychology majors in Australia go on to university-based professional psychology training (Cranney et al., in prep). We asked the following questions: What good is a psychology major to those graduates who do not go on to further psychology training? What are the implications for learning outcomes and associated standards? Progress against the pre-defined intended outcomes and associated indicative evidence is listed below. 2.2.1 Achievement of greater appreciation of international issues with respect to the aims, learning outcomes and standards for UG psychology There has been a two-way interaction between national and international organisations and individuals throughout this Fellowship. A continuing awareness of changing international standards and issues, such as the Bologna EuroPsy Tunings work (through contact with Remo Job of Italy: Lunt et al., 2011), has influenced the evolving work on standards and pedagogy (e.g., a consideration of the nature of desired outcomes/competencies at the UG level). The international contributions to the International Conference on Psychology Education (ICOPE, chaired by the Fellow) also contributed perspectives from diverse countries such as Germany, Russia and Indonesia. This benchmarking information has been conveyed to psychology Figure 4: ICOPE guests Sarlito Sarwono (Indonesia), Simon Crowe (APS President), and Iain Montgomery (PDAC Chair) educators to give some perspective on how the Australian model of education and training compares globally. On the flipside, the Fellowship has had some impact on international educators. For example, the Fellow’s facilitation of the UK Higher Education Academy (HEA) Psychology Network UG Retreat (2010) influenced the high psychological literacy content of the recommendations in the ensuing report (Trapp et al., 2011). Moreover, some educators may be more open to learning about these issues than others. For example, at the April NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 6
2012 UG Psychology Summit, one young academic expressed her appreciation for the background contextual information conveyed regarding UG education. The evidence listed below is a mix of outputs and process elements (and, sometimes, both). Evidence of outcome attainment: ICOPE international content; International chapters of edited book (Cranney & Dunn, 2011a) on psychological literacy; International comparative last chapter in the edited book (Cranney & Dunn, 2011c); Facilitation of the UK HEA Psychology Network UG Retreat (Trapp et al., 2011); Dissemination of this information through meetings, conference forums/symposia, departmental workshops (see www.psychologicalliteracy.com/fellowships for a substantive list). 2.2.2 Contribute and respond to national issues regarding the aims, learning outcomes and standards for UG psychology Since 2007 the Fellow has been a member of the APS Program Development and Advisory Committee (PDAC), which has, and continues to be, a rich source of knowledge regarding both national issues and the variation in conditions experienced by departments of psychology. The Fellow’s capacity to change the curriculum resides largely in her membership of this committee, and so at approximately half the meetings during the Fellowship, she ensured discussion of UG issues. In addition, the APS National Psychology Education and Training Reference Group (NPETRG) reconvened last year, and the Fellow again raised targeted discussion of UG issues in a context where PG training issues dominate. The Fellow was invited to join Simon Crowe’s APS Presidential Initiative (PIFOPS) in 2011, and recommendations relevant to embedding psychological literacy in the UG curriculum, including staff development, were drafted. Members of the Heads of Schools and Departments of Psychology Association (HODSPA) are key to curriculum change at the coal-face, which is why the Fellow accepted invitations to discuss UG issues. As a member of the APS Science, Academia, Research Advisory Group (SARAG), one of the national custodians of psychological science, the Fellow also gave updates on the Fellowship when appropriate. In all these committees, there has been a two-way interaction, whereby the Fellow learnt from members’ varying perspectives, and made decisions regarding whether and how the Fellowship aims/activities needed to be modified to meet these stakeholders’ needs/concerns. There has been significant success in terms of outcome achievement at the policy level (e.g., PDAC). At the implementation level (e.g., HODSPA), however, it is a work in progress. “It was most helpful that Jacky put it all in perspective; what is most important in UG training.” (Participant @ APEN Summit, 2010) NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 7
Page 1 and 2: National Standards for Psychologica
Page 3 and 4: Acknowledgements This Initiative wo
Page 5 and 6: Executive Summary The primary aim o
Page 7 and 8: Table of Contents ACKNOWLEDGEMENTS
Page 9 and 10: Chapter 1: Introduction “The disc
Page 11 and 12: Rigorous consultation at the nation
Page 13: psychology major graduates who did
Page 17 and 18: three issues remain: (a) there is l
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Page 23 and 24: ecognised as the key outcome. “Ps
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Page 39 and 40: Waring, T. (2008). The regulation o
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The indicators and evidence used to
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Desired Outcome Indicator for Evalu
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Chairing the psychological literacy
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was created explicitly to develop a
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J. Cranney and D. S. Dunn (Eds.), T
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Vancouver. Invitations to Facilitat
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As a first stage in the development
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Much of the evidence that attests t
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The amount of logistical planning i
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modify one’s original agenda if n
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July 18, 2012 Evaluation of ALTC/OL
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have more impact than most of the c
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July 24th, 2012 Re: Project Review
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stakeholders assess the current Aus
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and global citizenship amongst rele
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NATIONAL STANDARDS FOR PSYCHOLOGICA
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