national standards for psychological literacy and global citizenship

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Evidence of outcome attainment: PDAC: Established the UG Subcommittee; PIFOPS: Key member of the psychological literacy working group; NPETRG: Key member of the UG Subcommittee; HODSPA: Two invited presentations at their meetings; SARAG: Annual updates/discussion of Fellowship initiative; Dissemination of this information through APEN Meetings, conference Figure 5: Australian Learning and Teaching Fellows forums, symposia, the April 2012 at the 2nd National ALTF Forum Summit, departmental workshops, UG Green Paper (Cranney & Botwood, 2012). 2.2.3 Greater appreciation of transdisciplinary issues regarding aims, learning outcomes and standards in general Through roles that range from temporary national reference group membership (e.g., Heath LTAS) to more sustained local service/administrative positions (e.g., Academic Board Committee on Education [CoE]), the Fellow gained a greater appreciation of the commonalities and differences amongst disciplines and professions regarding standards. As the Vice-President of ALTF, the Fellow has also been closely involved in organising the forum agendas, with the first three (2011-2012) focussing on standards and assessment. All of these situations were opportunities for learning. The Fellowship activities as well as the psychology accreditation role allowed the Fellow to contribute constructively to the debates and to the work. Evidence of outcome attainment: APAC representative, Health LTAS Team (2010-2011); Invited participant, Professor Beverly Oliver’s workshop on Standards (July 2011); ALTF Forums on standards (which the Fellow helped to organise, as Vice-President); Conferences (e.g., AUQA) and other learning opportunities; Membership of UNSW Academic Board, and its Committee on Education (CoE) and UG Studies Committee; and, Dissemination of this information through meetings, conference forums/symposia, April 2012 Summit, departmental workshops (see www.psychologicalliteracy.com). 2.2.4 Acceptance of Graduate Attributes as Threshold Learning Outcomes Although the GAs are already TLOs because they are included in the APAC standards as minimal outcomes (and now assessment information is required in the application process), NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 8
three issues remain: (a) there is less than full acceptance of the GAs other than knowledge and research, given that the remaining GAs, if assessed appropriately, may have significant resource implications; (b) a reconsideration is required of the specifics of these GAs/SLOs in light of the re-examination of the aims of UG psychology education, and (c) the determination of TLOs is required, particularly given the role that APAC may play in the relationships amongst TEQSA, the HE Standards Panel, and the discipline and profession of psychology. (a) Barriers to Full Acceptance of the GAs Although some heads of psychology see the value of ensuring that all graduates have, for example, good communication skills (beyond report-writing), others appear to take the stand that a teacher-centred focus on knowledge and research is the core, and anything else is an unnecessary threat to the success of the department. In the current HE environment with its emphasis on research reputation, this stand is not unrealistic, and this needs to be taken into consideration as Australian psychology education moves forward. In particular, it may be that the push toward psychological literacy must first focus on developing the scientific literacy component, to fit best with the current focus of most departmental programs. Most heads of psychology will find that they need to focus on the employability component, given the demands of students and education accountability bodies. The global citizenship component will be viewed as aspirational by most heads; however, again it will be students, and the more globally oriented accountability bodies, that will eventually encourage heads of psychology to integrate that component into their programs. (b) Reconsideration of the GAs/SLOs and the Structure of the UG Curriculum During the 2010 APEN Meeting discussions of the GAs and associated SLOs, it became clear that some educators thought that some of the SLOs that were not included in the APAC Standards should be (e.g., interpersonal communication). Others, however, thought that the APAC listing was already too prescriptive. In the original delineation of the GAs, it was stated that these should be revised periodically. Given this, one activity undertaken at the April 2012 Summit was the revision of the SLOs. Since then, a new conceptualisation of the central role of application in the UG curriculum has been created and presented in a Green Paper (Cranney & Botwood, 2012), including the revised standards document that has been separately submitted to the APAC Standards Review (see Appendix F). Depending on the feedback, the paper may be revised and resubmitted to the APAC Review. (c) Minimal Levels of Attainment of the GAs During the April 2012 Summit, a further activity undertaken by delegates was to attempt to create standards based assessment statements for each edited GA, with reference to the SLOs. This met with varying success, such that further work is needed before it can be determined if this outcome is possible and useful. Indeed, the delineation of levels of achievement may be required by the HE Standards Panel and TEQSA, and thus may need to be a central concern of APAC and HODSPA. It should be noted that capstone experiences are considered key instruments for allowing students and the accountability agencies (engaged in cross-university benchmarking exercises) to realise the level of attainment of GAs. NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 9
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 and 14: psychology major graduates who did
Page 15: 2012 UG Psychology Summit, one youn
Page 19 and 20: Table 1: Average Ratings of Graduat
Page 21 and 22: 3.2 Progress toward achieving aims
Page 23 and 24: ecognised as the key outcome. “Ps
Page 25 and 26: Chapter 4: Networks and the Making
Page 27 and 28: Two UNSW alumni were members of the
Page 29 and 30: 5.2.1 International and transdiscip
Page 31 and 32: this group. The needs and opinions
Page 33 and 34: 6.3 Recommendations and Considerati
Page 35 and 36: 9. Peak disciplinary and profession
Page 37 and 38: undergraduate psychology education:
Page 39 and 40: Waring, T. (2008). The regulation o
Page 41 and 42: Date(s)of the event Organised by UK
Page 43 and 44: Date(s)of the event Event title, Lo
Page 45 and 46: The University of Notre Dame The Un
Page 47 and 48: Cranney, J., & Voudouris, N.J. (201
Page 49 and 50: Invitations to Facilitate or Speak
Page 51 and 52: accreditation review procedures bas
Page 53 and 54: Length (Volume of Learning) 3.1.1 T
Page 55 and 56: Demonstrate the motivation and capa
Page 57 and 58: “standards” for assessment prio
Page 59 and 60: (this could include student psychol
Page 61 and 62: Evaluation Report ALTC National Tea
Page 63 and 64: networks of psychology educators to
Page 65 and 66: 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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