national standards for psychological literacy and global citizenship

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work at the APS annual conference. This exercise, although extremely time-consuming, attracted about 30 entries, of which many are now represented on the site, which was developed soon afterwards. The role of the APS Psychology Education Interest Group (PsyEd) office-bearers was key to this process. PsyEd, with the support of this Fellowship, has formulated a proposal to APS to support future annual competitions, both to boost the number of resources on the website, and to promote quality LTA strategies for GA and psychological literacy development. It was also determined that this strategy superseded the planned evaluation of all the resources on the website that was to be undertaken in May 2012. As mentioned previously, capstone experiences/courses are key to student and quality agency documentation and evaluation of learning outcomes, and this is recognised internationally (e.g., APA-STP Capstone Project) and across disciplines (e.g., ALTC/OLT projects). Only a few psychology departments in Australia appear to have psychology major capstone courses, sometimes including work-integrated learning (WIL), and even then, these may not be core (which usually reflects resourcing of a WIL coordinator). As an unanticipated Fellowship activity, we had the opportunity to develop a new capstone course, which was offered for the first time in early 2012. The course was designed to meet diverse needs, including APAC Standards “gaps”; no WIL support was available, so that was not attempted. Two activities that in theory provide students with the opportunity to integrate, build upon or document their GA achievements, are a group research proposal project, and a GA log/portfolio. These resources are available on the Resource website: http://www.groups.psychology.org.au/tlpig/education_resources/ “This capstone course helped me integrate and reflect on my learning throughout my psychology program by helping me discover the purpose of my psychological major in university. I was surprised to discover that the course aims of each psychology course were much broader and well-rounded than I had perceived them to be. Before taking this course, I believed that [the] main purpose of my psychology major was to acquire an adequate knowledge and understanding [of] psychology. The benefit of this course is that it revealed that the purpose of university is not just to acquire head knowledge, but to train me in the attributes of a successful psychologist such as good communication, research, and critical thinking skills. Therefore this course has re-defined why I am attending university.” (Amy Pratten, 2012 UNSW PSYC3011 student) Evidence for outcome attainment: APEN Innovative Resource Competition and APS Conference Showcase; Website resources http://www.groups.psychology.org.au/tlpig/; and, Development and delivery of 3 rd year capstone course and associated resources. NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 16
Chapter 4: Networks and the Making of Good Practice “The interchange with colleagues from outside my university was particularly useful.” (Participant @ APEN Summit, 2010) 4.1 Context and strategies The development of and iterative consultation with networks of educators, psychology leaders, students, graduates and employers was the primary strategy of this Fellowship for helping to ensure that the complexities of the HE environment, and stakeholders’ views, were considered, and that there would be broad ownership, uptake and dissemination of the outcomes and recommendations of this Fellowship. Figure 8: PsyEd members Fiona White, Nida Denson, Frances Martin and Steve Provost at ICOPE 4.2 Progress toward achieving aims and intended outcomes The engagement, and sometimes development, of a number of networks was a key aspect of the methodology of this Fellowship, as outlined below (see Chapter 2 regarding national peak disciplinary bodies). 4.2.1 Further support of the existing APEN/PsyEd educator network During the previous Associate Fellowship, the Australian Psychology Educators Network (APEN) established during the AUTC project (Lipp et al, 2007), was transformed into an APS interest group (Teaching, Learning and Psychology). During the current Fellowship, it was supported further, and engaged to collaboratively work to achieve the standards and pedagogy aims of the Fellowship. During the ICOPE, APEN and Summit events, key members of this group were invited to participate. The fact that others were also invited--particularly UG program coordinators, first-year coordinators, Heads of Psychology--provided the opportunity for awareness raising about this network, and the opportunity for mutual influence and exchange of good practice. All these educators are critical to the process of curriculum renewal for three reasons: (a) they can identify strengths and weaknesses in the current L&T environment, as well as estimate the strengths, weaknesses, and potential barriers to proposed changes, (b) they can share successful strategies and resources, and (c) their involvement in the process of curriculum and pedagogical renewal should engender a sense of ownership, leading to a greater likelihood of successful embedding across Australian UG programs. This kind of engagement was encouraged, for example, by having a section in each of the State APEN Meetings dedicated to sharing good practice on a topic chosen by the local PsyEd members. The State APEN Meetings had several purposes relevant to achieving the aims of this Fellowship: (a) updating, discussion, and input to ongoing curriculum renewal processes NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 17
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 and 16: 2012 UG Psychology Summit, one youn
Page 17 and 18: three issues remain: (a) there is l
Page 19 and 20: Table 1: Average Ratings of Graduat
Page 21 and 22: 3.2 Progress toward achieving aims
Page 23: ecognised as the key outcome. “Ps
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
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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
Page 67 and 68: Desired Outcome Indicator for Evalu
Page 69 and 70: Chairing the psychological literacy
Page 71 and 72: was created explicitly to develop a
Page 73 and 74: 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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