national standards for psychological literacy and global citizenship

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List of Acronyms and Abbreviations Used ALTC = Australian Learning and Teaching Council ALTF = Australian Learning and Teaching Fellows AOU = Academic Organisational Unit APA = American Psychological Association APAC = Australian Psychology Accreditation Council APEN = Australian Psychology Educators Network APS = Australian Psychological Society BPS = British Psychological Society CBT = Cognitive Behavioural Therapy CDU = Charles Darwin University GA = Graduate Attribute GC = Global Citizenship HE = Higher Education HEA = Higher Education Academy (UK) HODSPA = Heads of Departments and Schools of Psychology Association ICOPE = International Conference on Psychology Education JCU = James Cook University L&T = Learning and Teaching LTA = Learning, Teaching and Assessment LTAS = Learning and Teaching Academic Standards Project, ALTC NPETRG = National Psychology Education and Training Reference Group PDAC = Program Development Advisory Committee of APS PFA = Psychology Foundation of Australia PG = Postgraduate PIFOPS = APS Presidential Initiative on the Future of Psychological Science (2011-2012) PL = Psychological Literacy PsyBA = Psychology Board of Australia PsyEd = Psychology Education Interest Group of the APS QA&I = Quality Assurance and Improvement SARAG = Science, Academia and Research Advisory Group of APS TEQSA = Tertiary Education Quality and Standards Agency TLO = Threshold learning outcome UG = Undergraduate USQ = University of Southern Queensland WIL = Work-integrated learning Some Key Terms Global citizenship (GC) = the understanding of global interrelatedness, and the capacity to live, work and contribute positively as a member of global communities. Psychological literacy (PL) = the general capacity to adaptively and intentionally apply psychology to meet personal, professional and societal needs. Unit = a module or course that is the basic component of a degree program [usually four per semester; eight per year; 24 per three-year degree program]. NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP iii
Executive Summary The primary aim of this Fellowship was to engage stakeholders in psychology education in a review of the aims of the undergraduate (UG) degree program, and subsequently the expected learning outcomes and curriculum content. There has been unprecedented national and international change in psychology education and training, as well as higher education (HE) more generally. The key issues are: (a) large numbers of graduates of psychology major programs in Australia do not go on to further professional training in psychology, and (b) there is an increasingly recognised need for professionals and citizens with high levels of psychological literacy and global citizenship. This Fellowship built on the outcomes of Cranney’s previous ALTC Associate Fellowship, in particular the delineation of six graduate attributes (GAs) for the Australian UG psychology program (knowledge, research, critical thinking, values, communication, application). The current initiative undertook further scholarly development of the concepts of psychological literacy and global citizenship, as well as the identification and implementation of strategies for translating these concepts into practice within the classroom. Psychological literacy can be conceptualised as the general capacity to adaptively and intentionally apply psychology to meet personal, professional and societal needs. Global citizenship is the understanding of global interrelatedness, and the capacity to live, work and contribute positively as a member of global communities. These concepts were central to developing the pedagogy underlying the creation and revision of the standards for psychological literacy and global citizenship. This work was undertaken within the context of (a) building, supporting and collaborating with networks of students, graduates, employers, and educators (national, international and transdisciplinary), as well as (b) contributing and responding to peak national disciplinary and professional bodies. Specifically, the aims of this Fellowship were to: 1. Further develop academic standards for psychological literacy and global citizenship; 2. Further develop a forward-looking, responsible, and evidence-based pedagogy for UG psychology, to guide curriculum renewal and the achievement of Aim 1; 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; 4. Couch these activities in continued two-way interaction with relevant international and interdisciplinary bodies. These aims were largely met, and a comprehensive list of outcomes can be found in this report, as well as at www.psychologicalliteracy.com. Key overall outcomes include: 1. Substantial contributions to national and international meetings/forums and educator networks, with a focus on the operationalization, adoption and implementation of psychological literacy, GAs, associated student learning outcomes (SLOs), and Standards. 2. Further network-based development, revision and implementation of: (a) psychological literacy as the primary outcome of UG education, (b) the GAs and SLOs as the basis for standards (threshold learning outcomes [TLOs]) of accreditation NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP iv
Page 1 and 2: National Standards for Psychologica
Page 3: Acknowledgements This Initiative wo
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 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
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Demonstrate the motivation and capa
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“standards” for assessment prio
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(this could include student psychol
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Evaluation Report ALTC National Tea
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networks of psychology educators to
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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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