national standards for psychological literacy and global citizenship

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Appendix F: General Principles and Specific Recommendations for Changes to the APAC Standards and Procedures for Undergraduate Psychology Education Date: 18/06/12 To: Dr. Nicholas Voudouris, Australian Psychology Accreditation Council (APAC) Chief Executive Officer Submission by: Jacquelyn Cranney, Member, Australian Psychological Society Program Development Advisory Committee (APS-PDAC), and Associate Professor of Psychology, UNSW Document Purpose: This document sets out suggested general principles for accreditation of UG psychology programs, and also suggests specific changes to the Standards and procedures. Additional rationale is provided in Cranney and Botwood’s (2012) Green Paper, Review of the Aims, Outcomes and Accreditation Standards for Australian Undergraduate Psychology Education (available from j.cranney@unsw.edu.au). This document constitutes a submission to the 2012 APAC Standards Review. Blue text indicates changes. A. General Principles Adapting APA’s (2011) “Principles”, we assert that the following principles for UG education in psychology, based on the concept of psychological literacy (Cranney et al., in press), are designed for creating: A world-class educational system that provides students with the workplace skills needed in this rapidly changing information age (i.e., employability); A solid academic background that prepares them for advanced study in a range of fields, as well as the capacity to be critical consumers (i.e., scientific literacy); and The knowledge, skills and attitudes that will enhance their personal, professional and global lives (i.e., global citizenship). Principle 1: Accreditation of UG psychology programs is a worthwhile endeavour; moreover, the aims and procedures of accreditation need to be reviewed periodically, including (a) national consultation with key stakeholders such as students, graduates, employers, educators, peak disciplinary and professional bodies, and government (e.g., the Australian Qualifications Framework [AQF]and the Tertiary Education Quality and Standards Agency [TEQSA]), and (b) consideration of international benchmarking and the consequences for graduate mobility. Principle 2: Within the opposing contexts of accountability and economic constraint, NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 42
accreditation review procedures based on outcomes and outputs (e.g., evaluation of attainment of student learning outcomes) need to be balanced with accreditation review procedures based on inputs (e.g., minimal staffing and resource levels), to ensure quality education in psychological science. Principle 3: Within the opposing contexts of accountability and economic constraint, minimal or threshold level attainment of outcomes need to be specified and exemplified; moreover, aspirational levels should be exemplified where feasible. Principle 4: In partnership with each Academic Organisational Unit (AOUs), the accreditation process should focus on quality assurance and improvement (QA&I), delineating required vs. desired areas for improvement, and publically acknowledging areas of excellence. Principle 5: In acknowledging that the majority of psychology major graduates do not become postgraduate-trained professional psychologists or psychological scientists, the accreditation processes should be designed to take into consideration the career-related needs of all graduates (see AQF Level 7 “Purpose” statement). Principle 6: In acknowledging the promise of application of psychological theory, research and practice to solving a variety of human-created local and global problems, the process of accreditation needs to take into consideration how this capacity can be best realised for psychology major graduates. Principle 7: The global needs of human beings should be taken into account in any educational endeavour; thus, the development of psychological literacy and global citizenship should be supported by the process of accreditation of psychology programs. B. Suggested Changes to the Existing APAC Standards Although some may argue that the current Standards should be thrown out and rewritten according to (a) the principles outlined above and (b) current research, theory and practice in education and QA&I, we take the middle course below by suggesting a new set of minimal standards for UG psychology education (3-year sequence only). It is strongly suggested that this be followed as soon as possible by a set of APAC “Guidelines” which includes examples of minimal and aspirational performance-level statements and/or examples. Note that: 1. The revision of the Graduate Attributes is based on work undertaken by groups of delegates to the UG Psychology Education Summit at UNSW on 11/04/12. Note that they considered all the original 2008 SLOs, not just those included in the 2008 APAC Standards. Further minor changes were made on the basis of assessability and feasibility, such that: 2. Although the APAC Standards are “minimal”, occasionally aspirational achievement examples are indicated. NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 43
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 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: Invitations to Facilitate or Speak
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
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
Page 75 and 76: Vancouver. Invitations to Facilitat
Page 77 and 78: As a first stage in the development
Page 79 and 80: Much of the evidence that attests t
Page 81 and 82: The amount of logistical planning i
Page 83 and 84: modify one’s original agenda if n
Page 85 and 86: July 18, 2012 Evaluation of ALTC/OL
Page 87 and 88: have more impact than most of the c
Page 89 and 90: July 24th, 2012 Re: Project Review
Page 91 and 92: stakeholders assess the current Aus
Page 93 and 94: and global citizenship amongst rele
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