national standards for psychological literacy and global citizenship

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and quality assurance, and (c) global citizenship as a desirable transdisciplinary outcome of HE. It is recommended that: 1. Psychological literacy be the primary outcome of the psychology major. 2. The development of global citizenship be encouraged for all university students, regardless of their program of study. 3. Core accredited three-year psychology programs focus on achieving the scientific literacy threshold learning outcomes (TLOs) of knowledge (GA1), research training (GA2), and critical thinking (GA3) (theory and application) to a high level. 4. Schools and departments of psychology focus on supporting the career development needs of students, including those who are unlikely to progress to professional psychology training. In addition to the scientific literacy TLOs, there should be adequate emphasis on the development of communication skills (GA5), values and ethics relevant to the workplace (GA4), and on application of psychological science to general employment contexts (GA6)—that is, the employability TLOs. 5. Psychology major units that specifically address global citizenship be offered (i.e., on cultural awareness and competence; moral literacy; decision-making and interventions regarding global issues such as climate change; behaviour-based leadership; community-based volunteering experiences). This is an aspirational outcome, rather than a TLO, and taps into all GAs, particularly GA4 and GA6. 6. A capstone experience is included during the third year of the UG psychology sequence as an accreditation requirement (the aspirational strategy would be a full unit including work-integrated learning). This strategy should facilitate students’ appreciation of what they have gained from their psychology major—that is, psychological literacy. 7. Alternative professional psychology-relevant options for three-year graduates are developed by APS in collaboration with HODSPA, APAC, and in particular, employers (e.g., Applied Behavioural Practitioner units could be offered in partnership with interested universities as a minor). 8. Peak disciplinary bodies encourage and support quality learning outcomes by: (a) sharing expertise and resources, (b) supporting explicit program-based staff development to facilitate changes in program outcomes for students, and (c) supporting consensual/partnered policy and strategy development. 9. Peak disciplinary and professional bodies in Australian psychology actively lobby for increased funding of psychology programs to address the subsidisation of postgraduate psychology programs by undergraduate psychology income. 10. Accreditation standards are formally reviewed to (a) include the development of quality principles, as well as benchmarking of TLO assessments across universities, (b) emphasise psychological literacy as the primary outcome of UG psychology education, and (c) accommodate the above recommendations. In this report, strategies are suggested for the implementation of these recommendations, and with the support of stakeholders, this is already in process. Reflecting her increased leadership capacity, the Fellow will continue to advance these initiatives in her ongoing activities. Three websites document the Fellowship outcomes: www.psychologicalliteracy.com www.groups.psychology.org.au/PsyEd/resources/ http://www2.psy.unsw.edu.au/Users/JCranney/ NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP v
Table of Contents ACKNOWLEDGEMENTS ................................................................................................................ II LIST OF ACRONYMS AND ABBREVIATIONS USED .......................................................................... III SOME KEY TERMS ....................................................................................................................... III EXECUTIVE SUMMARY ................................................................................................................ IV TABLES AND FIGURES ................................................................................................................. VII TABLES ................................................................................................................................................ VII FIGURES .............................................................................................................................................. VII CHAPTER 1: INTRODUCTION ......................................................................................................... 1 CHAPTER 2: AIMS OF UG PSYCHOLOGY EDUCATION AND STANDARDS FOR PSYCHOLOGICAL LITERACY ..................................................................................................................................... 4 2.1 CONTEXT AND STRATEGIES .................................................................................................................. 4 2.2 PROGRESS TOWARD ACHIEVING AIMS AND INTENDED OUTCOMES .............................................................. 6 CHAPTER 3: PEDAGOGY FOR UNDERGRADUATE PSYCHOLOGY .................................................... 12 3.1 CONTEXT AND STRATEGIES ................................................................................................................ 12 3.2 PROGRESS TOWARD ACHIEVING AIMS AND INTENDED OUTCOMES ............................................................ 13 CHAPTER 4: NETWORKS AND THE MAKING OF GOOD PRACTICE ................................................. 17 4.1 CONTEXT AND STRATEGIES ................................................................................................................ 17 4.2 PROGRESS TOWARD ACHIEVING AIMS AND INTENDED OUTCOMES ............................................................ 17 4.2.3 SUPPORT OF LOCAL AND NATIONAL STUDENT ORGANISATIONS ............................................................. 19 CHAPTER 5: GOING GLOBAL ....................................................................................................... 20 5.1 CONTEXT AND STRATEGIES ................................................................................................................ 20 5.2 PROGRESS TOWARD ACHIEVING AIMS AND INTENDED OUTCOMES ............................................................ 20 CHAPTER 6: LOOKING FORWARD, LOOKING BACK ....................................................................... 22 6.1 REFLECTIONS .................................................................................................................................. 22 6.2 DISSEMINATION, SUSTAINABILITY, IMPACT AND EVALUATION ................................................................. 24 6.3 RECOMMENDATIONS AND CONSIDERATIONS FOR THE FUTURE ................................................................ 25 APPENDIX A: BIBLIOGRAPHY ...................................................................................................... 28 APPENDIX B: EVENTS, DESCRIPTION AND REPRESENTATION DETAILS FOR THE FELLOWSHIP ........ 32 APPENDIX C: LIST OF PARTICIPATING HIGHER EDUCATION PROVIDERS ........................................ 36 APPENDIX D: LIST OF STAKEHOLDERS ......................................................................................... 37 APPENDIX E: LIST OF CONFERENCE PRESENTATIONS, INVITED TALKS, AND PUBLICATIONS ........... 38 APPENDIX F: GENERAL PRINCIPLES AND SPECIFIC RECOMMENDATIONS FOR CHANGES TO THE APAC STANDARDS AND PROCEDURES FOR UNDERGRADUATE PSYCHOLOGY EDUCATION ............ 42 APPENDIX G: EVALUATIONS ....................................................................................................... 52 NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP vi
Page 1 and 2: National Standards for Psychologica
Page 3 and 4: Acknowledgements This Initiative wo
Page 5: Executive Summary The primary aim o
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
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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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