national standards for psychological literacy and global citizenship

More documents

Recommendations

Info

1. Background of the Fellowship 1.1. Context of the Fellowship According to Cranney (2010) discipline leaders in psychology have identified two major issues in undergraduate psychology education. “The first relates to how the scientist-practitioner model bears on the nature of undergraduate (UG) psychology education. . . . The second . . . relates to the delineation, assessment and evaluation of academic standards. (p. 3) In an effort to address the first of these issues, Cranney, in 2006, successfully applied for an ALTC Associate Fellowship that had as its purpose: the development of Graduate Attributes (GAs) and their associated Student Learning Outcomes (SLOs) for UG Psychology, and the embedding of these GAs into UG Psychology programs throughout Australia. By the end of this Associate Fellowship, the GAs that Cranney had developed in partnership with others in the discipline, had been incorporated into the Australian Psychology Accreditation Council (APAC) Standards (e.g., APAC, 2009; Voudouris, 2009) and they are currently evaluated during the APAC site-visit peer review process. However, as Cranney (2010) acknowledged in her application for the current ALTC Fellowship, the next steps in the further development of an UG Psychology curriculum to address the two major issues identified above are to: “develop guidelines for minimum levels of attainment of the SLOs, and strategies for assessing and evaluating that learning.” (p. 3) “develop a forward-looking, responsible, and evidence-based pedagogy for UG psychology, to guide the achievement of Aim 1” (p. 3) “develop networks of psychology educators, in particular an “UG Network” consisting of UG program and first-year directors from every Department/School of Psychology within Australia, to facilitate input to and engagement with the academic standards and pedagogy aims of this initiative. (p. 4) “couch these activities in continued two-way interaction with relevant international and interdisciplinary bodies” (p. 4) 1.2. Nature of the Fellowship This Fellowship sought to further develop: academic standards for Undergraduate (UG) psychology education, in particular academic standards for psychological literacy and global citizenship. a forward looking, responsible and evidence based pedagogy for UG psychology education NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 54
networks of psychology educators to provide input into and engagement with the academic standards and pedagogies developed during the Fellowship interactions between national, international and interdisciplinary bodies with an interest in UG psychology education, and in particular, the development and use of academic standards for psychological literacy and global citizenship. 1.3. Scope and Intended Outcomes of the Fellowship Specifically, through a wide range of national and international network-based activities, the Fellowship sought to develop: greater appreciation of international issues (US, UK, Europe) with respect to the definition and adoption of aims (Graduate Attributes), Student Learning Outcomes (SLOs), and Standards for UG Psychology greater appreciation of national issues and their influence on peak disciplinary bodies with respect to the definition and adoption of aims (Graduate Attributes), Student Learning Outcomes, and Standards for UG Psychology greater appreciation of trans-disciplinary issues with respect to the definition and adoption of aims (Graduate Attributes), Student Learning Outcomes, and Standards for UG Psychology greater acceptance of GAs (particularly those developed for UG Psychology) as Threshold (Student) Learning Outcomes greater acceptance of Psychological Literacy and Global Citizenship as key outcomes of UG psychology education and of trans-disciplinary education. innovative learning, teaching and assessment resources relevant to psychological literacy and graduate attributes In addition, the Fellowship sought to: further scholarly debate within the discipline as to the nature of a responsible and evidence based pedagogy for UG Psychology further support the existing APEN/PsyEd education network develop and support a National Psychology Graduate Association develop and support local and national students organisations in Psychology develop and support local and national trans-disciplinary networks with a general or specific focus on academic standards and quality develop opportunities for international and trans-disciplinary benchmarking of UG Psychology Education, with particular focus on approaches to the development and assessment of psychological literacy and global citizenship develop and support local and national trans-disciplinary networks whose focus is global education and/or global citizenship. NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 55
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 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: Evaluation Report ALTC National Tea
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
Page 95 and 96: NATIONAL STANDARDS FOR PSYCHOLOGICA
show all

national standards for psychological literacy and global citizenship

Create successful ePaper yourself

Delete template?

Save as template?