national standards for psychological literacy and global citizenship

More documents

Recommendations

Info

Substantial contributions to the content of an edited book on psychological literacy—particularly those chapters that discuss/compare international developments/issues in this area Facilitation of a retreat jointly sponsored by the British Psychological Society, the HEA Psychology Network, and the Association of Heads of Psychology Departments, on the Future of UG Psychology in the United Kingdom Dissemination of information concerning international developments/issues in this area through meetings, conferences, fora/symposia, summits, and workshops within and outside higher education institutions in Australia, US, UK and Europe. Finding: The available evidence suggests that DO1 has been achieved. 5.1.2 Desired Outcome 2: 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 Achievements: It is clear from the available evidence that the activities associated with this Fellowship have had a significant impact on raising the awareness of national issues and their influence on the definition and adoption of aims (GAs), SLOs, and standards for UG Psychology. The Fellow’s membership (and sometimes leadership) of key national discipline societies, networks, committees, and working groups have provided her with considerable opportunity to develop her own and others’ appreciation of national issues and trends that influence and are influenced by the definition and adoption of aims (GAs), SLOs, and standards for UG Psychology. In particular, her membership of the PDAC has enabled her to ensure that discussion of UG Psychology has been a key element of this Committee’s agendas for more than half of their meetings throughout 2011 and 2012. Her membership of the UG subcommittee of NPETRG has provided important opportunities for the Fellow to engage national policy and decision makers within the discipline in a consideration of the issues associated with the future direction and development of UG Psychology education, its aims, learning objectives, and the standards that should be applied to the assessment of student learning. Substantial contributions to national meetings of the HODSPA have also enabled the Fellow to raise awareness, amongst the key institutional stakeholders with the responsibility and opportunity to change UG Psychology curriculum in Australian universities, of the issues associated with the definition and adoption of aims (Graduate Attributes), Student Learning Outcomes (SLOs), and Standards for UG Psychology programs. Other contributions of the Fellow in relation to the achievement of this outcome include: Establishment of the Undergraduate Subcommittee of PDAC NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 60
Chairing the psychological literacy working group of PIFoPS Membership of the Undergraduate Subcommittee of NPETRG Keynote speaker at two meetings of HODSPA Key note speaker at meetings of SARAG Dissemination and sharing of information relevant to the definition and adoption of aims (Graduate Attributes), Student Learning Outcomes (SLOs), and Standards for UG Psychology programs through various other meetings, conference forums/symposia, summit, and workshops Finding: The available evidence suggests that DO2 has been achieved, although to varying extents amongst different stakeholder groups. 5.1.3 Desired Outcome 3: 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 Achievements: It is clear from the available evidence that the activities associated with this Fellowship have had a significant impact on raising the awareness of transdisciplinary issues and their influence on the definition and adoption of aims (GAs), SLOs, and standards for UG Psychology. As the Vice-President of Australian Learning and Teaching Fellows group (a group comprising Fellows from a wide variety of different disciplinary backgrounds), the Fellow has been closely involved in developing agendas for the group’s regular fora that have focused on issues associated with the definition and adoption of standards and assessment in a wide range of disciplines. Through this and a range of other roles that have included being an invited speaker in a range of different national and international workshops, seminars and/or fora on standards; a member of national and international reference groups/working parties (e.g., Heath LTAS), to more sustained local service/administrative positions (e.g., as a member of the UNSW Academic Board and its Committee on Education), the Fellow has made significant contributions to the development of a greater appreciation of the commonalities and differences amongst disciplines and professions regarding the definition and adoption of standards. Finding: The available evidence suggests that DO3 has been achieved. 5.1.4 Desired Outcome 4: Greater acceptance of GAs (particularly those developed for UG Psychology) as Threshold (Student) Learning Outcomes Achievements: It is clear from the available evidence that the leadership provided via the activities associated with this Fellowship have had a positive impact on the acceptance of NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 61
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 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: Desired Outcome Indicator for Evalu
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?