national standards for psychological literacy and global citizenship

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GAs (particularly those developed for UG Psychology), as Threshold (Student) Learning Outcomes. While the GAs developed for Psychology as part of the preceding Associate Fellowship had been accepted and included in APAC standards as minimal or Threshold Student Learning Outcomes, there is evidence from this Fellowship that, particularly amongst Heads of School, full acceptance of the GAs beyond those concerning discipline knowledge and research (or scientific literacy), is yet to be achieved. However, through the activities of this Fellowship, with its focus on a re-examination of the aims of UG psychology education, the relevance of GAs to the development of standards or Threshold Student Learning Outcomes for UG psychology programs remains a keenly debated topic within the discipline. Evidence for this can be found amongst the activities and discussion of the April 2012 UG Psychology Education Summit where one of the principal activities was a revision of the current SLOs included in APAC’s Standards, and another was an attempt to create “standards based assessment” statements for the Threshold Student Learning Outcomes associated with each revised Graduate Attribute. Further evidence for a growing acceptance of GAs (particularly those associated with Psychological Literacy and Global Citizenship) as Threshold (Student) Learning Outcomes in UG Psychology can be found in: the positive ratings of the original GAs by the 2010 APEN Meeting participants Refinement of GA assessment requirements for APAC accreditation the outcomes of the 2012 Summit, where it was recommended that the revised list of GAs and their associated Threshold Student Learning Outcomes be submitted to the APAC Standards Review to determine if they should be adopted as part of their developing standards framework. Finding: The available evidence suggests that DO4 has been achieved, despite the fact that there remains stronger support from disciplinary leaders involved in setting the standards for UG Psychology Education than from Heads of School and others responsible for their implementation. 5.1.5 Desired Outcome 5: Greater acceptance of Psychological Literacy and Global Citizenship as key outcomes of UG psychology education and of trans-disciplinary education Achievements: One of the main achievements of this Fellowship has been the development and adoption of the new concept of “Psychological Literacy” and its relationship to “Global Citizenship”. As two of the key GAs defined for UG Psychology education, a shared understanding of these terms and the relationships between them is required as a basis upon which to develop SLOs and assessment standards. It is clear from the available evidence that the Fellowship has played a major role in the development, dissemination, acceptance and adoption of these terms within and beyond the discipline of psychology. Some of the evidence that supports this finding includes: the hit rate on psychological literacy website www.psychologicalliteracy.com which NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 62
was created explicitly to develop a global presence and common understanding of the term UG Network members’ positive responses with respect to their intention to integrate Psychological Literacy and Global Citizenship into curriculum Evidence of efforts being made to integrate PL and/or GC into UG curriculum both in Psychology and other disciplines at Monash University, University of South Australia, Griffith University, James Cook University, University of New South Wales Developing changes to National Psychology Standards to include the development and assessment of PL and GC as two key elements of UG Psychology education Evidence of other national and international institutions and bodies (e.g., in the UK) integrating PL into their curriculum, pedagogy, or standards—both in Psychology and elsewhere (e.g., Law) Finding: The available evidence suggests that while much remains to be done, DO5 has been achieved. 5.1.6 Desired Outcome 6: Resources to support innovative curriculum strategies for the development and assessment of Psychological Literacy and Global Citizenship Achievements: One of the main achievements of this Fellowship in addition to those associated with its desired outcomes, was its success in adapting to the changing circumstances of the ALTC, in particular, the closure of the ALTC Exchange website, which had been identified in the original Fellowship application as the likely repository for all resources developed during the Fellowship. As one of the principal mechanisms by which practitioners would share resources and good practices in the development and assessment of Psychological Literacy and Global Citizenship it was essential for the success of the Fellowship that a viable and sustainable alternative be found. After overcoming some barriers related to IP and access to the website, it was agreed that the most appropriate solution was to make these resources publically available through the Australian Psychological Society (APS) website. To stimulate interest in the development of resources for the site, the Fellowship funded an APS sponsored competition, whereby the winners (those that were deemed to have developed high quality learning, teaching and /or assessment resources for PL and GC) were supported to present their work at the annual APS conference. Thirty entries were received and many of these are now available on the site http://www.groups.psychology.org.au/GroupContent.aspx?ID=4588. To boost the number of resources on the website and to promote quality LTA strategies for GA and PL development, the PsyEd, with the support of this Fellowship has formulated a proposal to APS to support similar annual competitions in the future. In addition to the above, the Fellowship has developed resources on the possible design and use of capstone courses in UG Psychology programs, yet to be published on the website. As yet hit rates on the site are not available so it is difficult to gauge the extent to which the site and its resources are be utilized. NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 63
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National Standards for Psychologica
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Acknowledgements This Initiative wo
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Executive Summary The primary aim o
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Table of Contents ACKNOWLEDGEMENTS
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Chapter 1: Introduction “The disc
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Rigorous consultation at the nation
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psychology major graduates who did
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2012 UG Psychology Summit, one youn
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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 and 68: Desired Outcome Indicator for Evalu
Page 69: Chairing the psychological literacy
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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