national standards for psychological literacy and global citizenship

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published, on the UNSW Psychology website materials and resources for students on Psychological Literacy Finding: The available evidence suggests that while much remains to be done, DO 10 has been achieved. 5.1.11 Desired Outcome 11: Support of local and international transdisciplinary networks with a general or specific focus on academic standards and quality Achievements: Evidence of support of local and international trans-disciplinary networks with a general or specific focus on academic standards and quality includes: Support for the trans-disciplinary team responsible for the design and development of the Diploma of Professional Practice (DPP) at UNSW and the development of aims and standards for developing and assessing Psychological literacy as part of Global Citizenship within that program Support of the establishment of the Australian Learning and Teaching Fellows (ALTF) association (currently Vice-President), and their Forums, which always have standards and assessment as a theme. Support for the organization and facilitation of the Sydney ALTC Roundtable (with UNSW PEI), which allowed NSW participants to network and learn how to apply for an ALTC grant. Support for the ALTF’s efforts to argue in the national arena for the continuation of the ALTC’s tradition of supporting, recognizing and rewarding collaborative, crossinstitutional research and development of learning and teaching Further evidence for the support provided to local and international trans-disciplinary networks with a general or specific focus on academic standards and quality via this Fellowship includes: the number of engagements with such networks in relation to the development and assessment of academic standards and quality: 24 in total throughout the Fellowship the positive feedback from members of these networks regarding the contributions made to same. Finding: Based on the available evidence it is clear that this Fellowship has made considerable progress in achieving DO 11. 5.1.12 Desired Outcome 12: Engagement in international and transdisciplinary benchmarking in relation to UG Psychology education with particular focus on approaches to the development and assessment of PL and GC Achievements: NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 70
Much of the evidence that attests to the Fellow’s engagement in international and trans-disciplinary benchmarking in relation to UG Psychology education with particular focus on approaches to the development and assessment of PL and GC is outlined in DO1 and DO3 above. However, in addition to this, it is worth noting that the Fellow: has provided a keynote address on these issues at the 2011 ICTP meeting continues to receive invitations to speak at international and trans-disciplinary meetings on these topics (e.g, ISANA in December 2012) has been invited to join established (e.g., Psychology Learning and Teaching) and new (e.g., Teaching and Learning Inquiry: The ISSOTL Journal) editorial boards that have an interest in publications relevant to the development and assessment of Psychological Literacy and Global Citizenship. Finding: The available evidence suggests that DO 12 has been realised. 5.1.13 Desired Outcome 13: Development and support of local and national trans-disciplinary networks whose focus is global education and/or global citizenship Achievements: Evidence of developing and supporting local and national trans-disciplinary networks whose focus is global education and/or global citizenship includes: the establishment of a Global Citizenship @ UNSW Community of Practice the organisation and facilitation of a workshop on Global Citizenship convened by A/Professor Betty Leask from the University of South Australia the leadership of the Academic Board Global Education Working Group at UNSW, which has developed an issues paper to support policy development for Global Education, as well as advancing engagement with U21 the organization and facilitation of a national ALTC Global Citizenship Workshop which brought together educators from universities across the country to discuss and explore the concept of, and issues associated with Global Citizenship. Finding: The available evidence suggests that while much of the work undertaken as part of the Fellowship in respect of DO 12 has been focused on local initiatives and support, the overall desired outcome has been achieved. 5.2. In Relation to Any Unintended Outcomes of the Fellowship There were no “out of character” unintended outcomes of this Fellowship. For example, the design and implementation of a capstone course for psychology major students at UNSW was not specified in the original Fellowship application; however this outcome fits with the specified aims, as it it provided a demonstration of the pedagogy based on psychological literacy and global citizenship, and raised discussion of the potential for the capstone portfolio being an instrument for cross- NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 71
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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
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Table 1: Average Ratings of Graduat
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3.2 Progress toward achieving aims
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ecognised as the key outcome. “Ps
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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 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: As a first stage in the development
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
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