national standards for psychological literacy and global citizenship

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on dedicated websites. The volume of outputs to disseminate the work of the Fellowship is a fine testament to the academic approach, dedication and tireless work of the Fellowship holder. The dissemination materials have relevance to the international community as well as national policy makers and educators and will impact positively on the sustainability of the Fellowship achievements. The Fellowship: utility, sustainability and future directions It is clear from the Fellowship report that the concept of scientific literacy is deeply rooted and widely accepted by stakeholders of Australian psychology education. Whilst, there is also general support for the wider concept of psychological literacy, its integration into undergraduate education through curriculum change and pedagogy will, in some instances, demand a cultural shift with strong leadership and appropriate staff development within departments. The implementation of new standards and accreditation will be most effective if departments are able to retain their individual strengths supported by an underlying consensus amongst psychology educators that the end goal of undergraduate programmes is to maximise the number of students with the skills to contribute effectively to societal needs. Accreditors and assessors will need to be wary of mere lip service being paid to the concept of psychological literacy and they will need to seek evidence of measurable outcomes – not always an easy task. In addition to capstone courses and integrated work experience as a means for students to practise their psychological literacy, stakeholders may wish to explore opportunities that encourage student mobility. There is also a role for alumni with diverse lifestyles and careers to be involved in departmental reviews, as employers are key players in validating the skills gained by graduates during their study. The work undertaken in this Fellowship will feed into the continued global debate on broadening the value of the undergraduate psychology education. At the national level, the momentum generated by this Fellowship will need to be maintained. This now becomes the responsibility of the key national bodies, networks and stakeholders who have made such positive contributions to date in achieving the aims and the outcomes of this Fellowship. NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 86
NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 87
Page 1 and 2:
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
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Two UNSW alumni were members of the
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5.2.1 International and transdiscip
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this group. The needs and opinions
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6.3 Recommendations and Considerati
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9. Peak disciplinary and profession
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undergraduate psychology education:
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Waring, T. (2008). The regulation o
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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 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 global citizenship amongst rele
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