Psychological Literacy in Australia:Role of the Educator

Jacquelyn Cranney & Sue Morris, Lorayne Botwood, Annie Andrews

The University of New South Wales, Australia

Supported by: Office for Learning & Teaching Fellowship/grants 2010-2014; APS; UNSW Psychology

Overview

1. Scientist-Educator—focus on effective learning, teaching and assessment strategies: what does SoTL tell us about how to help our students learn?

2. Psychologically Literate Educator—focus on “whole student” success: what is the purpose of UG psychology education, and how do we meet that purpose?

1. Scientist-Educator

• Bernstein and colleagues (2010, 2011: Blueprint, PL):

Why Important to be Scientist-Educator?

Our teaching practice should be based on evidence-based strategies

• taps into “domain 2” of psychological literacy—eg appropriate values in professional contexts…

So:• What does SoTL tell us about how to teach ie how

to help our students learn?

STUDY STRATEGIES: Dunlosky et al. (2013)

Dunlosky et al (2013) cont.

Scientist-Educator

eg Dunn et al. (2013)(AJP!) on evidence-based teaching:

• the testing effect • spaced learning • metacognition • writing to learn • Interteaching

What about the “scientist” aspect?

SoTL vs. scholarly teaching

• Worrell and colleagues (2010--Blueprint):

Some Australian data: Test EffectMavromoustakos & Cranney (in prep.)

Some Australian data: Test EffectMavromoustakos & Cranney (Expt. 3, in prep)

Implications for educators and students:

• Interim/formative testing is likely to be effective in most “real-life” instances

• But may be better to encode deeply in the first place!

--suggests role of active student engagement—making meaning of material on first encounter…

… more research needed!

2. Psychologically Literate Educator

—focus on “whole student” success

--taps into Domain 3—the bigger societal picture… (a) what is the purpose of UG psychology education, and (b) how do we meet that purpose?

= (a) produce psychologically literate graduates

(b) multiple strategies, that are guided by frameworks for transition and student success

Student Life-cycle framework (Lizzio, Wilson)

• CONTINUING STUDENTS

• 5. Working for early success

• 6. Building on success

• GRADUATES & ALUMNI

• 7. Focusing on future success

• 8. Partnering and continuing

• COMMENCING STUDENTS

• 3. Committing and preparing

• 4. Joining and engaging

• FUTURE STUDENTS• 1. Aspiring and exploring• 2. Clarifying and choosing

Transition towards

Transition In

Transition through

Transitions up, out &

back

Lizzio, Wilson: five senses of “positive” student success

Sense of ConnectionWho do I know?

Sense of CapabilityWhat skills do I have?

Sense of Resourcefulness

What needs to be managed?

Sense of PurposeWhat are my future pathways?

Sense of

Positive Student Identity

“Identity development is the core organising narrative for students”

NOTE: Concept of (self) management

Deci & Ryan’s Self determination theoryPsychological needs of:

• Relatedness = feeling connected to and cared about by others.

• Competence = sense of efficacy one has with respect to both internal and external environments.

• Autonomy = sense of choice & volition in regulation of behaviour.

Sense of ConnectionWho do I know?

Sense of CapabilityWhat skills do I have?

Sense of ResourcefulnessWhat needs to be managed?

Sense of PurposeWhat are my future pathways?

Sense of Positive Student Identity

The Student Journey: Drivers of Success(Cranney et al., in prep)

1. Choosing a road and exploring it = autonomy2. Acquiring the knowledge, skills and attitudes

needed to successfully travel the road = competence

3. Ensuring you have companions as you travel the road = relatedness

• Based on SDT, Sheldon, Bandura, ACT Student, educator and institution TASKS

Eg 1. Choosing a road and exploring it = Autonomy

• relates to choices about what we want to do with our lives• for students, central concern is usually career development• students who know what career they want to pursue need

early professional engagement • students who do not know what career they want to pursue

need opportunities for exploring potential pathways • Values, interests & strengths clarification, the setting of

congruent goals, and the skills to achieve those goals, are essential for positive identity formation (eg as a successful student, as a work-ready graduate, as a global citizen).

• Realization of one’s goals solidifies identity formation. • We have multiple, evolving identities, but our values and

interests stay relatively stable

1. Choosing a road and exploring it = Autonomy

eg Educator’s tasks: Give students opportunities, especially at transition points (in, out) to:• clarify their values, interests,

strengths/weaknesses, goals, and professional aspirations

• prepare for future employment in chosen professional fields.

Transition In eg unit on Science of Student Success

(emphasis on self-management)Investigate psychological science regarding:

Orange = Evidence-based resilience strategies that underpin the structure of this course

ACHIEVE MEANINGFUL

GOALS

RESILIENCE, SUCCESS AND WELL-BEING

RESILIENCE STRATEGIES

Or—integrate into mainstream first-year psychology course!

eg Lydia Woodyatt, Flinders University• Adapted Andrea Chester et al.’s (2013) “TiTo”

approach• Entire practical program of Semester 1 large

course is devoted to academic transition issues, peer mentoring (ie self-management!)

Transition-out courses CAPSTONES

• Work-integrated learning (eg UniSA, Griffith, RMIT)

• Pre-professional training as peer mentor (USQ, RMIT, Flinders)

• Focus on PL, outcomes, career development (UNSW) --Portfolio: students document achievements/gaps/plans re. learning outcomes --values and strengths exercises --CV and desired job application exercise --group research project proposal (at-risk population)

AND so on wrt Student Journey and different roles…

…why bother?

• education is fundamental to our surviving and thriving as a species

• our psychology students are future leaders

• thus as psychologically literate educators, we have a critical role in our local and global societies

Thank you for listening! Questions?

1. Choosing a road and exploring it = Autonomy

Student’s tasks: • What road to choose? Take time to get to know and

reflect on your values, interests, strengths/weaknesses. Remember this is your journey, not others’.

• What are the first few steps/milestones along the road? Formulate some self-concordant and SMART (not SMURT) short/medium/long-term goals.

• What if this road does not work out? Take some time to plan alternative paths (ie hope for the best, but be prepared for the worst).

1. Choosing a road and exploring it = Autonomy

Institution’s tasks:

Implement policies that:• support student transition in, including life-integrated

learning programs• support flexible credentialing/badging at all stages• support early intervention for disengaged students• support mobility between degree programs• support student transition out, including employability

programs, and work-integrated learning