Abstract
Academic papers
Facilitating study abroad for psychology students
Psychology Teaching Review, 22(2), 4–17.
Abstract
Study abroad in psychology promotes knowledge of other cultures, global-mindedness, the re-evaluation of one’s cultural identity, interest in civic engagement, and insight into the universality or non-universality of psychological phenomena. Heightened recognition of these outcomes has led to increasingly larger numbers of psychology students studying abroad. Still, psychology staff who wish to direct a study abroad programme may find the process of organising and leading such a programme intimidating. They may also need practical strategies for responding effectively to mental health issues that arise while abroad, a charge for which professors of psychology are especially well suited. Additionally, psychology staff who advise students seeking study abroad opportunities need to be knowledgeable about the benefits of study abroad, options that exist for their students, and the basics of how to make study abroad administratively possible. In this paper we provide theory-, research-, and experience-driven strategies to guide psychology staff through the complex processes of advising students and directing study-abroad programmes.
Keywords
Study abroad, internationalisation, psychology education, intercultural learning, mental health
International community-based service learning: Two comparative case studies of benefits and tensions
Psychology Teaching Review, 22(2), 18–29.
Abstract
The drives to internationalise the UK curriculum and psychology students’ desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students’ motivations to make contributions to others; with the potential to enhance students’ learning and cultural sensitivities. The recently-developed literature on international service learning highlights multiple benefits for students (and sometimes community hosts), as well as the potential tensions that need to be negotiated. With the intentions of creating global citizens interested in social justice, community-based engagement can sometimes reinforce preconceived notions. In addition, benefits to the host communities may only be short-term or questionable, with less research on community partners’ perspectives than on those of the students.
This paper describes work with UK psychology students who undertook CBL in four different international settings (2008–2015); illustrating the complexities of setting up, facilitating and supporting students’ CBL. It will then focus on two African settings (South Africa and Tanzania), with data drawn from group discussions with students, post-experience reflections, observations by the accompanying tutor and feedback from community partners. The findings show the richness of students’ learning through CBL in both settings, including deeper insight into applications of psychological theory, the skills they enhanced and the emotional impacts of the work. Students reported changed perspectives, including greater awareness of social issues that impacted on their attitudes. The findings are explored and compared, using tools from Activity Theory, to illustrate points of confluence and tensions in such initiatives, when students, community partners and academic staff members interact. The discussion will reflect on what might guide the integration and optimising of ICBL to benefit both students and community partners.
Keywords
Internationalising curriculum, international community-based learning, service-learning, HE case studies, UK students abroad
Internationalisation at home: Intercultural learning for social psychology students
Psychology Teaching Review, 22(2), 30–40.
Abstract
An internationalised curriculum could better prepare graduates for globalising and increasingly culturally diverse workplaces. There is a need to provide students with intercultural learning opportunities at home because many students do not have access to study abroad opportunities. This paper describes curriculum changes designed to enhance students’ intercultural learning in a third year social psychology course at an Australian university. Two novel classroom activities based on the alliance building and cultural mapping methods of the Excellence in Cultural Experiential Learning and Leadership (EXCELL) programme were used. Students reported increased intercultural learning in this course, especially regarding awareness and knowledge, compared to another third year psychology course they participated in that did not include such activities. Suggestions for embedding intercultural learning throughout the psychology curricula are discussed along with the challenges in sustaining such curriculum changes.
Keywords
Curriculum design, domestic students, globalisation, intercultural learning, internationalisation, psychology teaching, social psychology
Internationalising the psychology curriculum: Preliminary notes on conception and assessment of anticipated benefits
Psychology Teaching Review, 22(2), 41–52.
Abstract
Advocates for internationalisation of the undergraduate psychology curriculum anticipate a variety of beneficial outcomes strongly associated with forms of intellectual growth – including critical thinking, appreciation for diversity, and global awareness – that are the defining purpose of a university education. As a prelude to an intervention to internationalise an introductory psychology course, we examined relationships between measures of these anticipated benefits in an online survey of 107 undergraduate students enrolled in an introductory psychology course at a public research university in the US. Results indicated moderately strong relationships among measures of anticipated benefits of internationalisation but little relationship with conventional measures of academic performance. These results raise doubts about any necessary connection between anticipated benefits of internationalisation and conventional understandings of educational success. Accordingly, results motivate greater reflection among both proponents of internationalisation and psychologists in general about the learning outcomes that inform conventional approaches to undergraduate education in psychology.
Keywords
Internationalisation, psychology education, global awareness, diversity, critical thinking, critical consciousness
Cross-cultural difference in academic motivation, academic self-esteem, and upward social mobility within a student cohort
Psychology Teaching Review, 22(2), 53–68.
Abstract
The relationship between academic motivation, support structures, self-esteem, and social mobility was assessed between three culturally distinct Higher Education student cohorts. Two-hundred-and-sixty-seven students took part in the study: 64 American undergraduates; 100 British undergraduates; and 103 Ugandan undergraduates. Using a number of appropriate, validated questionnaires, intergenerational upward social mobility was found to be academically motivating, both intrinsically and extrinsically. Intergenerational upward mobility was significantly positively correlated with academic self-esteem. Cultural differences were found primarily in intrinsic, extrinsic and intergenerational upward mobility scores, with Ugandan students endorsing these variables significantly more than the American students, and American students endorsing them significantly more than the British students. These findings are discussed in relation to the potential impact on student social mobility both here and abroad.
Keywords
Cross-cultural differences, self-esteem, upward social mobility
Other contributions
Sharing ideas for teaching psychology through an international translation project
Psychology Teaching Review, 22(2), 69–73.
Psychology Educators of Tennessee (PET): A regional learning community for psychology teachers
Psychology Teaching Review, 22(2), 74–80.
Abstract
This paper describes the development of a regional psychology teaching organisation, Psychology Educators of Tennessee (PET). PET is designed to enhance collaboration among teachers from local colleges, universities, and high schools. We discuss the history of PET, the themes and pragmatics associated with our annual conference, plans for expanding the organisation, and challenges we have experienced with developing and maintaining PET. We also provide evaluation data from recent participants and suggestions for institutions of higher education interested in creating a similar kind of organisation.
Keywords
Regional teaching organisation, faculty support, institutional collaboration, high school teachers, teaching conference
Recent papers of interest to teachers of psychology
Psychology Teaching Review, 22(2), 81–83.
Note. The full articles are published in ‘‘Psychology Teaching Review’’, Volume 22, No. 2, which can be downloaded from: http://shop.bps.org.uk/publications/publication-by-series/psychology-teaching-review/psychology-teaching-review-vol-22-no-2-winter-2016.html