Presentation on theme: "Increasing Access to Teaching Resources: Internationalizing Project Syllabus Susan A. Nolan, Ph.D."— Presentation transcript:
Increasing Access to Teaching Resources: Internationalizing Project Syllabus Susan A. Nolan, Ph.D.
The Resources: Online These syllabi have been reviewed by faculty volunteers serving on the Project Syllabus team. We make no claim that any of these syllabi are perfect; they are made available here as quality examples of syllabi that have been used. The "Best Practices" category contains exemplary portions (Calendars, Course objectives, etc.) of various syllabi on this site.
Society for the Teaching of Psychology 2013 Membership Survey (N =391) About 11% originally from non-U.S. countries About 6% currently working in non-U.S. countries The Resources: People
APA International Membership Division International Membership: 42 – 0.7% 34 – 12.2%
CIRP Strategic Goals Acting in the world arena Fostering psychology in a global age Increasing international knowledge Expanding outward Welcoming the world Promoting the value of cross-cultural and multicultural competence for U.S. psychologists Fostering receptivity to knowledge from outside the U.S.
The Need: Countries Canada Portugal
THE PROCESS: GETTING THE WORD OUT
Excellent syllabi… Provide a clear map of the course Give clear and complete information Communicate clear goals for the course and ways to meet these Relate assignments to course goals Are interesting and creative Err on the side of inclusion rather than exclusion Communicate departmental, institutional, and legal regulations Communicate positive expectations Model desired behaviors Maximize the use of action verbs Capitalize on word processing features
The Process 1.Outreach to international contacts – Division 52, STP, Psi Chi 2.Outreach at international conferences 1.ECP 2013 (Sweden) 2.Psychology Day at the United Nations 2014 (NY) 3.Stanford Psychology One Conference 2014 (CA) 4.APA and APS conventions 2013, U.S. regional conferences (e.g., Eastern Psychological Association) 3.Recruitment of reviewers from non-U.S. countries and who speak languages other than English
Developing an International Rubric for Project Syllabus: A Global Collaboration Martha S. Zlokovich, Ph.D.
THE PROCESS: REVIEWING SUBMISSIONS
The Problems Submissions – Few international submissions – Few non-English submissions – May need more bilingual reviewers – Need more non-US reviewers
The Problems Rubric – Too US-centric? – Need international rubrics for comparison – Do international reviewers need to know US rubric? – Reviewers have to locate where criteria are met – Reviewers don’t communicate during the process – Need to communicate criteria before submission – Need to communicate sensitively syllabi will be reviewed.
D2 Ad hoc Committee to Develop an International Syllabus Rubric US and International Members from D2, D52, Psi Chi Psi Chi, US, Committee Chair, Martha S. Zlokovich (speaks German) Psi Chi, Guatemala, Maria del Pilar Grazioso (speaks fluent Spanish and English) D2, US, Beth Venzke (recommended by Project Syllabus Associate Director) D2, US, Jeanne Slattery D2, US originally Russia, Yana Durmysheva (speaks fluent Russian) D2, D52, US, Susan A. Nolan D52 Curriculum & Training Committee, US, Gloria Grenwald D52 Curriculum & Training Committee, US Richard Velayo (speaks fluent Spanish and English)
Convert absent-present-strong notations to numerical ratings How are these tied to assessment? Should rubric used for review be denoted with posted syllabi? What about systems that do not give grades for each course?
Rationale may be viewed very differently and not accounted for in rubric (objectives vs competencies?)
Where would reviewers note items in syllabus that are not accounted for by this rubric? In the comments? Could those items influence acceptance? Some countries require 3 rd person?
Considering Inclusion of Additional Questions Could also ask about: Attendance and participation policies Expectations for classroom behavior Descriptions of class time Course calendars Other (describe)
PROGRESS TO DATE
What We Have Learned We have learned: To take a more open position on acceptance by requesting revisions if a syllabus meets most standards At least some non-US faculty will choose not to spend time revising syllabi just to be included Organization/point of syllabi may differ markedly (feedback about competencies vs. objectives) We expect a need to make adjustments as more international syllabi are submitted. US faculty guest teaching in other countries should be tapped as resources International faculty guest teaching in the US should be tapped as resources.
For Info: yllabi/index.php
Progress to Date Faculty have submitted x non-English syllabi Spanish, xxx, xxx Faculty have submitted x non-US English syllabi From Xxxx, xxx X have been accepted. International rubric will not replace the US rubric, rather will be used for non-US syllabi that must adhere to a different format