Psychology Education

Education Resources

The purpose of this area is to provide psychology educators and other interested parties with good-practice learning, teaching and assessment strategies and foster stronger educator networks through positive knowledge-sharing behaviours. To make a contribution to these resources, please contact the web administrator at steve.provost@scu.edu.au and co-secretary j.cranney@unsw.edu.au. If you use or adapt any of these resources, please acknowledge this on the materials, and inform the author/s via email.

 

Resource Topics

 

Other Resources

 

Youtube Channel of psychology videos    
Australian Psychology Educators Network

 


 

 Legend of Icons:

Resource is fully downloadable in Portable Document Format (.pdf) and is readable by Adobe Acrobat Reader®.

Resource is available on another website. These resources have not been reviewed since their acceptance date.

A short summary of the resource (one-two pages) is available in Portable Document Format (.pdf). Please contact the author on the email address provided for more information.

Some of the files contain a '.rar' file. This is a compressed file that can be opened with the program 'winrar'. Please click here for the link to the winrar website, where you can download this program.

 


Associative Learning

Pavlov, Skinner, and a deck of cards

Authors: Nigel Bond and Gabrielle Weidemann

Description: The aim of these tutorials is to provide students with the experience of constructing the various procedures employed in our understanding of classical and operant conditioning.

This is a compressed file (.rar) that can be opened with the program 'winrar'. Please click here for the link to the winrar website, where you can download this program.

 


Cross Cultural Psychology

Cross-cultural psychology practical for introductory psychology

Authors: Jacquelyn Cranney, Brooke Adams, Kristy Martire, & Ben Newell

Description: The aim of this first year practical is to introduce students to theories and methods in cross-cultural psychology, how it might relate to people like themselves, and how as a psychological scientist one might investigate such issues.

 


Undergraduate Curriculum

Sustainable and Evidence-based Learning and Teaching Approaches to the Undergraduate Psychology Curriculum (ALTC Associate Fellowship Final Report (November 2008)

Author: Jacquelyn Cranney.

Description: A primary outcome of the current project was the delineation of a set of national graduate attributes (GAs) for the four-year undergraduate degree in psychology. A second outcome of this project was to facilitate Australian Psychology‘s contribution to this field through the strengthening of the activities and outputs of the Australian Psychology Educators Network (APEN). An unanticipated development in the final stages of the Fellowship was the articulation of a vision regarding the legacy of an undergraduate education in psychology. If adopted by educators, the intentional and extended development of psychological literacy will constitute a paradigm shift in psychology as a discipline and a profession.

 


Graduate Atrributes, Learning Outcomes, Capabilities

Portfolio Tools: Learning and Teaching Strategies to Facilitate Development of Graduate Attributes

Authors:Jacquelyn Cranney, Michelle Kofod, Gail Huon, Lene Jensen, Kirsty Levin, Iain McAlpine, Michele Scoufis, & Noel Whitaker.

Description: This project embedded the Portfolio into a Bachelor of Psychology course, with a particular emphasis on professional development and employability skills of students. The primary aim of this project was to encourage and support students in taking responsibility for identifying their own goals, identifying the qualities required to achieve those goals, and reflecting upon and documenting their own career-relevant achievements. Method: The Portfolio required students to record anecdotal evidence of their academic, extracurricular, and employment-related activities relevant to each of the UNSW graduate attributes. Specific strategies were implemented to (a) assist students to become aware of their current level of achievement in each of the graduate attributes and how these attributes relate to the employability skills, (b) provide structured development of specific attributes within the course, and (c) encourage further development of these attributes prior to graduation and associated job interviews.

 

Included a duplicate of: Psychology Program Learning Objectives to Address Work-Readiness in the Undergraduate Curriculum (from Work Readiness)

 

Graduate Attributes of the Four-Year Australian Undergraduate Psychology Program

Authors: Jacquelyn Cranney

Description: The Graduate Attributes of the Australian Undergraduate Psychology Program is a comprehensive list of the capacities or attributes that undergraduate students of psychology can develop during their four years at university.  The attributes comprise the knowledge, skills and values that are consistent with the science and application of psychology.  Each of the six attributes is accompanied by a list of suggested student learning outcomes.  The learning outcomes provide students with focal points to demonstrate their attainment of the Graduate Attributes, and provide academics with focal points for measuring student performance.

 


Health Psychology

Health Psychology Tutorial for First Year

Authors: Jacquelyn Cranney & Sue Morris

Description: The aim of this tutorial is to introduce students to health psychology and how as a psychological scientist one might approach health behavior issues and problems. 

 

Preparing Mental Health Practitioners

Authors: Shirley Morrissey, Davidson, G., McAuliffe, D., McAllister, M., McConnell, H. & Reddy, P.

Description: While barriers and challenges to cross-disciplinary learning exist, there are many benefits for students to ‘Learn Together’ and for staff in health disciplines to ‘Teach Together’.  We have developed a suite of resources to develop cross-disciplinary education opportunities and assist to consider how they might develop their own university cross-disciplinary education (CDE) for interprofessional learning (IPL). The resources include multimedia accounts of multidisciplinary mental health practice accompanied by facilitator manual, student placement preparation workshop workbook materials and student placement workbook materials.

This is a compressed file (.rar) that can be opened with the program 'winrar'. Please click here for the link to the winrar website, where you can download this program.

 


Learning and Assessment

Experiential Learning and Reflective Practice: Leveraging Conation and Deep Learning to Develop the Future Practitioner

Authors: Andrea Quinn and Michael Mills

Description: This resource provides a framework for the learning and assessment process. Students are provided with, or directed to seek out, one or more experiential learning tasks that are accurate analogues of professional practice activities. Students are then required to reflect and report on their experience using highly structured written or oral tasks for assessment purposes. The same framework is also embedded in assessment criteria, and ensures that students must engage with learning styles in addition to those they usually prefer. As the learning literature indicates, experiential learning and reflective practice each enable deep learning; a combination approach enhances the depth of learning, allowing the affective and cognitive elements of experience to be assimilated and transformed into intentional behaviour. The outcome for students is increased metacognition regarding their strengths and limitations as emerging practitioners, and an increased capacity for self-regulation.

 


Research and Statistics

Undertaking Research in a First Year Bachelor of Psychology Course

Authors: Jacquelyn Cranney, Branka Spehar & Sue Morris.

Description: The aim of this exercise is to design and conduct a field study within groups, and present the findings. Presentations are assessed and feedback is provided via a single feedback grid (per student).

 

Statistical & Metacognitive Instrumentation Quizzes (Stats-mIQ) for the Advanced Psychology Statistics Unit

Authors: Sabina Kleitman, Margaret Charles, Dan Costa and Bastian

Description: The aim of this novel e-instrumentation is to provide extensive content and metacognitive feedback to undergraduate students enrolled in the advanced compulsory statistics course. The unique Stats-mIQ (Statistical & Metacognitive Instrumentation Quizzes) has been used as a formative assessment tool during a large statistics course in the School of Psychology, USyd. The quizzes comprised of a set of formative assessment questions, available on the eLearning website, with extensive novel feedback in both statistics and metacognitive self-monitoring. These quizzes allowed students to develop the level of understanding that is essential for application and evaluation of basic research methods in psychology, including research design and data analysis and interpretation (Graduate Attribute 2). The novel design of the quizzes was based on the most recent advances in psychological and educational theory to foster a self-regulated approach to learning.

 

Journal Article Analysis Exercise for First Year

Author(s): Sue Morris & Jacquelyn Cranney

Description:This exercise is designed to help students critically read a research report in psychological science. The questions they need to answer focus on the key aspects of the study, including hypotheses, types of variables, results and how they are interpreted.

 

Evidence Charting Tool

Authors: Alex Holcombe & Hal Pashler

Description: To be successful in the classroom or the knowledge economy, a student must distill relevant evidence from the research literature, evaluate evidence quality, and evaluate hypotheses or theories in light of the evidence. Evidence charts are designed to scaffold student acquisition and performance of these skills.

 

Hypothesis Generation and Critical Thinking Exercise for First Year

Authors: Sue Morris & Jacquelyn Cranney

Description: This exercise combines two tasks—one is an introduction to hypothesis testing and the nature of variables (independent, dependent, moderator) and how these relate to the design of a study. The second task relates to critical thinking, particularly the difference between causation and correlation. These tasks should also build healthy scepticism.

 

Lecture Slides – Psychological Research Methodology III

Authors: Winnifred Louis (and many others over the years)

Description: Covers factorial between-Ps ANOVA, power and effect sizes, ANCOVA, standard, hierarchical and moderated multiple regression, within-Ps and mixed ANOVA, and a bit of logistic regression.

 

Interactive computer-based simulations for enhancing the teaching and assessment of psychological research and statistics

Authors: David Neumann

Description: APAC guidelines state that a core graduate attribute is knowledge of Research Methods in Psychology. Psychology programs thus have courses in research and statistics. However, social science students have negative attitudes and low motivation towards statistics and this predicts poor achievement. To address such problems, the following interactive computer-based simulations have been developed. The simulations let students see concepts “in action” and give them hands-on experience in manipulating data and seeing its effects in real time.

 

Debunking common psychological myth first year assessment

Authors: Frances Martin

Description: A report designed to have students think critically about psychological myths that exist, and provide reasoning as to why they may still exist in society.

 

Research report assessment to inform policy on the effects of drugs and driving

Authors: Frances Martin

Description: A research report to have students integrate evidence-based research on a real-world problem. The report is directed towards a minister of parliament to inform potential policy changes.

 


 

Social Psychology

Social Psychology Secondary School Semester Course curriculum (Student workbook)

Author: Andrew Chua

Description:A practical 20 week course aimed at year 8 secondary school students to introduce students to theories and methods in social psychology, how it might relate to people like themselves, and how psychological scientists investigate such issues.

 

Social Psychology Secondary School Semester Course curriculum (Teacher’s Guide)

Author: Andrew Chua

Description: A practical 20 week course aimed at year 8 secondary school students to introduce students to theories and methods in social psychology, how it might relate to people like themselves, and how psychological scientists investigate such issues.

 

Lecture Slides – Attitudes and Social Cognition

Authors: Winnifred Louis (and many others over the years, esp. Debbie Terry)

Description: Construction of attitudes, conscious and unconscious decision-making, intro to schemas / heuristics / stereotypes.

 

Lecture Slides – Intergroup Relations and Group Processes

Authors: Winnifred Louis , Matthew Hornsey & others

Description: Group processes and intergroup relations: conformity, cults; peace and conflict; prejudice, stereotyping; dissent, individualism

 

Intercultural and Developmental Issues in Psychology

Authors: Assoc. Prof. Christopher Sonn and Romana Morda

Description: The aim of this intercultural component is to develop a critical awareness of and appreciation for cultural, social and psychological diversity. Psychological perspectives related to cultural diversity, individual and group identities and indigenous and dominant communities will be introduced. SUMMARY only

 


 

Work Readiness and Employability

Psychology Program Learning Objectives to Address Work-Readiness in the Undergraduate Curriculum 

Authors: Renae Hayward, Rob Ranzijn, Janet Bryan, & Elissa Pearson

Description: i) This resource presents 6 Psychology Learning Objectives (PPLOs) that were developed by merging APAC graduate attributes, the University of South Australia’s graduate qualities, and employer feedback relating to the work readiness of graduates. These learning objectives were designed as a single set of standards to orient the undergraduate curriculum towards addressing the work readiness of students at the undergraduate level as well as to meet accreditation requirements.

ii) We also included templates used to map individual courses, as well as yearly sequences of courses. The process of mapping highlights where 1) individual course learning objectives, assessments and learning activities are not internally aligned, 2) the curriculum is not addressing the program learning objectives, and 3) where the sequencing of courses in terms of the depth of learning being targeted is inappropriate.

This is a compressed file (.rar) that can be opened with the program 'winrar'. Please click here for the link to the winrar website, where you can download this program.

 

Curriculum development to increase work readiness of undergraduate psychology students.

Authors: Janet Bryan, Rob Ranzijn, Cathy Balfour, Michelle Tuckey, Renae Hayward, Elissa Pearson & Kurt Lushington

Description/Aim: i)This resource provides guidelines for how psychology undergraduate programs can be modified to include work-integrated learning and interpersonal skills training alongside an APAC accredited sequence to increase the work-readiness of exiting three-year degree students.

This is a compressed file (.rar) that can be opened with the program 'winrar'. Please click here for the link to the winrar website, where you can download this program.

 


 

Communication-Writing

Writing a process analysis in five easy steps

Author: Arthur Poropat, Griffith University

Description: This set of resources was designed to provide guidance on writing processes generally, while integrating  good practices in behavioural observation and description, application of theory & research findings, and process evaluation.

This is a compressed file (.rar) that can be opened with the program 'winrar'. Please click here for the link to the winrar website, where you can download this program.

 


 

Experiencial Learning and Reflective Practices

Curriculum development to increase work readiness of undergraduate psychology students.

Authors: Janet Bryan, Rob Ranzijn, Cathy Balfour, Michelle Tuckey, Renae Hayward, Elissa Pearson & Kurt Lushington

Description/Aim: i) This resource provides guidelines for how psychology undergraduate programs can be modified to include work-integrated learning and interpersonal skills training alongside an APAC accredited sequence to increase the work-readiness of exiting three-year degree students.

This is a compressed file (.rar) that can be opened with the program 'winrar'. Please click here for the link to the winrar website, where you can download this program.

 

Increasing self-control workshop

Authors: Stephen Provost

Description: The workshop is designed to help individuals with behaviour change, through identifying unwanted behaviours, and developing goals based on goal-setting research. The workshop includes measurement of the behaviour across time, and reinforcement techniques to help students.

 


 

Interviewing Skills

Interviewing Skills

Authors: Leigh Mellish, Sue Morris, Mark Do, & Jacquelyn Cranney

Description/Aim: The aim of this third-year set of materials is to introduce students to interviewing theory, research and skills training. Although not a core focus of the course in which it was embedded, it was considered a worthwhile exposure for students in a capstone course.

 


 

Ethics

Ethics in Psychology

Authors: Iris Rattley, Sue Morris, Peter Birrell, & Jacquelyn Cranney

Description/Aim: The aim of this third-year practical/tutorial is to introduce students to moral philosophy and its relatioship to human everyday behaviour and professional codes of practice.

 


 

Capstones and Portfolio

Psychology Capstone Course

Authors: Jacquelyn Cranney & Sue Morris

Description/Aim: An overview of a third-year Psychology Capstone course.

 

Psychology Capstone Inventory

Authors: Sue Morris & Jacquelyn Cranney

Description/Aim: Provides a detailed description of a Psychology Capstone Inventory of Student work used as a key assessment in a theri-year Psychology Capstone course. 

 

Psychology Graduate Attribute Portfolio

Authors: Jacquelyn Cranney & Sue Morris

Description/Aim: Provides a detailed description of a Graduate Attribute Portfolio (GAP) used  as a key assessment in a third-year Psychology Capstone course. 

 


 

Reports/Articles/Papers

 


APS Conference Presentations:

APS 2013

 

 

APS 2009

 

APS 2008

 


 

Resource Links

 


 

Careers in Psychology

 

Last updated 09.06.2013