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Increasing Access to Teaching Resources: Internationalizing Project Syllabus
Susan A. Nolan, Ph.D.
THE RESOURCES
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%
THE NEED
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: CountriesCanada 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 Process1. 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, 20145. 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
Thank [email protected]
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)
ADAPTING
Convert absent-present-strong
notations to numerical ratings
How are these
tied to
assess
ment?
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 3rd
person?
Considering Inclusion ofAdditional 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.
Thank [email protected]
For Info:http://
teachpsych.org/otrp/syllabi/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
