Internationalizing Your Psychology Course: Preliminary Survey Findings

Grenwald, Gloria; Velayo, Richard S.

doi:10.1037/e532662012-012

Cited by 4 publications

(6 citation statements)

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“…Summary of University Structural Development domain. Results from a recent survey of internationalizing the psychology curriculum suggested that approximately half of the respondents' institutions encouraged internationalization; 20% had more limited commitments, 17% had no commitment, and 4% were antagonistic toward internationalizing efforts (Grenwald & Velayo, 2011). Paralleling the results from the institution, 55% of the respondents felt no support or encouragement from their academic departments, 29% had high levels of commitment, 15% some encouragement, and 2% hostility.…”

Section: Faculty Vision For Internationalization (Variant)mentioning

confidence: 99%

Internationalizing the U.S. Undergraduate Psychology Curriculum: A Qualitative Investigation of Faculty Perspectives

Bikos

Chism

Forman

et al. 2013

International Perspectives in Psychology

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Owing to U.S. centrism, policy regulations, language barriers, institutional resistance, and faculty member interests, efforts to internationalize the undergraduate psychology curriculum are not yet realized. Therefore, we conducted a consensual qualitative research ( Hill, 2012 ; Hill et al., 2005 ; Hill, Thompson, & Williams, 1997 ) investigation of current efforts to internationalize the U.S. undergraduate psychology curriculum. We interviewed 15 faculty members (eight women, seven men) regarding their perspectives and recommendations. Regarding nationality, 12 of the participants were U.S. nationals and 3 were conationals (with the United States as one of the nationalities). Data analysis led to the identification of 23 categories organized within five domains: (a) establishing “Internationalizing the Psychology Curriculum,” (b) anticipated outcomes for students, (c) instructional strategies, (d) obstacles to an internationalized curriculum, and (e) university structural development. Our findings suggest that establishing an internationalized curriculum begins with the study of cultural contexts but expands to include discipline-specific content. Further, internationalization at all levels of the profession is prerequisite to internationalizing the curriculum.

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Section: Faculty Vision For Internationalization (Variant)mentioning

confidence: 99%

Internationalizing the U.S. Undergraduate Psychology Curriculum: A Qualitative Investigation of Faculty Perspectives

Bikos

Chism

Forman

et al. 2013

International Perspectives in Psychology

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“…Internet-based technologies are increasingly popular to incorporate international content into the psychology curriculum (Grenwald, Oberlechner, & Velayo, 2012; Grenwald & Velayo, 2011; Velayo, 2012). One key reason is cost-effectiveness—especially for community college and other students with family, work, or financial limitations (Guerin, 2009).…”

Section: Internet-based Technologiesmentioning

confidence: 99%

Internationalizing undergraduate psychology education: Trends, techniques, and technologies.

Takooshian

Gielen

Plous

et al. 2016

American Psychologist

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How can we best internationalize undergraduate psychology education in the United States and elsewhere? This question is more timely than ever, for at least 2 reasons: Within the United States, educators and students seek greater contact with psychology programs abroad, and outside the United States, psychology is growing apace, with educators and students in other nations often looking to U.S. curricula and practices as models. In this article, we outline international developments in undergraduate psychology education both in the United States and abroad, and analyze the dramatic rise of online courses and Internet-based technologies from an instructional and international point of view. Building on the recommendations of the 2005 APA Working Group on Internationalizing the Undergraduate Psychology Curriculum, we then advance 14 recommendations on internationalizing undergraduate psychology education--for students, faculty, and institutions.

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“…Accordingly, student-learning outcomes and their assessment should also reflect such competence. What follows reflects findings from the first survey of APA Division 52 members and selected others described above (Grenwald & Velayo, 2011).…”

Section: Recommendations For Psychology Instructorsmentioning

confidence: 99%

“…Internationalizing the curriculum will prepare them to competently understand and potentially intervene in global problems. Many faculty members already are heeding the call to incorporate international content and themes in the courses they teach (e.g., Belar, 2008;Grenwald & Velayo, 2011;Guerin, 2009;Leong et al, 2012). We hope this brief review of models for curricular internationalization and available resources will encourage others to follow suit in the best interests of the psychologists of tomorrow.…”

Section: Assessing Student-learning Outcomesmentioning

confidence: 99%

“…Adjunct and other instructors, some in secondary education settings, made up the remainder of respondents who were internationalizing their teaching. In descending order, faculty at comprehensive institutions, community colleges and liberal arts institutions (tie), research institutions, and other types of institutions reported that they had begun to internationalize the courses they teach (see also Grenwald & Velayo, 2011).…”

Section: Surveying Psychology Instructors About Making Psychology Edumentioning

confidence: 99%

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Internationalizing Postsecondary Education in Psychology: A Global Endeavor

Grenwald

Oberlechner

Velayo

2012

Psychology Learning & Teaching

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The twenty-first century has witnessed a widespread call for internationalizing postsecondary psychology education. The authors discuss the rationale for recent efforts to enrich psychological contents, methods, and practices by internationalizing the teaching of psychology. They present aims and results of an online survey on how psychology instructors, primarily in the United States, can make psychology education more international. They also discuss strategies to incorporate international psychology perspectives in such aspects of teaching as lectures, classroom activities, assignments, and the use of Internet-based technologies. They describe the aims of a second online survey that compares European and US faculty perspectives on internationalization in psychology. Future research should empirically explore the effectiveness of instructional strategies and assess specifically defined learning outcomes of an internationalized psychology education.

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Internationalizing Your Psychology Course: Preliminary Survey Findings

Cited by 4 publications

References 0 publications

Internationalizing the U.S. Undergraduate Psychology Curriculum: A Qualitative Investigation of Faculty Perspectives

Internationalizing the U.S. Undergraduate Psychology Curriculum: A Qualitative Investigation of Faculty Perspectives

Internationalizing undergraduate psychology education: Trends, techniques, and technologies.

Internationalizing Postsecondary Education in Psychology: A Global Endeavor

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