A keynote panel of distinguished psychological scientistshelps lay the groundwork for ELC participants’discussion of the Application of Psychological Science toEducation in Psychology.

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Another Voice for Education andTraining in Psychology..................................................2

What are the ELCs?....................................................3Education Advocacy Makes a Difference.................14

Education and Training Organizations....................18

The 2004 Education LeadershipConference (ELC) brought together131 participants representing 24independent organizations, 28 APA

divisions, and 12 APA governance groups withstrong commitments to education and training inpsychology. In addition to advocacy trainingand visits to Capitol Hill to promote educationlegislative initiatives, participants engaged in adisciplinary self-study to assess psychology'sprogress in translating research on the teachingand learning process into educationalapplications. Psychology has been a majorcontributor to the knowledge base regardingcognitive, affective, behavioral, andsociocultural aspects of learning and

teaching. The issue conference participants addressed was how this knowledge was beingused in our own educational practices.

The conference theme was selected by considering input from prior ELC participants,multiple education and training organizations, and the APA Board of Educational

Affairs. As noted at prior conferences, there has been increased attention toscientifically based practice in our nation's schools over the past decade. Although

the impact of this movement on national policy has been most pronounced inpreK-12 education, higher education (including graduate education) has come

under increased scrutiny as well. In an April 2004 article in Science,Handelsman and 10 coauthors asked why "outstanding scientists who

demand rigorous proof for scientific assertions intheir research continue to use and defend on the

basis of intuition alone, teaching methodsthat are not the most effective?"

ELC 2004: Applying Psychological Science to Education in Psychology

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By Dr. Cynthia Belar,APA Executive Directorfor Education

Following many years of discussion about theimportance of outreach and communicationthroughout the education community, I am delightedto present the inaugural issue of our newsletter, TheEducator.

Envisioned as a forum to share highlights fromthe APA Education Directorate with our partners ineducation, The Educator will inform you about ournews and resources as well as report on news fromother national organizations within the education andtraining community. Indeed there are quite a few suchorganizations; one purpose of this issue is to introducemany of them, some of which are better known bytheir acronyms.

Our community is large and includespsychologists who work at all levels of education and

training in a variety of venues. This diversity isindeed enriching, but can also be fragmenting

without mechanisms for linkages anddiscourse. Since assuming my position Ihave become increasingly aware of howimportant education is to theinfrastructure of our discipline andprofession. We hope The Educator willfacilitate our network and become yetanother voice for our very diversecommunity.

First, we'd like to tellyou a bit about ourselves. TheEducation Directorate wasestablished in 1990 to advanceeducation in psychology andpsychology in education for the

benefit of the public. Itsmission is to enhance the

education and training ofpsychologists, the

teaching of psychology,and the application

of psychology toeducation. In

Another Voice for Education and Training in Psychology

addition to the ExecutiveOffice that containsadministrative, governanceand communicationsfunctions, the directorate hasseven program offices, eachof which has numerousinitiatives in keeping withour mission. I encourage youto visit our Web site(www.apa.org/ed) to learnmore about our activities andprograms including:

• Center for Psychology in Schools andEducationwww.apa.org/ed/cpse/homepage.html

• Education Public Policy Officewww.apa.org/ppo/edppo.html

• Office of Continuing Education in Psychologyhttp://www.apa.org/ce

• Office of Continuing Education SponsorApproval Systemwww.apa.org/ce/sponsorapproval.html

• Office of Graduate and Postgraduate Educationwww.apa.org/ed/graduate/homepage.html

• Office of Precollege and UndergraduateEducationwww.apa.org/ed/pcue/homepage.html

• Office of Program Consultation andAccreditationwww.apa.org/ed/accreditation

A cross-cutting initiative is the annualEducation Leadership Conference (ELC) sponsored bythe Education Directorate and its Board of EducationalAffairs. Look for reports on these events in this issue,especially the most recent on Applying PsychologicalScience to Education in Psychology, and an update onour advocacy efforts.

I hope The Educator will serve our community,and I look forward to hearing your reactions.

FALL 2004 3

By CYNTHIA D. BELARAPA Executive Director for Education

See WHAT, p.10

In February 2001, the APA Council ofRepresentatives authorized the Education Directorateand its Board of Educational Affairs to plan a forumto address issues of education and training that willaffect psychology's future. Over the past 50 years,there has been at least one national conference eachdecade focused on issues of education in psychology,either at the undergraduate or graduate level, or whenthe latter, on issues of professional education andtraining. Never has there been a regular forum for thenumerous independent education and trainingorganizations in psychology (see pp. 18-21) and themultiple APA groups to address issues of relevance topsychology across all levels of education, includingthose related to enhancing the quality of teaching andlearning in preK–16 education. Consequently, therehas been neither a unified approach by psychology toissues of education nor a coherent framework oflearning objectives from one level of education toanother. Educators in psychology have been asfragmented in identity as the myriad topics of theirresearch and teaching.

An annual Education Leadership Conference(ELC) was envisioned to achieve three long-termgoals: (1) Provide a forum for groups andorganizations across all levels of education andtraining to address issues of mutual concern, (2)promote a shared disciplinary identity amongeducation and training leaders in psychology, (3) havean impact on public policy regarding education inpsychology and psychology in education. There havenow been three ELCs; a report of the most recentbegins on p. 1. Below are brief summaries of theprior events.

ELC 2001: Rethinking Education in Psychologyand Psychology in Education

The inaugural ELC brought together 92participants representing 23 national organizations ofpsychology educators and students (from high schoolthrough postdoctoral), 25 APA divisions, nationalcredentialing organizations in psychology, andrepresentatives from APA governance groups. Itstheme captured the broad mission of the Education

What are the APA Education Leadership Conferences?

Directorate and addressed that mission in the contextof our changing society and discipline.

Conference participants identified what theyconsidered to be major issues or challenges facingthose concerned with education in psychology andpsychology in education. They discussed theimplications of these issues for our discipline andprofession and envisioned ways in which psychologymight become more engaged in the societal contextrelevant to addressing them. The major issuesidentified were:

• The changing and rapidly expandingknowledge base for psychology as a disciplineand profession

• The changing demographics of our society andour discipline and the impact of globalization.

• The impact of advances in technology oneducation in our discipline

• Changes in the employment marketplace forpsychology graduates

• Changes in higher education and its role in oursociety

• Psychology's relevance to education in oursociety

• Psychology's relevance to teacher education• The importance of psychology's knowledge

base as curriculum at all levels of educationParticipants also addressed specific questions

related to competencies in the use of technology,learning outcomes for the undergraduate major, coreexpectations for graduate education, distinctive skillsof psychologists in the health care workforce, goalsfor practicum training, and what K–12 teachers shouldknow and be able to apply from psychological science.Many of the initiatives recommended by the 2001ELC participants have been more fully developed over

FALL 20044

ELC, from p.1

The 2004 ELC participants were asked to identify bothaccomplishments and gaps in the translation ofresearch to our educational practice and to developstrategies for change where necessary. They wereasked to consider not only classroom teaching, butcurriculum design, student evaluation, researchsupervision, clinical supervision, programmanagement, and all other aspects across all levels ofeducation and training in psychology.

Keynote PanelChaired by John Bransford, PhD (University of

Washington, James W. Mifflin University Professor),the keynote panel identified research findings that

are sufficiently robust to be translated toeducational practice. Bransford hadpreviously cochaired the NationalAcademy of Science committee thatwrote How People Learn: Brain, Mind,Experience and School. This analysis ofavailable scientific knowledge continuesto be a cornerstone in public policyconversations regarding preK–12education and is a centerpiece ofinternational conversations as well.

Panelists highlighted findingsfrom research in social psychology,judgment and decision making,critical thinking, cognitivepsychology, and the patterning ofabilities. Speakers included

Joshua Aronson, PhD (NewYork University; Codirector,

National Task Force on the

Achievement Gap), RichardGonzalez, PhD (Universityof Michigan; Chair,Department of Psychology),Diane Halpern, PhD(Claremont McKennaCollege; Director, BergerInstitute for Work, Family,and Children), ChristianSchunn, PhD (University ofPittsburgh, Co-PI, $35million NSF grant to improvemath and science ability),and Robert Sternberg, PhD(Yale University, IBMProfessor of Psychology andEducation; Director, Centerfor Psychology of Abilities, Competencies, andExpertise).

Dr. Aronson emphasized that learning,performance, and cognitive development are socialacts transacted within a web of complex relationshipsmade difficult by the same things that affect everydaylife. He highlighted research demonstrating theimpact on learning and achievement of mistrust,prejudice, exclusion, competition, evaluation, andnegative peer influences. He expressed concern thatthese findings have not been sufficiently incorporatedinto our educational enterprises, and argued for moreteacher and faculty training, as well as ongoingprofessional development, to promote this transferof knowledge.

Based on the judgment and decision-makingliterature, Dr. Gonzalez described a new view ofheuristics as knowledge structures that facilitateprocessing. He proposed that faculty make use ofstudents' existing knowledge structures and tailorinstruction accordingly. He also noted howpsychology's habit of concluding "it depends" mayactually create indirect biases against the field. Heargued that information be presented in a transparentway, with the recognition that as a science, ourunderstanding changes over time, as do the policyimplications of our work.

Dr. Halpern spoke of the most importantresearch findings in the area of critical thinkinginstruction. Quoting from the conclusion of a large-

Science Applied toPsychology & EducationL

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FALL 2004 5

scale study conducted by a group of researchers inGreat Britain, chaired by David Moseley from theUniversity of Newcastle: "The majority of studiesreport positive impact on pupil's attainment across arange of noncurriculum measures (such as reasoningor problem solving). No studies reports reportednegative impact on such measures" (Thinking SkillsReview Group, October 2003). A just-completed studywith college students that compared two methods ofcritical thinking instruction with a control group atUniversidad de Salamanca in Spain by Ana M. Nieto

and Carlos Saiz found thatcritical thinking instructionproduced superior results onmultiple different measuresof thinking and reasoning.

Research also shows thatcritical thinking skills willtransfer when they aretaught for transfer (i.e., withmultiple contexts, practicedover time without cues) andthat some of the benefit ofcritical thinking instructionmay derive from making thethinking skills explicit. Dr.Halpern added that we need

more research with quality, long-term follow-up, butthere is already literature that shows that students canbe taught in ways that improve their thinking. Whydon't we have critical thinking courses on everycollege campus? Every faculty member believes thatshe or he is already teaching critical thinking, butevery year, students show that transfer is often hit ormiss. Dr. Halpern concluded by saying, “we can dobetter.”

Dr. Schunn emphasized the importance ofmodel-based reasoning in psychology education.Much of psychology education is based on experts'self-reflection on what constitutes expertise inpsychology, yet expertise in complex domains hasmuch tacit knowledge that is not open to self-reflection. Faculty often do not notice the models usedby the discipline, and thus do not recognize thatstudents could be struggling with something so basic.In psychology, research methods and data models helpstudents "read the evidence" so they can successfullyengage in conceptual learning in content courses,

rather than memorize the conclusions cited. Thesemodels need to be explicitly taught early, rather thanlater, in the curriculum to facilitate learningpsychology.

Dr. Sternberg described our currentunderstanding of intelligence as a set of flexible,modifiable, dynamic skills rather than as a single,fixed, unmodifiable trait. He described successfulintelligence as a balance of analytical, creative, andpractical abilities for which memory skills arenecessary but not sufficient for success in life. He alsonoted that traditional educational systems tend to relyon memory and analytic skills, and thus can createclosed systems for those with different patterns ofabilities. Sternberg arguedfor more educationalprogramming that teachesfor successful intelligence,including instructionaldesign that matchesstudents' patterns ofstrengths. He believes suchan approach is necessary ifsociety is to enhanceequality of opportunity andcapitalize on, rather thanwaste, talent among itsmembers.

A Disciplinary Self-StudyTo conduct the

disciplinary self-study,smaller working groups based on communities ofinterest were formed for undergraduate education,research training, clinical training, postgraduateeducation, and teacher education. These groups werechaired by Stephen Chew, PhD (Samford University),Steven Breckler, PhD (APA Science Directorate),Beverly Thorn, PhD (University of Alabama), RodneyGoodyear, PhD (University of Southern California),Barbara Van Horne, PhD (Independent Practice,Madison, WI) and Mary Brabeck, PhD (New YorkUniversity) with co-chair Rena Subotnik, PhD (APAEducation Directorate).

Each working group discussed our strengths andweaknesses in applying psychology's scientificknowledge to our own educational practices —

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Diane Halpern discussesresearch on criticalthinking instruction

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identifying barriers and challenges and how they mightbe addressed. Members also identified steps that theyas individuals or the organizations they representedcould take to promote the application of psychologicalscience to education in psychology. What follows is asummary, based on working group reports, of the kindsof issues raised. It does not necessarily representconsensus with respect to any particular viewexpressed.

Participants repeatedly underscored theirappreciation of the fundamental nature of psychology'sscientific knowledge base to teaching and learning,regardless of content or level of education and trainingin psychology. A number of other strengths within thediscipline were also noted, a prominent one being theself-awareness of gaps in the application of thisknowledge and the desire to do more. Other strengthsincluded a steadily increasing focus on active learning

in undergraduate education and the significantexperiential components embedded in graduate

research and clinical training. In terms ofevaluations, some participants reported

moving away from a model of one-timesummative assessment to a portfolio andprogression of knowledge and skillsapproach in assessing learningoutcomes.

Participants also identifiedseveral values in our discipline thatwere believed to facilitate theapplication of research findings toeducational practice. One was theheritage of the scientist–practitioner model that values theintegration of science and

practice. Scientifically basededucational practice and a

model of the "reflectivepractitioner" in education

are very consistentwith that heritage.

Another is thediscipline's

concern for social justice, a value that makes theincorporation of findings to level the playing fieldamong diverse students highly attractive. Thedisciplinary commitment to human welfare andappreciation of behavior change is also supportive of

Table 1ELC 2004 SUGGESTIONS TO PROMOTE THE

APPLICATION OF PSYCHOLOGICAL SCIENCE TO

EDUCATION AND TRAINING IN PSYCHOLOGY

Within the discipline of psychology, we need to

• Improve dissemination of information relevant tothe application of psychological science toeducation and training in psychology� Develop relevant programs for midwinter

meetings of education and trainingorganizations

� Disseminate information on best practices� Develop curriculum on teaching and

supervising of psychology based onpsychological science

� Develop CE workshops and online courses forprofessional development

� Create a teaching research digest� Create an education and training journal� Disseminate ELC conference presentations

As individuals, we can

• Become "reflective practitioners ofpsychology in education"

• Examine how our teaching addressesimportant societal needs

• Identify what isn't working in oureducational practices

• Acknowledge our institutional contexts,but take responsibility for change

• Become active in advocacy, locally and inpublic policy

• Change nonproductive attitudes, e.g., stopblaming students for poor outcomes

• Discuss this issue with department chairor program head

FALL 2004 7

Within our institutions, organizations, andpublic policy, we need to

• Advocate for and develop promotion tracks forteaching

• Promote reward structures to support highquality teaching (and allow for failures inattempts to change)� Support attendance at teaching conferences� Create individual and program awards� Consider the development of special

teaching tracks• Advocate for psychology education research• Advocate for teaching psychology as a science

For our students, we need to

• Mentor them to be good learners• Provide metacognitive skill training pertaining to

critical thinking• Model an appreciation for, and the application of,

psychological science in educational practice• Promote the value of and train for lifelong learning• Empower students to be good consumers of education

and training• Create expectations that graduate students should

know about teaching and learning• Create courses on teaching and supervision• Get these issues on the APAGS agenda• Teach future psychologists how to teach and supervise

based on current knowledge

� Expand ELC to include more program directors� Webcast ELC� Develop a master teachers/supervisors series� Develop teaching institutes� Develop a speaker's bureau� Provide information about Centers for Teaching

across the nation� Create an APA Division of Education and

Training� Sponsor a forum on culture-centered teaching� Create departmental seminars for CE credit� Create LISTSERVS

• Build our knowledge base and synthesize thatknowledge� Conduct and promote the importance of

psychology education research to determine whatworks, especially on topics such as mentoring,assessment of learning outcomes/competencies

� Study psychology's fundamental models anddevelop frameworks for organizing knowledgethat are relevant to the discipline

� Use the Learning Goals and Outcomes forthe Undergraduate Major as a resource tocreate teaching and assessment tools

� Develop a process to review best practicesin teaching and supervision in psychologyand critically evaluate them

� Develop statements of principles foroptimizing teaching and learning

� Reach some consensus regarding the coreknowledge in psychology needed by preK–12 teachers

• Promote the prestige of teaching within thediscipline� Create awards� Examine "what is a scholar"� Create an ABPP in teaching/training/

supervising• Address the disconnects in psychology

education and training� Integrate practicum supervisors into

training programs� Encourage accreditation to focus more on

teaching

a culture to maximize human potential throughlearning.

However, participants did express concern thatwe do not always apply what we know and urgedspecial attention to the knowledge base regarding

issues of diversity of learning styles and socioculturalaspects of our students. A major weakness noted wasthe lack of research on what works in psychologyeducation, especially graduate education with respectto training in research and clinical skills. It is unclearhow much of the psychology education research that

FALL 20048

does exist applies to graduate education. It was alsonoted that our professional development andcontinuing education efforts lack models andsystematically organized sequences of activities thatpromote developmental progress. And with respect toour training of K–12 teachers, the field lacks a usefulmechanism to document what teachers should knowand be able to apply from the discipline.

A number of barriers in translating research topractice were identified across groups. Disconnectswere identified across the educational continuum. Forexample, at the undergraduate level, the lack ofcontinuity between 2- and 4-year institutions and theamount of "swirling" among institutions interfereswith curriculum coherence and planful relating ofcourses to one another. In graduate education andtraining, there are disconnects between silo researchtraining and real world interdisciplinary teams, theclassroom and practica, doctoral programs andinternships, and even between supervisors, who oftenwork in isolation from one another. There are frequent

disconnects between psychologydepartments and the faculty who provideinstruction in child development andeducational psychology in schools ofeducation. Disconnects also occur whenpsychology faculty in schools ofeducation are not sufficiently familiarwith the contexts (classrooms) in whichteachers need to apply the knowledgethey impart. Psychology's continuingeducation practices were viewed asperhaps the most fragmented of allour educational systems.

There was also concern thatexternal regulatory pressures

(e.g., regional accreditation,APA accreditation,

licensure, federal and statemandates) were barriers

to progress. Yet othersexpressed that

referring to

external pressures, and even to academic freedomitself, was sometimes a shield used to maintain oldhabits, which in and of themselves were barriers tochange. Yet another perspective was that externalreview and regulatory processes should pay moreattention to whether educational practices arescientifically based. Many supported an approach thatemphasized resources over regulations, however.

A cross-cutting theme was the concern overneeds for professional development related toeducational practice and lack of resources (includingtime) to support related efforts. It was repeatedlyechoed that institutional reward structures valuedrevenue generation (whether the coin be FTEproduction, grant indirects, or patient fees) more thanteaching/supervision, an integrated curriculum, goodlearning outcomes, and the scholarship of teaching. Infact, teaching and the scholarship of teaching wereoften reported to lack prestige, and the need forincreased prestige for teachers throughout our societywas highlighted. Many participants reported a lack ofencouragement by either peers or institutions forlifelong learning regarding their educational practices.

Participants identified a number of needs wemust meet to promote the application of psychologicalscience to education and training in psychology,including a number of suggestions for next steps. (SeeTable 1 on pp. 6-7.) The most common theme relatedto needs for dissemination of relevant information.Many participants were not aware of resources thatcurrently exist, but even those who were called formore. Some efforts suggested are already underwaywithin the discipline, but all will be the subject offuture discussions.

An individual perspectivePsychology's roots as a science are in learning.

We have learned much about basic brain and cognitivefunctioning, as well as the contexts of productivelearning. We have learned how stereotype threataffects academic performance, how conflict in thesupervisory relationship results in withheldinformation, and how a learner-centered approach iscentral to the educational process. We need to apply

FALL 2004 9

ELC Workshops

A series of 10 workshops were held on Saturday,September 11, 2004. The workshops were a way forthe ELC participants to learn new perspectives on howto more fully utilize our discipline's vast and diversebody of knowledge.

These minisessions focused on the applicationof psychological science to education in psychologywith respect to teaching, research training, and clinicaltraining and included the following topics andspeakers:

Learning To Be a Good Reviewer ThroughScaffolded Classroom-Based Reciprocal ReviewingChristian Schunn (University of Pittsburgh) spokeabout utilizing peer reviewing in courses to teach goodjournal reviewing skills.

Preparing Future Teachers of Psychology VictorBenassi (University of New Hampshire) focused onstrategies for preparing future teachers of psychology.

Teaching Clinical Decision Making: ApplyingResearch on Problem Solving and Decision MakingEileen Gambrill (University of California at Berkeley)discussed ways of enhancing clinical practice by usingwhat we know from research in the areas of decisionmaking and problem solving.

Teaching Students To Think Critically in WaysThat Transfer to Novel Domains After the FinalExam Is Taken Diane Halpern (Claremont McKennaCollege) presented an operational definition of criticalthinking to use as a guide for developing teachingactivities to promote critical thinking skills.

Diversity Issues in the Classroom Joshua Aronson(New York University) spoke about strategies fordealing with issues of diversity in the classroom.

Strategies for Culture-Centered Teaching NadyaFouad (University of Wisconsin–Milwaukee)encouraged participants to consider different learningmodels, approaches, and strategies in teaching frommultiple cultural perspectives.

Education Leadership Robert Sternberg (YaleUniversity) spoke about using the WICS (Wisdom,

our own body of knowledge to our educationalpractices in the teaching of psychology, the researchtraining of future psychological scientists, the trainingof beginning and advanced applied skills, and ourcontinuing education endeavors. We need to translatewhat we know into our educational practices. Inthinking about promoting this agenda:

• What if, during each course examining specificcontent and its related ethical and diversityissues, just one question were asked as to howthe material might best be taught or learned?

• What if, during the course of research andclinical supervision at some predeterminedintervals, mentors and trainees addressed notonly the development of relevant competencies,but discussed the learning process itself?

• What if each department of psychology ortraining unit had at least one presentation eachyear on advances in psychological sciencerelevant to the teaching and learning process?

Each one of us has the opportunity tocontribute to this endeavor.

Executive Summary submitted by Cynthia D. Belar,Executive Director, Education Directorate.

CCTC Honors Paul Nelson

The Council of Chairsof Training Councils(CCTC) presented theirinaugural Paul D.Nelson Award forDistinguishedContributions to theEducation and Trainingof Psychologists to Dr. Paul Nelson, DeputyDirector, Education Directorate. This council,comprised of l5 organizational members, honoredDr. Nelson at the recent APA convention. Dr.Nelson was acknowledged for his invaluablecontributions to the growth of CCTC and theenhancement of education and training inpsychology. The plaque presented cited hisleadership, guidance, encouragement, optimism,wisdom, and vision.

FALL 200410

the past 3 years. The ELC 2001 conference reportscan be found at: http://www.apa.org/ed/elc/home.html.

ELC 2003: Accountability, Assessment, andAdvocacy

The second ELC addressed issues ofaccountability, assessment, and advocacy, each ofwhich was identified as key for the future by ELC2001 participants. There were workshops on theassessment of learning outcomes in psychology, theassessment of outcomes of graduate education, theassessment of professional competencies in healthcare services, and issues for psychology given theincreased focus on accountability and assessment inK–12 educational systems. Participants discussed thesocietal context for accountability in education, issuesof formative and summative assessment, and newapproaches to the assessment of learning outcomes.Audio and video presentations from this conferenceare available on the Education Directorate Web site.

ELC participants were also provided withextensive advocacy training during this conference.Over 60 psychologists visited their Senate and Houselegislative offices to advocate on behalf of psychologywith respect to proposed changes in the HigherEducation Act and the Graduate PsychologyEducation program in the Bureau of HealthProfessions. As a result of these visits, APA was alsoable to obtain cosponsorship for the introduction ofthe Campus Care and Counseling Act, an APA-craftedbill to improve mental and behavioral health serviceson campus. This legislation was later passed in theSenate, with elements incorporated into the GarrettLee Smith legislation signed into law in 2004.ELC 2003 conference reports can be found at:www.apa.org/ed/elc03_homepage.html.

Intelligence, Creativity, Synthesized) theory ofleadership in the workplace.

Integrating Adult Learning Principles inContinuing Education: An Example From EthicsEducation Cynthia Sturm (Independent Practice,Portland, OR) discussed principles of adult learningtheory and how these can be applied in continuingeducation programs.

Teaching Evidence-Based Practice in a DoctoralPsychology Program Frank Collins (Oklahoma StateUniversity) spoke about strategies for teachingevidence-based practice.

Intuition and Understanding: Teaching SocialScience Statistics to Graduate Students RichardGonzalez (University of Michigan) discussed ways that

research in biases and heuristics caninform educational practice.

We encourage you to listen to audiorecordings of the topical mini-sessions thatwill soon be available on the EducationLeadership Conference Web site.(http://www.apa.org/ed/elc/elc04_homepage.html).

WHAT, from p. 3

ELC Seeks to Unify Educationand Training

FALL 2004 11

EELC

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BEA Chair Jon Sandoval (right)presents Emil Rodolfa (left) with theBEA Distinguished Service Award forhis advocacy efforts in support of theCampus Care and Counseling Act.

Sebastian Chang,former APA/APFPinnacle ProjectScholar, performs hisown compositions atthe ELC openingreception.

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Cynthia Sturm, PhD,Independent PracticePortland, OR

Victor Benassi, PhD,University of NewHampshire

Frank L. Collins, Jr., PhD,Oklahoma State University

Nadya Fouad, PhD,University ofWisconsin–Milwaukee

Eileen Gambrill, PhD,University of Californiaat Berkeley

Richard Gonzalez, PhD,University of Michigan

ELC participants gather at theCapital Hilton in Washington, DC,for the opening keynote paneldiscussion.

All photos courtesy of Llyod Wolf

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Panelists highlighted findings fromresearch in social psychology,judgment and decision making, criticalthinking, cognitive psychology, and thepatterning of abilities.

Christian Schunn, PhD,University of Pittsburgh

Joshua Aronson, PhD,New York University

Jon Sandoval welcomes ELCattendees and introduces the keynotepanel.

FALL 200412

The American Psychological Foundation (APF) invitesnominations for the APF 2005 Charles L. BrewerDistinguished Teaching of Psychology Award. Theaward recognizes a career contribution to the teachingof psychology.

THE AWARDThe awardee receives a plaque, a $2,000 check, and atwo-night, three-day, all-expenses paid trip to the APA2005 annual convention in Washington, DC, where theaward will be presented.

APPLICATION PROCESSAPF provides nomination forms. Nominations

should include the form, a statementthat illustrates how the nomineefulfills the guidelines of the award,and the nominee's current vita andbibliography. Letters in support ofthe nomination are welcome. All

materials should be coordinated

AMERICAN PSYCHOLOGICAL FOUNDATIONCHARLES L. BREWER DISTINGUISHEDTEACHING OF PSYCHOLOGY AWARD

and collected by the chief nominator and forwarded toAPF at the same time.

The deadline for receipt of materials is December 1,2004. Requests for nomination forms and completednomination packets should be mailed to the APFCharles L. Brewer Teaching Award Coordinator, 750First Street, NE, Washington, DC, 20002-4242.Requests for nomination forms may also be sent tofoundation@apa.org.

Call for STP Teaching AwardNominations

The Society for the Teaching ofPsychology (APA Division Two) announces its2005 program of awards for outstanding teachersof psychology. Teaching awards of $750 and aplaque are bestowed for outstanding performancein each of four categories: Four-Year Colleges orUniversities (Robert S. Daniel Award); Two-YearColleges; High Schools (Moffett MemorialTeaching Award); and Graduate Student(McKeachie Graduate Student TeachingExcellence Award). The deadline for submissionof supporting materials is January 14, 2005.Renominations and self-nominations areacceptable. Submission of materials, queries,and requests for nomination criteria may be sentto the Chair of the Teaching Awards Committee:Elizabeth Yost Hammer, Department ofPsychology, Box 194, Loyola University, 6363St. Charles Ave., New Orleans, LA 70118; e-mail: eyhammer@loyno.edu.

FALL 2004 13

By ROBERT WALSHSpecial Assistant to the Executive Director of

Education

Jonathan H.Sandoval, PhD,ChairUniversity ofCalifornia

The APA Board of Educational Affairs (BEA) is oneof the six major governance boards of APA. There are12 members of BEA elected by the APA Council ofRepresentatives who represent the diversity ofeducation and training in psychology. BEA hasgeneral concern for all educational and training affairswithin APA that transcend more than one division orgroup of psychologists. It reports through the APABoard of Directors to the Council of Representativesin making its recommendations regarding educationalpolicy for the association. BEA is responsible formaking recommendations regarding changes to APA'sprograms and operational priorities that allow theassociation to remain current and provide leadershipfor psychology in the educational arena. BEA also hasa significant consultative and advisory role withrespect to the ongoing planning and operations of theAPA Education Directorate in collaboration with itsexecutive director. BEA meets twice per year inWashington, DC. In addition to its board members,these meetings are attended by as many as 20 liaisonsfrom other organizations and groups.

Some of BEA's recent accomplishmentsinclude:

• Approval of a policy document providingguidance on Developing and EvaluatingStandards and Guidelines Related toEducation and Training in Psychology:Context, Procedures, and Criteria(www.apa.org/ed/graduate/bea_guidelines2004.pdf)

• Establishment of the Workforce Analysis TaskForce, a group that will outline a proposal forconducting a full-scale workforce analysis forthe field

Board of Educational Affairs• Presentation of the 1st Annual BEA Award for

Innovative Practices in Graduate Education,presented to Department of Psychology atPennsylvania State University, and aConsortium created by the Pacific GraduateSchool of Psychology and Stanford University(www.apa.org/releases/innovativeaward.html)

The current members of BEA are:

Asuncion Miteria Austria, PhDCardinal Stritch University

Mary M. Brabeck, PhDNew York University

Cindy I. Carlson, PhDUniversity of Texas at Austin

Cynthia de las Fuentes, PhDOur Lady of the Lake University

Emanuel Donchin, PhDUniversity of South Florida

Louise Douce, PhDOhio State University

Nadya A. Fouad, PhDUniversity of Wisconsin-Milwaukee

Justin (Doug) McDonald, PhDUniversity of North Dakota

Wilbert J. McKeachie, PhDUniversity of Michigan

Nathan W. Perry, Jr., PhDUniversity of Florida

Charles D. Spielberger, PhDUniversity of South Florida

FALL 200414

By NINA LEVITTDirector, Education Public Policy Office

See ADVOCACY, p. 16

APA conducts more advocacy on the part of educationin psychology and psychology in education than anyother group or organization. The EducationDirectorate's Public Policy Office, despite limitedresources, has been able to achieve a number ofsignificant gains for the discipline and profession overthe past several years, some of which are listed in theaccompanying Wins for Education Advocacy listing.

Fall 2004 marked a first for APA advocacyefforts in that legislation we crafted,the Campus Care and Counseling

Act, was introduced with bipartisansupport in both houses of Congress.

Later in the year it was incorporatedinto the Garrett Lee Smith Memorial

Act, and although the final bill does notcontain all the provisions of the original,it does represent an important first step inestablishing critical and needed supportfor mental and behavioral health servicesto students on college campuses. Further,it acknowledges the significant toll thatmental and behavioral health problemstake on a student's ability to succeed incollege. The speed with which the billwas drafted and passed wasextraordinary, and the first for APA'sinvolvement in such a legislativevictory.

Another first was our success inestablishing the Graduate

Psychology Education (GPE)Program in 2002, the first

federal program targetedtoward the support of

doctoral, internship andresidency programs in

psychology. APAwas the architect

of this effortto support

the training of health service psychologists to care forunderserved populations, such as the elderly, children,the chronically ill, victims of abuse and minoritypopulations. Now funded at $4.5 million, thiscompetitive grant program funds 27 APA accreditedpsychology programs, yet much more is needed.

In addition to these efforts, we are constantlyworking to bring psychology to the table in nationalconversations of education policy. Psychology's rootsas a discipline are in learning, and there is much frompsychological science that is applicable to the teachingand learning process as well as teacher preparation.There are numerous opportunities in the upcomingreauthorization of the Higher Education Act for us toadvance psychology to meet societal needs in theseareas.

All education advocacy efforts require asuccessful grassroots network. Established only threeyears ago with 14 volunteers, our Federal EducationAdvocacy Coordinators (FEDAC) now hascoordinators across 10 regions and 168 CampusTraining Representatives (CTR) at more collegecampuses and training sites throughout the country.Working with their faculty colleagues, the CTRs arethe foundation for our grassroots efforts.

Each individual can be an advocate, and ourstaff can provide the training to facilitate this. Staffconduct workshops at the annual APA EducationLeadership Conference and the annual convention aswell as meetings of other national organizations inpsychology. They provide briefings in preparation forvisits to legislators on Capitol Hill, and they havedeveloped an extensive set of resources for use bypsychologists. See www.apa.org/ppo/edppo.html oremail Amanda Ring at aring@apa.org for moreinformation and to become involved. We need moreinvolvement if we are to sustain and expand ourinitiatives. A strong grassroots network is integral togaining federal support for education in psychology,and psychology in education.

However, at the national level we haveencountered barriers to our advocacy efforts that we

Education Advocacy Makes a Difference in Psychology

FALL 2004 15

Wins for Education Advocacy

In the 2004 Garrett Lee Smith Memorial Act:

• Gained inclusion of the Campus Care andCounseling Act, APA-crafted legislation thathad been introduced with bipartisan support inboth houses to support mental andbehavioral health services oncampus

In the 2003 Ready To Teach Act (H.R.2211):

• Gained inclusion of APA'srecommended definition for"teaching skills" based onpsychological principles

In 2003 through theappropriations process:

• Maintained level funding forGraduate PsychologyEducation (GPE) program despite deep budgetcuts throughout programs in the Bureau ofHealth Professions

In the 2002 Health Safety Net Act andreauthorization of the National Health ServiceCorps (NHSC):

• Gained definition of psychologists as "healthservice providers" in law

• Gained statutory recognition of psychologistsas "primary care providers"

• Gained eligibility for psychology graduatestudents in the NHSC scholarship program

• Gained authority for Community HealthCenters Program to hire psychologistsnationwide

In 2002 through the appropriations process:• Increased to $4.5 million the funds for the

GPE program• Established specially designated funds for

geropsychology training in GPE

In 2001 through the appropriations process:• Obtained $2 million to establish the first

federally funded program targeted foreducation and training in psychology, the GPE

program to train health service psychologists towork with underserved populations

In the 2000 reauthorization of the Older AmericansAct:

• Gained new provision to fund trainingof health service providers• Gained provision to establishmultidisciplinary gerontology centers witha special emphasis on mental healthservices

In 1999 for the National HealthService Corps:• Gained $1 million appropriationthat resulted in three multistate mentalhealth summits to address needs ofunderserved communities

In the 1998 reauthorization of theHigher Education Act:

• Gained access for psychology graduatestudents to the Federal Work Study Program

• Gained access for psychology graduatestudents to the Graduate Assistance in Areas ofNational Need

• Expanded Minority Science ImprovementProgram for minority students to the graduatelevel

In the 1998 reauthorization of the HealthProfessions Education Law:

• Gained separate authority for funding ofgraduate programs in mental health practice,including psychology

• Obtained eligibility for psychology students inthe Minority and Disadvantaged Programs

• Expanded eligibility for psychologypractitioners in the InterdisciplinaryCommunity Based Linkages Programs

FALL 200416

Make Plans To Attend the 2005Regional PsychologicalAssociation Meetings!

Eastern Psychological Association (EPA)www.easternpsychological.orgMarch 10–13 in Boston, MA

Southwestern Psychological Association (SWPA)www.swpsych.orgMarch 24–26 in Memphis, TN

Southeastern Psychological Association (SEPA)www.cas.ucf.edu/sepaApril 6–9 in Nashville, TN

Rocky Mountain Psychological Association(RMPA)www.rockymountainpsych.orgApril 14–16 in Phoenix, AZ

Western Psychological Association (WPA)www.westernpsych.orgApril 14–17 in Portland, OR

Midwestern Psychological Association (MPA)www.midwesternpsych.orgMay 5–7 in Chicago, IL

New England Psychological Association (NEPA)www.nepa-info.orgOctober 14–15, 2005 in New Haven, CT

must address if we are to advance, or even sustain, ourinitiatives in public policy. These barriers are similarto those encountered by our colleagues in the PracticeDirectorate that led to the formation of a separateorganization, the APA Practice Organization. Thatorganization, supported by the practice community,has a different tax status than APA -- one that permitsan increased amount and range of activitiesfundamental to the advocacy process. To address thebarriers we are currently experiencing we willdefinitely need the help of the educationcommunity. We must make progress in this arena,and will need your help in supporting our efforts to doso. We need an organizational structure that willenable us to conduct the variety of activities integral toobtaining champions for psychology.

ADVOCACY, from p.14

The Federal EducationAdvocacy Coordinators(FEDAC) network is acampus-based,nationwide, educationadvocacy grassroots networkestablished to assist the APA EducationDirectorate and Public PolicyEducation staff with efforts to gainfederal support (funding) forpsychology education and training.To learn more and becomeinvolved with Education

grassroots activities, contact theEducation Public Policy

Office (fedac@apa.org) formore information. APA Online Academy

Introducing Independent CE programs that arehoused entirely on the Internet! These programsoffer you the opportunity to listen to and view theCE materials from the comfort of your own home(or anywhere you choose to access the Internet).Upon successful completion, your CE certificatewill be instantly available for printing.www.apa.org/ce

A New Way to Earn CE Credit

FALL 2004 17

FALL 200418

By MARTHA BOENAUAssistant Director, Office of Precollege and

Undergraduate Education

The education and training community includes a verydiverse network of national organizations ofpsychologists working at all levels of education andtraining in a variety of settings. Some of the keyorganizations are described below.

Academy of Psychological Clinical Science (APCS)The APCS is an alliance of leading, scientificallyoriented, doctoral training programs in clinical andhealth psychology in the United States and Canada.Academy membership is open to doctoral programs

with strong commitments to, and establishedrecords of, successful clinical science

training. There are two types of memberprograms in APCS. The Web site lists 43clinical science graduate programs and 9clinical science internship programs.http://psych.arizona.edu/apcs/apcs.html.

Association of Counseling CenterTraining Agencies (ACCTA)ACCTA is dedicated to promotingexcellence in psychology internshiptraining within university and collegecounseling centers. The members ofACCTA are university and collegecounseling center psychologyinternship training agencies.

ACCTA has 143 memberinternship programs, each

represented by one person,usually the training director.

www.accta.net

Association of Directors of Psychology TrainingClinics (ADPTC)ADPTC is the national organization for directors ofpsychology training clinics. Its members are directorsof clinics that are typically associated with doctoraltraining programs in professional psychology—clinical, community, counseling, clinical child, andschool psychology—at regionally accrediteduniversities. Currently, ADPTC has about 170members representing over 150 training clinics.www.adptc.org.

Association of Medical School Psychologists(AMSP)AMSP's purpose is to promote the discipline andprofession of psychology in academic health centersand to enhance the participation of psychologists inacademic health center governance, research,education, and clinical care. Membership in AMSP isopen to any psychologist participating on the facultyor staff of an academic health center or medical schooland any psychology doctoral or postdoctoral trainee.Currently, AMSP has 160 members.www.apa.org/divisions/div12/sections/section8.

Association of Psychology Postdoctoral andInternship Centers (APPIC)The Association of Psychology Postdoctoral andInternship Centers (APPIC) is committed to enhancinginternship and postdoctoral training in professionalpsychology. APPIC is an organization that provides aservice to members who are interested in the trainingof doctoral and postdoctoral psychologists as well asthe National Match Program. APPIC membershipcurrently includes 593 internship sites and 89postdoctoral sites.www.appic.org

Association of Postdoctoral Programs in ClinicalNeuropsychology (APPCN)The mission of APPCN is to foster the development ofadvanced postdoctoral education and trainingprograms in clinical neuropsychology and to establishstandards for residency programs in clinicalneuropsychology that lead to the development of

Education and Training Organizations

FALL 2004 19

competency in this area of specialty practice. Thecurrent members of APPCN include 46 postdoctoralprograms in clinical neuropsychology that meet theAPPCN guidelines and regulations.www.appcn.org

Association of VA Psychology Leaders (AVAPL)AVAPL is a nonprofit organization with a voluntarymembership of psychologists with various leadershiproles within the Department of Veterans Affairs(DVA). The purpose of AVAPL is "to address theprofessional needs and concerns of supervisorypsychologists and psychologist program managerswithin the Veterans Health Administration of the U.S.Department of Veterans Affairs in order that thehighest quality of patient care, training, and researchmay be reached and maintained by the department'spsychologists and their programs." AVAPL hasapproximately 146 members.www.avapl.org/index.html.

Consortium of Combined and Integrated DoctoralPrograms in Psychology (CCIDPIP)CCIDPIP includes combined-integrated (C-I) doctoraltraining programs in psychology that produce generalpractice, primary care, and health servicepsychologists who are competent to function in avariety of professional and academic settings androles. These doctoral programs achieve this goal byintentionally combining and/or integrating educationand training across two or more of the recognizedpractice areas. There are 10 doctoral trainingprograms that are Consortium members.www.jmu.edu/ccidpip.

Canadian Council of Professional PsychologyPrograms (CCPPP)CCPPP is an organization that represents the variousuniversity psychology programs and psychologyinternship settings in Canada that train clinicalpsychologists, counseling psychologists, and clinicalneuropsychologists. The members of CCPPP include39 Canadian internship programs and 32 academicprograms.www.ccppp.ca.

Council of Counseling Psychology TrainingPrograms (CCPTP)The mission of CCPTP is to foster the advancementof education in counseling psychology in all itsaspects. Qualified counseling psychology programshave institutional membership in CCPTP and arerepresented by training directors, who hold votingprivileges. CCPTP currently has 76 institutionalmembers. In addition, 50 individual faculty membershave joined CCPTP as nonvoting members.www.psychology.iastate.edu/ccptp

Council of Directors of School PsychologyPrograms (CDSPP)CDSPP is an "organization of 89 North Americandoctoral programs in school psychology. Any doctoralprogram in school psychology in a regionallyaccredited institution of higher learning is entitled tomembership." The purpose of CDSPP is to foster theadvancement of doctoral education in schoolpsychology.www.education.umd.edu/EDCP/programs/CDSPP

Council of Graduate Departments of Psychology(COGDOP)COGDOP is a "society constituted of Chairs andHeads of Departments of Psychology or otherequivalent administrative units, which are authorizedto offer graduate degrees in psychology in institutionsaccredited by their regional accrediting association."Membership in COGDOP is held by the departments,rather than by individuals. Currently, there are 366members. COGDOP plays an important role inpromoting the field of psychology. It serves as aforum for discussion and development ofrecommendations about education, training, andresearch in psychology and other issues important tograduate departments of psychology.

FALL 200420

Council of Health Psychology Training Programs(CHPTP)CHPTP's mission is (1) to promulgate programsmeeting standards for identification as programs inhealth psychology, (2) to encourage communicationamong programs, (3) to develop training models and(4) to maintain active liaisons with other groupsconcerned with training in health psychology.

Council of Postdoctoral Training Programs inProfessional Psychology (COPPPP)The mission of COPPPP is: (a) to support excellencein professional psychology postdoctoral training, (b)to shape the future of professional psychology

postdoctoral training, and (c) toadvocate for policies and opportunities

that will enhance the professionaldevelopment and careers of postdoctoralprogram graduates. Members of COPPPPare APA-accredited postdoctoralprograms. Currently, there are 15 formalmembers of the Council.

Council of Specialties in ProfessionalPsychology (CoS)CoS is a nonprofit joint venture, initiallysponsored by the AmericanPsychological Association (APA) andthe American Board of ProfessionalPsychology (ABPP) to represent andsupport the development andfunctioning of recognized specialtiesin professional psychology. CoS

consists of one representativefrom each of the 12 specialties

recognized by APA or ABPP.www.cospp.org

Council of Program Directors in CommunityResearch and Action (CPDCRA)The purpose of this council is to "encourageexcellence in education in community research andaction." Members of this council are individualsdirectly in charge of training in community researchand action in their institutions. Such training iscurrently conducted in master's and doctoral graduateprograms in psychology (e.g., community clinical,social community, free standing communitypsychology programs), in interdisciplinary programs,in affiliated social science disciplines, and in fieldsettings. There are 37 member universities inCPDCRA.www.msu.edu/user/lounsbu1/cpdcra.html

Council of Teachers of Undergraduate Psychology(CTUP)CTUP promotes excellence in teaching bydisseminating information and promoting the presenceof undergraduate teaching programming atconferences on the local, regional and national level.CTUP has almost 1,400 members who are teachers ofundergraduate psychology in high schools, communitycolleges, 4-year colleges, and universities who share acommitment to improving education in psychology.www.psych.txstate.edu/ctup/index.shtml.

Council of Undergraduate Psychology Programs(CUPP)CUPP is an organization that was developed to assistthose who chair or coordinate activities ofundergraduate programs in psychology. The membersof CUPP are departments with undergraduatebaccalaureate programs in psychology, in institutions,accredited for such purpose by their regionalaccrediting association. At this time, there are about110 members in CUPP.www.am.org/cupp.

FALL 2004 21

As part of an ongoing effort to support teaching and learning inpsychological science, the Education Directorate has been workingthis year to create a national database about undergraduateprograms in psychology. Through the APA UndergraduatePsychology Education Database, APA will be able to offer animportant new resource for psychology programs. Informationregarding the structure of the major, physical resources, anddemographic data will be available to all institutions for their usein program evaluation. For example, data on student/faculty ratiosand curriculum requirements will become available through thiscentralized database. Data analysis is currently being conducted.A preliminary set of information will be made available by earlyspring 2005. For more information contact Dr. MaureenMcCarthy (mmcarthy@apa.org).

APA Undergraduate PsychologyPrograms Database

Council of University Directors of ClinicalPsychology (CUDCP)The purpose of CUDCP is to "promote theadvancement of graduate education within the field ofclinical psychology." The 164 member programs ofCUDCP are clinical psychology programs atregionally accredited, comprehensive universities inthe United States and Canada that offer graduatetraining programs compatible with a scientist-practitioner model.www.am.org/cudcp.

National Council of Schools and Programs ofProfessional Psychology (NCSPP)NCSPP's purpose is to advance the development ofthe highest quality of graduate training in professionalpsychology. The members of NCSPP are schools andprograms of professional psychology. Currently, thereare 56 member programs (accredited by APA) and 16associate programs (regionally accredited).www.ncspp.info.

APA/IES Postdoctoral FellowsWorkshop

The Education Directorate hosted a 2-dayorientation/workshop for the 13 recently selectedAPA/IES postdoctoral fellows. Representativesfrom the National Academy of Sciences and theInstitute of Education Sciences (IES), as well asEducation and Science Directorate staff, participatedin the launch of this training program fundedthrough a $2 million grant from the U.S.Department of Education to support psychology'scapacity in education research. Program fellowswill work with prominent psychologists in school-based research translating research into practice,particularly in the areas of reading instruction,classroom behavior, teacher quality and positivepsychology curriculum interventions.http://www.apa.org/monitor/sep04/studying.html

FALL 200422

To enhance the quality of teaching and learningoutcomes, the Board of Educational Affairs reviewsproposals for financial support to award $5,000 inBEA Block Grants each year.

Criteria

To be considered for funding, applications must meetthe following criteria:

1. The conference must advance the teaching ofpsychology at the secondary, 2-year, and/or 4-yearlevel;2. The conference must be directed by an APAmember, associate, or affiliate;3. The grant must be requested by an APAmember, associate, or affiliate; and4. The grant must be used to offset travelexpenses of selected conference participants,registration fees of conference participants, and/orspeaker fees.

It is possible that conferences that havereceived block grants two years in a rowmay not be funded or may be funded atlower levels on the third consecutiveapplication to ensure that a variety ofconferences receive grants.

Proposals for block grants will bereviewed and evaluated

according to the followingcriteria:

1. ConferenceGoals and Activities.

Proposals will berated on the

perceived importance and innovativeness of theconference as well as the clarity and completeness ofthe description of the conference objectives andactivities. (A conference announcement/ brochureshould be submitted with the application.)

2. Composition of Target Audience. Proposals willbe rated on the potential impact and suitability ofcontent for the target audience.

3. Budgetary Information. Proposals will be ratedon the clarity and completeness of the description ofthe conference budget, anticipated expenses, as wellas confirmed and anticipated sources and amounts offunding.

Following the evaluation of the proposals, the BEABlock Grants Subcommittee will recommendmonetary awards based on the availability of fundsand on the quality of the applications. Applicantsmay be awarded up to $1,000 during a given year. Iffewer than five acceptable applications are receivedin a given year, the BEA may award more than oneblock grant (and more than $1,000) to the sameconference in that year.

Deadline

Funding requests for teaching conferences in 2005should be postmarked by February 25, 2005. Pleasesend written requests to:

Martha BoenauEducation DirectorateAmerican Psychological Association750 First Street, NEWashington, DC 20002-4242

APA Board of Educational Affairs (BEA) Block GrantsIn Support of Precollege and Undergraduate Teaching Conferences

FALL 2004 23

APA Receives Award to CreateOnline Psychology Laboratory

K-12 Teacher NeedsAssessment Underway

To learn more about K-12 teachers' needs forprofessional development related to the disciplineof psychology, an online survey is currently beingconducted. Working with APA's Coalition forPsychology in Schools and Education, RenaSubotnik and Heidi Sickler developed a survey togather information about teachers' perceived needsin areas such as classroom management, familyand community outreach, assessment of children'seducational attainment and individualizedinstruction needs, training to work with studentsfrom different cultural groups, and other teachingskills and knowledge informed by psychologicalscience.

The Coalition's goal is to have the surveycompleted by as many K-12 teachers as possibleduring the remainder of 2004. We ask that youplease share the following link to the Teachers'Needs survey with as many K-12 teachers aspossible:http://surveys.apa.org/ed/teacherneeds.

APA Sponsors the NewPsychology DepartmentProgram

The APA Psychology Department Program waslaunched in July 2004. Subscribing departmentsreceive copies of Graduate Study in Psychology, thePublication Manual, the Careers in Psychologyvideo, and the directorate's Resource Guide inaddition to annual subscriptions to Monitor onPsychology, gradPSYCH, the Educator, andPsychology Teacher Network. The EducationDirectorate is pleased to welcome the first 20psychology departments to the program since July.Through the program, an additional 60 new APAStudent Affiliates have an opportunity to participatein APA.http://www.apa.org/ed/pcue/psydeptprog.html

The National Science Foundation has awarded a grantto the APA Education Directorate in the amount of$375,000 to fund Phase One of the Online PsychologyLaboratory (OPL). OPL will consist of highlyinteractive, Web-deliverable psychology experimentsand demonstrations, a cumulative data archive fromwhich students can retrieve datasets for analysis, andpedagogical materials that link the library content tothe curriculum in high schools, community colleges,and 4-year institutions.

OPL will constitute one entry in the NationalScience Digital Library (NSDL), a digital library ofexemplary resource collections and services that isorganized in support of science education at all levels.NSDL provides educational resources for science,technology, engineering and mathematics education.The NSDL mission is to both deepen and extendscience literacy through access to materials andmethods that reveal the nature of the physical universeand the intellectual means by which we discover andunderstand it. (www.nsdl.org/about)

To date, there has not been an NSF-fundedNSDL entry for the discipline of psychology, yetpsychology courses are among the most popularscience-based offerings available to students in highschools, community colleges, and universities. Dr.Maureen McCarthy, Associate Executive Director andDirector, Precollege and Undergraduate Education,along with Dr. Ken McGraw of the University ofMississippi, will serve as the co-PIs of this project.The APA is committed to advancing psychologicalscience by providing students with opportunities toengage in science-based experiences.

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PERMIT # 6348WASHINGTON, DC

750 First Street, NEWashington, DC 20002-4242(202)336-5970(202)336-6123 TDD

The Education Directorate was established in 1990 to advanceeducation in psychology and psychology in education for the benefitof the public. Its mission is to enhance the education and training ofpsychologists, the teaching of psychology and the application ofpsychology to education.

The Educator will provide information about education news andresources as well as report on news from other national organizationswithin the education and training community.

The Educator (ISSN 1553-2313) is the newsletter of the AmericanPsychological Association’s Education Directorate and is publishedtwice a year — Fall and Spring.

To obtain a subscription to The Educator, contact the EducationDirectorate at: American Psychological Association, EducationDirectorate, 750 First Street, NE, Washington, DC 20002-4242.Phone: (800)374-2721 or (202)336-5970 in DC Metro Area. Fax:(202)216-7620. TDD: (202)336-6123. Email: education@apa.org

Hunter Clary, Production & Design EditorMartha Boenau, Content Editor/WriterDiane Rosen, Copy EditorWilliam Joseph, Production Assistant

ISSN 1553-2313

EXECUTIVE OFFICE

Cynthia D. Belar, Executive DirectorPaul Nelson, Deputy DirectorRobert WalshShirley MatthewsSharon LeissHunter ClaryLuis EspinozaWilliam JosephPepedra WadelleDiane Rosen

GRADUATE AND POSTGRADUATEEDUCATION AND TRAINING

Paul Nelson, DirectorJoan FreundMiama TinnenJ. Renee Lyles

PRECOLLEGE/UNDERGRADUATEEDUCATION IN PSYCHOLOGY

Maureen McCarthy, DirectorMartha BoenauEmily LearyJewel Beamon

PROGRAM CONSULTATION ANDACCREDITATION

Susan Zlotlow, DirectorAndrew RheinTia ScalesLaura BibbsAllison BurnsShalaine Erby

EDUCATION DIRECTORATE STAFF

CENTER FOR PSYCHOLOGYIN SCHOOLS AND EDUCATION

Rena Subotnik, DirectorJason GorgiaJeanine CoganGregory WhiteHeidi Sickler

EDUCATION PUBLIC POLICY

Nina Levitt, DirectorSheila ForsythAmanda RingJennifer Smulson

CONTINUING EDUCATIONSPONSOR APPROVAL SYSTEM

Karen Kanefield, DirectorArlette Tongue

CONTINUING EDUCATIONIN PSYCHOLOGY

Marcia Segura, AssociateJanis PittChanel Ligon

Najm Hodge-BetheaHaamid AliJordan LambKimberly Kirkpatrick