Ed Psych Announcements
Upon the recommendation of the APA Committee of Teachers of Psychology in Secondary Schools (TOPSS), the APA Board of Educational Affairs (BEA) invites nominations for the next National Standards for High School Psychology Curricula Working Group.
The National Standards Working Group is charged with facilitating the third revision of the National Standards for High School Psychology Curricula (APA, 2011) and coordinating its dissemination and implementation. The National Standards, available on the APA website, defines learning benchmarks for the high school psychology course. The current National Standards expires in August 2021. At the 2017 APA Summit on High School Psychology Education, a working group prepared a draft framework for the next revision of the standards, recommending that the next standards revision reflect the practices and crosscutting concepts from the Next Generation Science Standards (NGSS Lead States, 2013), and include alignment to Strengthening Introductory Psychology: A New Model for Teaching the Introductory Course (Gurung et al., 2016), and Assessment of Outcomes of the Introductory Course in Psychology (APA, 2017).
The Working Group will be comprised of four high school teachers and three college faculty representatives. Self-nominations are welcome. Nominees to the Working Group should be familiar with the teaching of high school psychology, and be available to meet in Washington, DC, in 2018 and at least once more in 2019 and/or 2020. Nominees must be members or teacher affiliates of the American Psychological Association.
Nominations must be submitted with a supporting statement (500 words or fewer) of qualifications and a current resume or curriculum vita. Nominations and supporting materials should be sent to Emily Leary Chesnes, Assistant Director, Precollege and Undergraduate Education, at email@example.com by November 3, 2017. TOPSS Committee members will prepare a slate of nominees for appointment by the APA Board of Educational Affairs in November 2017.
The American Psychological Association will hold an interdisciplinary conference on Technology, Mind, and Society in Washington, D.C., on April 5-7, 2018. Scientists, practitioners, policymakers, and students from around the world are invited to participate in the event.
The conference will provide a venue for reporting and assessing current efforts to understand and shape the interactions of human beings and technology, for identifying priorities for future work, and for promoting exchange and collaboration among participants. The conference will feature four keynote speakers: Cynthia Breazeal (MIT), Justine Cassell (Carnegie Mellon), Eric Horvitz (Microsoft Research), and Sandy Pentland (MIT).
APA invites you and your colleagues and students to submit papers, symposia, and posters for this conference, which will be organized around the following broad themes:
- Basic research: How humans understand and use technology, impacts of technology on human experience and behavior, human-technology interactions as mutually adaptive systems, role of technology in advancing other areas of scientific research, and related topics.
- Foundations of technology design: Development of technologies informed by psychological, behavioral, and social science research.
- Applications: Development, use, and impact of specific technologies in domains such as aging, education, mental and physical health, recreation, and the workplace.
- Broader implications: Ethical and policy questions concerning the opportunities and challenges arising from human-technology interactions.
The deadline for submissions is October 20, 2017. Submissions can be made here.
The conference is open to researchers, professionals, and students in all relevant areas, including psychology and other behavioral and social sciences, neuroscience, computer science, engineering, design, health research, education research, city and regional planning, public policy, history of science and technology, and philosophy.
The conference aims to address the full range of contemporary and emerging technologies. These include but are not limited to artificial intelligence, robotics, mobile devices, social media, virtual/augmented reality, gaming, geographic information systems, autonomous vehicles, and biomedical technologies (e.g., brain-machine interfaces, genetic engineering).
APA is sponsoring the conference in cooperation with the Association for the Advancement of Artificial Intelligence (AAAI) and the Association for Computing Machinery — Special Interest Group for Computer-Human Interaction (ACM SIGCHI).
We look forward to seeing you at the Technology, Mind, and Society Conference! For additional information, see the conference website. If you have any questions, please contact the APA Science Directorate (firstname.lastname@example.org).
Special Issue Title: Racism, Anti-Semitism, Islamophobia, Privilege, and Violence: Advancing Science to Inform Practice and Policy
Special issue editors: Lama Hassoun Ayoub, Bonnie Duran, Gabe Kuperminc, Maury Nation, David Sugarman, Nicole Yuan, and Sherry Hamby
Submission deadline: December 8, 2017
People have been marching in the streets in support of openly racist, anti-Semitic, and Islamophobic ideologies in numbers that have not been seen in the United States for at least half a century. Bias-motivated aggressive beliefs and behaviors add substantially to the health burden of affected individuals and communities.
Psychology and other social sciences have important roles to play to further understanding of these biases and to develop strategies and interventions that will reduce prejudice, discrimination, and un-earned race and class privilege. There is limited research on the effects of prejudice, and even less scientific study of the characteristics and dynamics of race and class privilege, or the mechanisms leading to the perpetration of hate-motivated violence. Further, most research on violence and aggression continues to use race, religion, and ethnicity as “social address” markers, instead of unpacking the sources for group differences, such as the burden of discrimination, and disparities in access to treatment and the level of care received during treatment. More sophisticated analyses of the underlying causes and mechanisms of social and health disparities are needed.
This special issue is designed to advance the scientific knowledge about racism, anti-Semitism, Islamophobia, and other bias-motivated forms of aggressive cognitions and behaviors, with a goal of advancing prevention, intervention, and policy.
We hope the special issue will comprise a range of methodologies and approaches to these questions, including quantitative and qualitative methods and reviews of the literature. We also welcome studies that adopt a community-based participatory research (CBPR) approach.
Topics may include but are not limited to:
- Studies that explore the traumatic impact of victimizations motivated by racism, anti-Semitism, Islamophobia, and other forms of prejudice. We are especially interested in studies that go beyond merely using race, ethnicity, religion, immigration status or other sociodemographic characteristics as mere “social address” markers, and systematically investigate the factors that contribute to health and social disparities.
- Studies on hate-motivated crime of all types, including studies of interpersonal conflict and inter-group conflict. Studies on perpetrators of hate-motivated crime are especially welcome.
- Psychometric studies on measures of racism, anti-Semitism, Islamophobia, race privilege, class privilege, or other forms of discrimination and unequitable treatment that lead to aggression, victimization, and trauma.
- Studies on structural racism and/or historical trauma, especially efforts to improve assessment and analysis of institutional or societal factors that contribute to discrimination.
- Studies on intersectionality among these and other identities. For example, individuals who identify as Black and Muslim; multi-faith families; and also intersections with other identities such as LGBTQ or gender.
- Conceptual and theoretical papers on the links between racism, religious prejudice, violence, victimization, and post-traumatic stress or other psychological sequelae.
- Evaluations of prevention and intervention programs designed to reduce racism, anti-Semitism, or other forms of prejudice, that include aggression, victimization, post-traumatic stress or related factors as outcome variables. We are especially interested in strengths-based approaches to prevention and studies on resilience.
- “Lessons learned” and other reflections on efforts to advance the scientific understanding of, or intervene against, racism, anti-Semitism, Islamophobia, and race or class privilege.
Manuscripts can be submitted through the journal’s submission portal. Please note in your cover letter that you are submitting for the special issue.
Deadline for submitting manuscripts is December 8, 2017. Inquiries regarding topic or scope for the special issue or for other manuscripts can be sent to DSugarman@ric.edu or email@example.com.
The American Psychological Association (APA) Board of Educational Affairs is interested in helping High School Psychology teachers include more diversity content into their lesson plans. To this end, a working group at the APA Summit on High School Psychology Education developed A Self-Reflection Tool for all Psychology Teachers. The group is seeking volunteers to review the tool and provide feedback on its usefulness.
To volunteer, please contact Dr. Tammy Hughes (firstname.lastname@example.org).
Division 15 seeks applicants for Editor or Co-Editors of Educational
The new editor(s) will be appointed by June, 2018 and should be prepared to receive manuscripts for Volume 55, 2020, beginning January 1, 2019. The editorial term is five years. Applications are especially encouraged from two or three scholars who would work together as an editorial team representing diverse perspectives and approaches.
Educational Psychologist is the flagship Division 15 journal and publishes theoretical and review articles about teaching and learning, research methodology, and educational policy and practice. EP is published quarterly. The workload varies, but editors have typically received 60 to 80 new manuscripts per year over the last five years.
Qualifications: Key qualities sought for the position of Editor include a record of scholarship and editorial experience (e.g., serving on an editorial board); organizational skills to oversee the editorial process and meet deadlines; reputation; ability to work effectively with the Editorial Board, reviewers, authors, and others involved in the publication process; and the ability to articulate a compelling vision for the direction of the journal. Editors are also expected to have sufficient time to devote to editorial duties.
Responsibilities: Major responsibilities of the Editor of EP include managing the manuscript review process (including working with authors on revisions), soliciting high-quality manuscripts and proposals for special issues from authors and guest editors, providing a clear vision for the direction of the journal, working closely with the journal’s publisher, and maintaining EP’s position as the highest impact journal in the field.
Application process: Applicati
The APA Center for Psychology in Schools and Education is excited to share a new resource for parents in search of the best early childhood program. High Five outlines must-ask questions that increase the likelihood of successful growth and development during the early childhood years. You can access the webpage here.
This High Five webpage includes a downloadable brochure with five questions parents should ask when visiting an early learning center, the science behind the High Five Model, and additional early childhood resources.
This annual award showcases schools that apply psychological science to promote student academic and social-emotional growth and success.
Deadline: November 1, 2017
Sponsor: APA’s Board of Educational Affairs
The BEA Golden Psi Award recognizes schools that use evidence-based practices to:
- Affect student academic engagement and development.
- Affect student social-emotional engagement and development.
Today’s students require schools that adapt flexibly to the needs of specific individuals while ensuring high standards for all students. Psychological science provides an extensive evidence base from which to draw best practices that match the needs of their unique contexts. Fostering a supportive school climate, engaging in formative assessment for curricular planning, and appropriate use of differentiated instruction are some examples of how psychological science is applied in the school setting. Measuring the impact of practices aimed at improving student outcomes is also an important application of psychological science.
BEA’s Golden Psi Award recognizes schools that show how they effectively promote student academic and social-emotional learning and development. The award will recognize schools that demonstrate their commitment to evaluating the impact of their efforts promoting student outcomes.
Winning schools will receive:
- A plaque/trophy award.
- Local media highlights/press release.
- Recognition at the APA Annual Convention, in the Monitor on Psychology magazine and on APA’s website.
All publicly or privately funded schools that teach any combination of grades between Pre-K and 12 are eligible to apply.
To apply, complete and submit the online application.
For additional information, please visit the BEA Golden Psi Award website or contact Maha Khalid, Assistant Director of APA’s Center for Psychology in Schools and Education, at email@example.com or (202) 336-5977.
The APA’s Committee on Ethnic Minority Affairs (CEMA) is seeking nominations for two new members to begin three-year terms of service on January 1, 2018. The committee functions as a catalyst for action on ethnic minority issues and concerns by interacting with and making recommendations to the various components of the APA’s governing structure, APA membership, and other groups. Committee members plan, develop, and coordinate various activities related to advocacy and promoting an understanding of the cultures and psychological well-being of ethnic minority populations, monitoring and assessing institutional barriers to equal access to psychological services, and ensuring equitable ethnic/racial representation in the profession of psychology.
To fulfill its mandate for ethnic representation and its commitment to gender equity on the Committee, the two 2017 slates are for the following: One self-identified African American/Black male psychologist and one self-identified Latino/Hispanic male psychologist. Applicants/Candidates also will need to demonstrate her knowledge, expertise, and commitment, through research, education and training, and/or the delivery of psychological services, which meet the needs and/or address the concerns of the respective targeted nomination slates (e.g., American Indian/Alaska Native communities or the African American/Black communities). In addition, CEMA welcomes the nomination of candidates who possess knowledge and expertise of other diverse populations within both the African American/Black and American Indian/Alaska Native communities (e.g., disability, older adults/elders, early career, national origin, sexual orientation, etc.). Special consideration will be given to those applicants whose education, training, experiences, and/or expertise represents basic and/or applied areas of psychological science/research. Terms of service are January 1, 2018 to December 31, 2020.
Selected candidates will be required to participate in no less than two committee meetings a year and quarterly conference calls. Members also work on CEMA projects as necessary between meetings. Also, CEMA members are strongly encouraged to attend the APA annual convention at their own expense and to participate in convention programming sponsored by CEMA.
Nomination materials should include the nominee’s qualifications (including a statement of relevant experience), a current curriculum vita and a letter of interest to serve a three term on the CEMA. Self-nominations are encouraged. Nominations materials should be sent no later than September 25, 2017, to the APA Office of Ethnic Minority Affairs at the APA address or via email to: OEMA@apa.org.
Free Division 15 Webinar – Public Understanding of Science: Key Insights and Actions for Division 15 Members
Division 15 is pleased to announce a special, free webinar event scheduled for Friday, September 15th from 12:00 – 1:00 Eastern Time. We encourage you to attend, and to share this event with friends, colleagues, students, and mentors who may be interested!
Democracies depend on educated citizens who can make informed decisions about important scientific topics relevant to their own lives and others’, and for the good of their health and well-being, their communities, and the planet. How do individuals decide whether to vaccinate their children, eat genetically modified foods, or accept human causes of climate change? The vast scientific information available in our digital society can be complex, confusing, and often conflicting. This webinar presents some of the challenges members of the public face when grappling with understanding science, such as overcoming misconceptions, deciding who to trust as a source of scientific information, and resolving competing knowledge claims. Sinatra will discuss her work with Division 15 member, Barbara Hofer on how educators, media specialists, and scientists might help address these challenges. She will also discuss both educational and policy directions for developing a more scientifically informed citizenry.
Core Topics for Discussion Will Include:
- Challenges members of the public have when trying to understand science
- Insights from educational psychology research into those challenges
- Implications for education policy
- Implications for future research on public understanding of science
About Dr. Gale M. Sinatra:
Dr. Gale M. Sinatra is the Associate Dean for Research and Professor of Psychology and Education at the Rossier School of Education at the University of Southern California. She is the past Editor of the APA Division 15 journal, Educational Psychologist and she is currently the President Elect of Division 15. She is a Fellow of APA, AERA, and the Society for Text and Discourse. She heads the Motivated Change Research Lab, the mission of which is understanding the cognitive, motivational, and emotional processes that lead to attitude change, conceptual change, and successful STEM learning.
Gale M. Sinatra
Professor of Psychology and Education, Associate Dean for Research, Rossier School of Education