Student Partnership to Improve School Psychology Training Programs

Curtis, N.A. (Nicholas)¹, Gilligan, T.D. (Tammy)², Trice, A.D. (Ashton)^3
1Marquette University, 1250 W Wisconsin Ave., Zilber Hall 203, 53233, Milwaukee, Wisconsin, USA
²James Madison University, 800 S Main Street, 22807, Harrisonburg, Virginia, USA
³James Madison University, 800 S Main Street, 22807, Harrisonburg

 

Submission type

Oral only

Scheduled

Room 119, 11-07-2019, 13:30 - 15:00

Keywords

School Psychology Training, Learning Improvement, Student Partnership

Summary

 

Program-level student learning outcomes are statements of the most critical knowledge, skills, and ways-of-thinking that educational programs want students to achieve by the time they earn a degree. Often, student achievement of these outcomes is measured by a summative method close to the confirmation of a degree. This state of affairs inevitably creates an issue; what is to be done when students cannot demonstrate that they have attained the intended outcomes? The best course of action is likely to adjust, remove, or add a component to the program curriculum. However, what do we add, take away, or change? In fact, what did we actually do before? Our students are the only ones who experienced the actual curriculum (despite what was planned) and thus, it makes sense to include them in any changes. We present a process of systematically involving all students in a school psychology program in examining and making adjustments to outcome-focused curricula. Students are invited to share their experiences and to visualize their educational pathway towards an outcome. When this process is implemented, faculty are provided with new and more in-depth information about the actual curriculum and the most logical changes that might result in the desired outcomes.

 

Auteurs