1. Teaching Tips from Around the World: Turkey Mirroring Developing World Nebi Sümer Middle East Technical University, Turkey Sixth International Conference On Psychology Education ICOPE-6 August 3 – 5, 2014 Flagstaff, Arizona USA

2. Brief History Foundation and inoculation years 1915-1950 First exp. psychology lab in Istanbul in 1915, Anschütz Kemal Ataturk’s extensive secular reforms in the education system and sending young faculty members abroad for post graduate training in 1920s and 1930s Translation of major literature into Turkish in 1930s and 1940s and scientists escaping from Nazi regime Foundation of first psychology programs in Istanbul & Muzafer Sherif’s legacy in Ankara 2

3. Brief History II Independent Departments and the US Influence, 1960-1980 Psychologists trained in the USA and Europe rapidly increased and adopted the US model in 1960s A strong impact of American psychology with “the liberal art” philosophy. Four years in length and do not prepare professional psychologists However, society kept expecting professional roles from graduates! 3

4. Brief History III Rapid Growth and Integration Years 1980-2000s. Departments increased from 6 in 1990 to 75 in 2013. The # of freshmen accepted in universities was 305 in 1986 and 5212 in 2014. The situation is similar in other developing countries, studying psychology is universally popular the Turkish case mirrors the situation in undergraduate psychology programs in many developing countries. Similar trends in South and East Europe, China (Zhang & Xu, 2006), Brazil (Hutz, Gomes & McCarthy, 2006), the Philippines (Gines, 2006), and Russia (Karandashev, 2006). 4

5. Cirricula: The US vs TR I The structure of psychology curriculum in Turkey is similar to the USA system (see Brewer, 2006; Perlman & McCann, 1999a, 1999b, Stoloff et al., 2010, Sümer, 2013). Although the EuroPsy model (3+2+1, European Diploma or Certificate in Psychology) is discussed, the US liberal art model still prevails. Based on Stoloff et al (2010) recent classification, most of the required, core, and elective courses in the USA system are also offered in Turkey with similar classifications. 5

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7. US vs. TR II Courses in neuroscience, cognitive science, and other interdisciplinary areas are less in TR Large variation btw departments in both countries The number of core psychology courses is higher in Turkey (21) than the USA (10) for a moderately structured program, but The average number of faculty members in Turkish departments (8.4) is below the US (12.81) average (see, Brewer, 2006; Stoloff et al., 2010). There is an urgent need for qualified academic personal, especially in private universities in TR. 7

8. Challenges in developing world and Turkey Developing countries have similar trajectories and challenges. Need for international collaborations, such as EUROPLAT Project and mechanisms of quality assurance for teaching and learning of psychology Importance of multiculturalism and international awareness critical for the values of psychology education. 8

9. Challenges II Developing countries are commonly struggling with rapid social change and uncertainties in social institutions, social and personal values, and interpersonal relations. Thus, unlike North Americans, developing societies expect that psychologists can play a chief role in solving both social and personal problems. Programs should consider these demands, relevance? Also face with more practical challenges; inadequate educational infrastructure, scarcity of instructors, labs.. Systemic problems; especially lack of mechanisms for quality assurance, accreditation. 9

10. Challenges III Need less didactic teaching and more emphasis on research, practice, and outreach activities, Many department with few faculty members, and so they overwhelm with teaching. Majority of undergrads want to pursue clinical psy.?? Psychological literacy is mainly understood within the context of mental health. Need to expand PL to other relevant domains, especially in understanding intergroup relations and social issues. 10

11. Conceptual challenges Common universal ground for teaching psych is humanistic values and ethics in teaching of psychology, But! One way transfer of knowledge! The risk of transferring culturally-bounded concepts and/or psychological measures to local cultures without questioning or empirically testing their validity. Ignoring indigenous theories, and local diversity because of the Western dominance in research and major theories. Need to apply ‘Psychological literacy’ to local issues 11

12. Exemplary practices from TR and the USA Psycho-social support following disasters Following 1999 Marmara Earthquake, including community intervention into teaching of psychology. Similar attempts in the USA following 9/11 and New Orleans, the Katrina floodwaters Fighting with prejudice, stereotypes, discrimination, hatred with the help of PL, humanistic values, and ethical principles. Empathy/active participation in civil rights movement and call for democracy (e.g., Gezi in 2013) and environmentalism 12

13. Final Words.. Quality of learning and teaching depends on undergraduate program evaluation Blending multiculturalism in professional, individual development as well as psychological literacy. Need for an initiative to develop an evidence-based teaching assessment and quality standards, especially for developing countries. So need more conversation on (1) undergraduate quality benchmarks, (2) evidence-based teaching models, and (3) establishing/expanding international network for undergraduate psychology accreditation and/or assessment. 13

14. Thanks… nsumer@metu.edu.tr 14