The APA Bylaws charge the Board of Educational Affairs (BEA) with "general concern for all education and training affairs which transcend more than one Division or group of psychologists. Members of the Board of Educational Affairs shall be selected to represent the range of interests characteristic of psychology in all its aspects." The members of the BEA in 1998 were:
David S. Hargrove, Ph.D., Chair
Laura H. Barbanel, Ed.D.
James H. Bray, Ph.D.
Robert G. Frank, Ph.D.
Marlyne M. Kilbey, Ph.D.
Virginia Andreoli Mathie, Ph.D.
Arthur L. McDonald, Ph.D.
Sharon A. Nelson-Le Gall, Ph.D.
Sylvia A. Rosenfield, Ph.D.
Rueben J. Silver, Ph.D.
Stanley Sue, Ph.D.
Leon D. VandeCreek, Ph.D.
In 1998, the BEA identified three overarching goals: (1) to make the study of psychology relevant and consistent with a changing marketplace and diverse society; (2) to advance the application of psychology to education; and (3) to increase access to federal funding and develop supportive public policies for education and training in psychology. These goals include comprehensive priorities and objectives to provide a focus for the Board?s broad agenda. The following initiatives were implemented in 1998 to further BEA's mission to advance quality education and training in psychology and the application of psychology to education.
To enhance professional education in the changing marketplace, BEA:
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approved a final report and recommendations addressing the scope, criteria, and procedures of the APA Sponsor Approval System;
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sponsored the APA Accreditation?s 50th Anniversary symposium and celebration in San Francisco;
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cosponsored the Board of Directors Miniconvention Training Psychologists in the 21st Century;
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co-listed convention programming with 38 Divisions at the annual convention in San Francisco;
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distributed proceedings from the conference ?Supply and Demand: Training and Employment Opportunities in Professional Psychology." The document is being prepared for Internet accessibility.
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For additional information, please see annual reports from the Continuing Education Committee and the Committee on Accreditation.
To advance education advocacy, BEA:
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participated in an education advocacy training workshop and met with members of Congress to discuss relevant legislative efforts;
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supported the education advocacy efforts of PPO staff;
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sponsored its annual education advocacy breakfast in San Francisco, featuring Capitol Hill staff who chronicled their efforts to draft and pass the 1998 Health Professions Bill;
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identified priorities for 1999 and reinstated its advocacy subcommittee to confer with staff on the status of education advocacy issues and developments throughout the year.
To ensure quality education at all levels, BEA:
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approved the final draft of the National Standards for High School Psychology document;
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developed programming for the first annual National Forum on Academic Partnerships, to be held at James Madison University in June 1999;
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completed a series of articles on issues of diversity and teaching tips in the APA Monitor and on the World Wide Web in addition to publication of a diversity reference list for teachers;
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created a Working Group on Teaching to serve graduate students who are planning a career in academia;
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distributed a needs assessment survey to all 2-year college faculty so that the needs of this group of constituents can be appropriately addressed and included in the Board?s agenda;
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honored the 10th Anniversary of APAGS by cosponsoring a special reception at the APA annual convention;
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cosponsored with APAGS a popular convention symposium on careers in academia.
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For additional information, please see annual reports for the CE Committee and the Committee on Accreditation.
To advance the application of psychology to education and training, BEA:
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created a BEA Advisory Committee to the Center on Psychology in Schools and Education to assist with development of outreach initiatives and new projects, including a cutting-edge Preschool Project;
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supported wide dissemination of The Learner-Centered Psychological Principles brochure to teachers, educators and professional development personnel across the U.S.;
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sponsored two symposia entitled LCP?s: Technology as a Tool for Learning at APA?s annual convention, including a session constructed for psychologists and one for teachers in the Bay area;
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continued its lead role in the APA School to Work Task Force as it finalizes a report to the Council of Representatives;
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recommended the formation of a task force on preschool education to guide development of projects in this area.
To meet the demands of changing technology for psychology as teachers, researchers, and practitioners, BEA:
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sponsored symposia (LCP's: Technology as a Tool for Learning?) at the APA convention in San Francisco and to teachers from area schools;
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continued plans for its 1999 Miniconvention on Education and Technology, a major initiative will include demonstrations, presentations, and hands-on workshops with the latest technology available for psychology education and training.
Education Committees Reporting to the Board of Educational Affairs
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Teachers of Psychology in Secondary Schools (TOPSS)
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Education and Training Awards (E & T)
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Continuing Education (CE)
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Committee for the Approval of CE Sponsors (CACES)
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Committee on Accreditation (CoA)
1998 BEA Task Forces and Working Groups
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Task Force on Diversity Issues at the Undergraduate and Precollege Levels of Education in Psychology
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2-Year College Faculty Working Group
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Advisory Committee to the Center on Psychology in Schools and Education
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Task Force on 1999 Miniconvention on Education and Technology
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Academic Partnerships in Psychology Working Group
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BEA-APAGS Working Group on Teaching and Educational Issues
