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Introduction: "Psychological literacy" is a pedagogic approach that promotes the application of psychology knowledge to address societal, ethical, and cultural problems. Statement of the Problem: Psychological literacy is considered to be a core outcome of a psychology undergraduate degree, and scholars have called for more "psychologically literate" forms of summative assessment to reflect this. Literature Review: Throughout the pedagogic literature, scientific blogs have been proposed as a form of assessment that encourages reflection, creative thinking, and perspective taking. Teaching Implications: Here, we discuss the utility of blog writing as a summative assessment which fosters psychological literacy by encouraging students to engage with the interplay between subject knowledge and real-world applications. Conclusion: We reflect upon our experiences of embedding of scientific blogs in two final-year modules at a UK university and offer a commentary in the context of psychological literacy undergraduate outcomes.

Background: Student transition to university can be a challenging time. Research suggests that providing space for student reflection and goal setting may facilitate this period of transition. Objective: I describe the Postcard to my Graduating Self Project, in which psychology students were invited to write postcards to their future selves. In the postcards, students were encouraged to reflect upon their goals and plans for their psychology degree. Method: I ran the Postcard Project as part of an induction program of a BSc Psychology undergraduate cohort. One hundred and sixty-six undergraduate psychology students completed postcards. Results: In my reading of the postcards and experiences of running the session, students appeared to use the postcard project as (1) a motivational tool, which prompted thinking about future goals, (2) a reflective device, which encouraged reflecting upon previous experiences, (3) and a social experience, which brought students together in unique ways. Conclusion: Facilitating students' writing postcards to their future self may foster social connections and provide educators with richer insights into the student experience. Teaching Implications: I provide tips for conducting this project in other institutions and encourage educators to consider using the Postcard to my Graduating Self Project. [ABSTRACT FROM AUTHOR]

Introduction: Psychological literacy is a pedagogic approach that promotes the application of psychology knowledge to address societal, ethical, and cultural problems. Statement of the Problem: Psychological literacy is considered to be a core outcome of a psychology undergraduate degree, and scholars have called for more "psychologically literate" forms of summative assessment to reflect this. Literature Review: Throughout the pedagogic literature, scientific blogs have been proposed as a form of assessment that encourages reflection, creative thinking, and perspective taking. Teaching Implications: Here, we discuss the utility of blog writing as a summative assessment which fosters psychological literacy by encouraging students to engage with the interplay between subject knowledge and real-world applications. Conclusion: We reflect upon our experiences of embedding of scientific blogs in two final-year modules at a UK university and offer a commentary in the context of psychological literacy undergraduate outcomes. [ABSTRACT FROM AUTHOR]