Re: [tips] Testing Wars (Again or Still)
In response to Christopher's commentary about our underfunded schools, I have provided an article from the Atlantic about Chicago schools sent to be my Tom O'Brien, who teaches in an inner city high school on the SW side. http://www.theatlantic.com/education/archive/2016/04/reviving-a-hollowed-out-high-school/477354/ Tom's solution to our problem is similar to Chris's. It's all so obvious and yet we seem further away than we were 30 years ago regarding both solving the problem of the gross disparity of opportunity to quality education in the US as well as our concerns about such. Here is Tom's thoughts: Hey Joan, Thanks for the feedback. A good follow-up article would be: The key importance of the neighborhood school. The neighborhood school closes and a big part of the neighborhood slips further into chaos. These are anchor institutions that give hope to some of the poorest and most violent neighborhoods in the nation. Most of the school choice involves going to schools outside their neighborhood. The investment in poor kids needs to start in the home, prenatal, preschool and this takes money and courage. We try and do too much in the school and overwhelm kids teaching them at many grade levels above their level because of social promotions. I've been taking some notes on the Up Side of Down book by Megan McArdle for my teaching about learning from failure. Best, Tom Joan jwarm...@oakton.edu Jim, > > It may be true that teacher training doesnt include enough information > about testing, but thats not the main problem in the US now. The problem > is that over-testing is actually disrupting (what is left of) the public > education system. Because the tests focus only on reading/writing and math > (important topics, to be sure), and because many schools districts have > suffered from terrible underfunding for decades now (see public education > funded by local property taxes), many other essential topics are being > squeezed out of the curriculum. Districts and teachers are under such > relentless pressure to raise test scores now that many have essentially > resorted to teaching their kids how to do well on these particular tests, > rather than teaching them a broad and reasonable curriculum. The crowning > paradox is that US kids still do worse on these topics than kids from > nearly every other economically equivalent country (and they often have > nearly no knowledge of other topics just ask them to, say, point out > Germany on a map of the world). One of the results is that the public > system is being eroded by various alternatives: "charter" schools, private > school vouchers, etc. > > It seems to be a classic case of fanaticism: faced with a failed strategy, > redouble your efforts. > If the US wants a decent public school system again (and there seem to be > lots of political and economic forces in the US that are actually fighting > this), the first thing they have to do to get out of the hole they're in > is to stop digging. > > Important topic not mentioned in article: Until the US is ready to admit > that its dreadful income inequality is having a profoundly negative impact > on its educational outcomes, it unlikely that top-down pressure on > teachers is going to make much difference. (What kid can concentrate on > school when s/he comes from a deprived home with highly stressed, > unemployed or precariously-employed parents? Something as simple as > Maslows "hierarchy of needs tells you pretty much everything you need to > know here.) > > Chris > > P.S. Let me be the first to say, Canada is no paradise when it comes to > public education, but it has managed to avoid some of the greater > pitfalls. Funding is spread across whole provinces, and so is more > equitable. Teacher pay is (generally) better. More generous anti-poverty > programs level the socio-economic playing field somewhat. And, yes, > Canadians pay higher taxes: the price of civilization, as Oliver Wendell > Holmes once put it. > .. > Christopher D Green > Department of Psychology > York University > Toronto, ON M3J 1P3 > Canada > 43.773895°, -79.503670° > > chri...@yorku.ca > http://www.yorku.ca/christo > ... > > On Apr 24, 2016, at 6:37 AM, Jim Clark wrote: > >> >> >> >> >> >> Hi >> >> NY Times reports latest on the testing wars in schools. I think one of >> the causal factors, perhaps especially in the negative reactions of many >> teachers, may be the lack of education about testing in teacher >> education. At least one professor of education in the province bemoaned >> several years ago about the lack of such training. >> >> http://www.nytimes.com/2016/04/24/opinion/sunday/race-and-the-standardized-testing-wars.html?emc=edit_th_20160424&nl=todaysheadlines&nlid=26933398&_r=0 >> >> Take care >> Jim >> >> Jim Clark >> Professor & Chair of Psychology >> University of Winnipeg >> 204-786-9757 >> Room 4L41A (4th Floor Lockhart) >> www.uwinnipeg.ca/~clark >> >> >> --- >> >> You are currentl
Re: [tips] Testing Wars (Again or Still)
Jim, It may be true that teacher training doesn’t include enough information about testing, but that’s not the main problem in the US now. The problem is that over-testing is actually disrupting (what is left of) the public education system. Because the tests focus only on reading/writing and math (important topics, to be sure), and because many schools districts have suffered from terrible underfunding for decades now (see “public education funded by local property taxes”), many other essential topics are being squeezed out of the curriculum. Districts and teachers are under such relentless pressure to raise test scores now that many have essentially resorted to teaching their kids how to do well on these particular tests, rather than teaching them a broad and reasonable curriculum. The crowning paradox is that US kids still do worse on these topics than kids from nearly every other economically equivalent country (and they often have nearly no knowledge of other topics — just ask them to, say, point out Germany on a map of the world). One of the results is that the public system is being eroded by various alternatives: "charter" schools, private school “vouchers,” etc. It seems to be a classic case of fanaticism: faced with a failed strategy, redouble your efforts. If the US wants a decent public school system again (and there seem to be lots of political and economic forces in the US that are actually fighting this), the first thing they have to do to get out of the hole they're in is to stop digging. Important topic not mentioned in article: Until the US is ready to admit that its dreadful income inequality is having a profoundly negative impact on its educational outcomes, it unlikely that top-down pressure on teachers is going to make much difference. (What kid can concentrate on school when s/he comes from a deprived home with highly stressed, unemployed or precariously-employed parents? Something as simple as Maslow’s "hierarchy of needs” tells you pretty much everything you need to know here.) Chris P.S. Let me be the first to say, Canada is no paradise when it comes to public education, but it has managed to avoid some of the greater pitfalls. Funding is spread across whole provinces, and so is more equitable. Teacher pay is (generally) better. More generous anti-poverty programs level the socio-economic playing field somewhat. And, yes, Canadians pay higher taxes: the price of civilization, as Oliver Wendell Holmes once put it. ….. Christopher D Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 43.773895°, -79.503670° chri...@yorku.ca http://www.yorku.ca/christo ... On Apr 24, 2016, at 6:37 AM, Jim Clark wrote: > > > > > > Hi > > NY Times reports latest on the testing wars in schools. I think one of the > causal factors, perhaps especially in the negative reactions of many > teachers, may be the lack of education about testing in teacher education. At > least one professor of education in the province bemoaned several years ago > about the lack of such training. > > http://www.nytimes.com/2016/04/24/opinion/sunday/race-and-the-standardized-testing-wars.html?emc=edit_th_20160424&nl=todaysheadlines&nlid=26933398&_r=0 > > Take care > Jim > > Jim Clark > Professor & Chair of Psychology > University of Winnipeg > 204-786-9757 > Room 4L41A (4th Floor Lockhart) > www.uwinnipeg.ca/~clark > > > --- > > You are currently subscribed to tips as: chri...@yorku.ca. > > To unsubscribe click here: > http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92&n=T&l=tips&o=48605 > > (It may be necessary to cut and paste the above URL if the line is broken) > > or send a blank email to > leave-48605-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu > > > > > --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48606 or send a blank email to leave-48606-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE:[tips] testing
From: MiguelRoig Annette, you describe the terrible tragedy regarding those 4 students who committed suicide and follow it with familiar stories of slacking students. I feel your pain, especially because in applying our 'one-fits-all' course rules and requirements we can never be certain the extent to which the slacking off is 'normal' student behavior vs. a symptom of a potentially serious problem. Enjoy the game! Miguel - Yes, that was my point: I what is the normal student slacking behavior and I don't know how to react: respond with an admonition to be more responsible? Or see this as a sign of a potential problem and cut a lot of slack back? I've erred on the side of slack but I am more deeply troubled by what underlies this atmosphere. This is of great concern. I've read the Twenge work on narcisism and depression/anxiety and honestly, I think she generalizes WAY beyond what her data warrant. OTOH I'm just not sure what is going on. My only consolation is that everything waxes and wanes and this will wane as well. But the cost is so high :( A ps: Kings won; we drove home instead of staying overnight (it's a 2-1/2 hour drive late into the night and we're not so young any longer) and I'm exhausted today--have to get in for office hours for all those last minute students, but it's the kind of exhausted that is actually refreshing! Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110 tay...@sandiego.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25536 or send a blank email to leave-25536-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] testing
No offense taken but my lungs "just say no!" to vices that include inhalation. My vice of choice is ethanol in small quantities as I find that enjoyment and relaxation work best without the lingering effects of overuse. (My liver is appreciative). Tim ___ Timothy O. Shearon, PhD Professor, Department of Psychology The College of Idaho Caldwell, ID 83605 email: tshea...@collegeofidaho.edu teaching: intro to neuropsychology; psychopharmacology; general; history and systems "You can't teach an old dogma new tricks." Dorothy Parker -Original Message- From: michael sylvester [mailto:msylves...@copper.net] Sent: Tuesday, May 14, 2013 4:05 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] testing Hey Tim: Do you still have your stash of Aocapulco Gold? Could be included in your summer relaxation program. michael --- You are currently subscribed to tips as: tshea...@collegeofidaho.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13545.bae00fb8b4115786ba5dbbb67b9b177a&n=T&l=tips&o=25517 or send a blank email to leave-25517-13545.bae00fb8b4115786ba5dbbb67b9b1...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25518 or send a blank email to leave-25518-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] testing
Hey Tim: Do you still have your stash of Aocapulco Gold? Could be included in your summer relaxation program. michael --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25517 or send a blank email to leave-25517-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] testing
Annette I've only had to deal with student suicides/deaths at our College or University a few times in my whole career and it is indeed tragic. One of those suicides was a client of one of my best friend/colleagues and the student was in my class. To have four in a year/term. . . The King's match is a good start but it sounds like you and your entire faculty, or at least the ones who are empathic, have had a terribly difficult year and need some "me time" in a big way! Take care and I hope you can get the rest you need- I have personally found that a marathon of my favorite comedies, funny movies, and my favorite books is a good start to the summer. Best. Tim ___ Timothy O. Shearon, PhD Professor, Department of Psychology The College of Idaho Caldwell, ID 83605 email: tshea...@collegeofidaho.edu teaching: intro to neuropsychology; psychopharmacology; general; history and systems "You can't teach an old dogma new tricks." Dorothy Parker From: "Annette Taylor" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Tuesday, May 14, 2013 9:27:12 AM Subject: RE:[tips] testing This has been a particularly hard semester! But not with things that I need to seek help for from TiPS. We had 4 student suicides this semester. I don't think we have had 4 total during the previous 23 years that I have been here. This was really rough. The first announcement about the sad and sudden passing of a student left me wondering if it had been a car accident, or a sudden bursting of an aneurysm. But more than one? more than two? No, it turns out that these beautiful, bright, young people took their lives. Very sad. It was only after the third that the word spread--can't stop social media--about the suicides. This is one time that social media truly has a negative effect. I recall Cialdini's writing in Influence about how there has been a concentrated move by news media to suppress stories of suicides because they then tend to come in clusters--perhaps some element of social comparison at work. At any rate, give the local news media their due, there has been nothing in the local news about these. But social media has been busy and finally the school paper had a special story last week with an emphasis on healing and where to get help and how to pick out warning signs, etc. I thought it was well-written. In the last month I've had students take a one to two week leave-of-absence to go home to see their psychologists. In the previous 23 years I don't remember once having a student bring me a note from their psychologist about their fragile condition. I have had the occasional student with various problems, but this was unusual. Then, we have finals starting on Thursday and I've had 5 emails asking me what's on the final! Well, if they had come to class, if they had asked their friends, if they had asked classmates for notes from the days they missed...then they would have known that there are multiple study guides posted on blackboard...yes, I am one of those "easy" teachers who posts study guides (honestly, they are so lame...mostly a list of terms from each chapter but students seem to find those so "helpful"; I mean, all they would have to do is type up a list of terms in bold font in either the text or on their ppt slides, the latter also posted to blackboard. But students find them very helpful.). Then there are still unreturned midterm exams for at least 7 students--very unusual at my school--these are students who have not been back to class since the last midterm. I have 79 students in various classes this semester (yes, we are a small, private, liberal arts school so we cap at 25 to 30 per section), so almost 10% have not been in class for at least 2 weeks. I don't have an "attendance policy." Some of those are the ones who emailed me about "what's on the final?" And if you are wondering whether in this fragile climate I gave sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, everything you need to know is in blackboard. Come to class once in a while. Read the syllabus; it advises you to get notes from 2 classmates if you must miss a class. Ok, I try to diffuse it with humor, and then I gave them all the info they need to know. I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a "priceless" experience (we just talked about subjective utility in cognitive class :). APS next week; AP readings a week after that, and then a little time off :) to catch up on other commitments. I wonder why tips has been so silent... ;) Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University o
Re: [tips] testing
Annette, you describe the terrible tragedy regarding those 4 students who committed suicide and follow it with familiar stories of slacking students. I feel your pain, especially because in applying our 'one-fits-all' course rules and requirements we can never be certain the extent to which the slacking off is 'normal' student behavior vs. a symptom of a potentially serious problem. Enjoy the game! Miguel - Original Message - From: "Annette Taylor" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Tuesday, May 14, 2013 9:27:12 AM Subject: RE:[tips] testing This has been a particularly hard semester! But not with things that I need to seek help for from TiPS. We had 4 student suicides this semester. I don't think we have had 4 total during the previous 23 years that I have been here. This was really rough. The first announcement about the sad and sudden passing of a student left me wondering if it had been a car accident, or a sudden bursting of an aneurysm. But more than one? more than two? No, it turns out that these beautiful, bright, young people took their lives. Very sad. It was only after the third that the word spread--can't stop social media--about the suicides. This is one time that social media truly has a negative effect. I recall Cialdini's writing in Influence about how there has been a concentrated move by news media to suppress stories of suicides because they then tend to come in clusters--perhaps some element of social comparison at work. At any rate, give the local news media their due, there has been nothing in the local news about these. But social media has been busy and finally the school paper had a special story last week with an emphasis on healing and where to get help and how to pick out warning signs, etc. I thought it was well-written. In the last month I've had students take a one to two week leave-of-absence to go home to see their psychologists. In the previous 23 years I don't remember once having a student bring me a note from their psychologist about their fragile condition. I have had the occasional student with various problems, but this was unusual. Then, we have finals starting on Thursday and I've had 5 emails asking me what's on the final! Well, if they had come to class, if they had asked their friends, if they had asked classmates for notes from the days they missed...then they would have known that there are multiple study guides posted on blackboard...yes, I am one of those "easy" teachers who posts study guides (honestly, they are so lame...mostly a list of terms from each chapter but students seem to find those so "helpful"; I mean, all they would have to do is type up a list of terms in bold font in either the text or on their ppt slides, the latter also posted to blackboard. But students find them very helpful.). Then there are still unreturned midterm exams for at least 7 students--very unusual at my school--these are students who have not been back to class since the last midterm. I have 79 students in various classes this semester (yes, we are a small, private, liberal arts school so we cap at 25 to 30 per section), so almost 10% have not been in class for at least 2 weeks. I don't have an "attendance policy." Some of those are the ones who emailed me about "what's on the final?" And if you are wondering whether in this fragile climate I gave sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, everything you need to know is in blackboard. Come to class once in a while. Read the syllabus; it advises you to get notes from 2 classmates if you must miss a class. Ok, I try to diffuse it with humor, and then I gave them all the info they need to know. I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a "priceless" experience (we just talked about subjective utility in cognitive class :). APS next week; AP readings a week after that, and then a little time off :) to catch up on other commitments. I wonder why tips has been so silent... ;) Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110 tay...@sandiego.edu --- You are currently subscribed to tips as: miguelr...@comcast.net. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=466839.0421d1005414eed82340aa280e7ce629&n=T&l=tips&o=25511 or send a blank email to leave-25511-466839.0421d1005414eed82340aa280e7ce...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25513 or send a blank email to leave-25513-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] testing
Sounds like a very tragic end of term. I have had to deal with deaths due to car accidents/texting, and am having increasing issues with social anxiety/stress responses in recent years. Many tipsters must be ending things up? and are busy with final exams. I have ended over a week ago(I am teaching half-time now to prep for retirement), attended graduation, starting yard/garden work, doing an online MOOC? class at MSU, and catching up with some fun reading. Other than dealing with weird Michigan spring (hail, snow and rain on Mothers day),I am enjoying a break from classes. Gary Peterson Psych at SVSU - Original Message - From: "Annette Taylor" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Tuesday, May 14, 2013 9:27:12 AM Subject: RE:[tips] testing This has been a particularly hard semester! But not with things that I need to seek help for from TiPS. We had 4 student suicides this semester. I don't think we have had 4 total during the previous 23 years that I have been here. This was really rough. The first announcement about the sad and sudden passing of a student left me wondering if it had been a car accident, or a sudden bursting of an aneurysm. But more than one? more than two? No, it turns out that these beautiful, bright, young people took their lives. Very sad. It was only after the third that the word spread--can't stop social media--about the suicides. This is one time that social media truly has a negative effect. I recall Cialdini's writing in Influence about how there has been a concentrated move by news media to suppress stories of suicides because they then tend to come in clusters--perhaps some element of social comparison at work. At any rate, give the local news media their due, there has been nothing in the local news about these. But social media has been busy and finally the school paper had a special story last week with an emphasis on healing and where to get help and how to pick out warning signs, etc. I thought it was well-written. In the last month I've had students take a one to two week leave-of-absence to go home to see their psychologists. In the previous 23 years I don't remember once having a student bring me a note from their psychologist about their fragile condition. I have had the occasional student with various problems, but this was unusual. Then, we have finals starting on Thursday and I've had 5 emails asking me what's on the final! Well, if they had come to class, if they had asked their friends, if they had asked classmates for notes from the days they missed...then they would have known that there are multiple study guides posted on blackboard...yes, I am one of those "easy" teachers who posts study guides (honestly, they are so lame...mostly a list of terms from each chapter but students seem to find those so "helpful"; I mean, all they would have to do is type up a list of terms in bold font in either the text or on their ppt slides, the latter also posted to blackboard. But students find them very helpful.). Then there are still unreturned midterm exams for at least 7 students--very unusual at my school--these are students who have not been back to class since the last midterm. I have 79 students in various classes this semester (yes, we are a small, private, liberal arts school so we cap at 25 to 30 per section), so almost 10% have not been in class for at least 2 weeks. I don't have an "attendance policy." Some of those are the ones who emailed me about "what's on the final?" And if you are wondering whether in this fragile climate I gave sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, everything you need to know is in blackboard. Come to class once in a while. Read the syllabus; it advises you to get notes from 2 classmates if you must miss a class. Ok, I try to diffuse it with humor, and then I gave them all the info they need to know. I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a "priceless" experience (we just talked about subjective utility in cognitive class :). APS next week; AP readings a week after that, and then a little time off :) to catch up on other commitments. I wonder why tips has been so silent... ;) Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110 tay...@sandiego.edu --- You are currently subscribed to tips as: peter...@svsu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13445.e3edca0f6e68bfb76eaf26a8eb6dd94b&n=T&l=tips&o=25511 or send a blank email to leave-25511-13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edu --- You are currently subscribed to tips as:
RE:[tips] testing
This has been a particularly hard semester! But not with things that I need to seek help for from TiPS. We had 4 student suicides this semester. I don't think we have had 4 total during the previous 23 years that I have been here. This was really rough. The first announcement about the sad and sudden passing of a student left me wondering if it had been a car accident, or a sudden bursting of an aneurysm. But more than one? more than two? No, it turns out that these beautiful, bright, young people took their lives. Very sad. It was only after the third that the word spread--can't stop social media--about the suicides. This is one time that social media truly has a negative effect. I recall Cialdini's writing in Influence about how there has been a concentrated move by news media to suppress stories of suicides because they then tend to come in clusters--perhaps some element of social comparison at work. At any rate, give the local news media their due, there has been nothing in the local news about these. But social media has been busy and finally the school paper had a special story last week with an emphasis on healing and where to get help and how to pick out warning signs, etc. I thought it was well-written. In the last month I've had students take a one to two week leave-of-absence to go home to see their psychologists. In the previous 23 years I don't remember once having a student bring me a note from their psychologist about their fragile condition. I have had the occasional student with various problems, but this was unusual. Then, we have finals starting on Thursday and I've had 5 emails asking me what's on the final! Well, if they had come to class, if they had asked their friends, if they had asked classmates for notes from the days they missed...then they would have known that there are multiple study guides posted on blackboard...yes, I am one of those "easy" teachers who posts study guides (honestly, they are so lame...mostly a list of terms from each chapter but students seem to find those so "helpful"; I mean, all they would have to do is type up a list of terms in bold font in either the text or on their ppt slides, the latter also posted to blackboard. But students find them very helpful.). Then there are still unreturned midterm exams for at least 7 students--very unusual at my school--these are students who have not been back to class since the last midterm. I have 79 students in various classes this semester (yes, we are a small, private, liberal arts school so we cap at 25 to 30 per section), so almost 10% have not been in class for at least 2 weeks. I don't have an "attendance policy." Some of those are the ones who emailed me about "what's on the final?" And if you are wondering whether in this fragile climate I gave sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, everything you need to know is in blackboard. Come to class once in a while. Read the syllabus; it advises you to get notes from 2 classmates if you must miss a class. Ok, I try to diffuse it with humor, and then I gave them all the info they need to know. I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a "priceless" experience (we just talked about subjective utility in cognitive class :). APS next week; AP readings a week after that, and then a little time off :) to catch up on other commitments. I wonder why tips has been so silent... ;) Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110 tay...@sandiego.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25511 or send a blank email to leave-25511-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE:[tips] Testing
Marc Carter replied: "Buried" There's a lot of that going around (I'm proctoring exams from 1 - 8pm today!). Best Tim ___ Timothy O. Shearon, PhD Professor and Chairperson, Department of Psychology The College of Idaho Caldwell, ID 83605 email: tshea...@collegeofidaho.edu teaching: intro to neuropsychology; psychopharmacology; general; history and systems "You can't teach an old dogma new tricks." Dorothy Parker --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25498 or send a blank email to leave-25498-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE:[tips] Testing
Finals. Final papers/projects. Buried -- Marc Carter, PhD Associate Professor of Psychology Chair, Department of Behavioral and Health Sciences College of Arts & Sciences Baker University -- > -Original Message- > From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu] > Sent: Monday, May 13, 2013 11:46 AM > To: Teaching in the Psychological Sciences (TIPS) > Subject: [tips] Testing > > No messages for several days...Is this thing working? > Can you hear me now? > > Paul > > --- > You are currently subscribed to tips as: marc.car...@bakeru.edu. > To unsubscribe click here: > http://fsulist.frostburg.edu/u?id=13029.76c7c563b32ad9d8d09c72a2d17c90e > 1&n=T&l=tips&o=25496 > or send a blank email to leave-25496- > 13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu The information contained in this e-mail and any attachments thereto ("e-mail") is sent by Baker University ("BU") and is intended to be confidential and for the use of only the individual or entity named above. The information may be protected by federal and state privacy and disclosures acts or other legal rules. If the reader of this message is not the intended recipient, you are notified that retention, dissemination, distribution or copying of this e-mail is strictly prohibited. If you have received this e-mail in error please immediately notify Baker University by email reply and immediately and permanently delete this e-mail message and any attachments thereto. Thank you. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25497 or send a blank email to leave-25497-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: Re:[tips] testing again--please ignore (and I apologize)
- Original Message - From: Pollak, Edward To: Teaching in the Psychological Sciences (TIPS) Sent: Sunday, January 09, 2011 12:46 PM Subject: Re:[tips] testing again--please ignore (and I apologize) Michael Sylvester wrote "Maybe someone is trying to get you off the list. It is like a prof who finds that his/her office is being moved closer to the parking lot every year." That's quite odd. I've found the exact opposite. The older I get, the farther my office seems to be from the parking lot. And the distances between my office and classrooms appear to be getting greater still. Ed Could this be construed as part of the university's wellness program? After all,exercise is good for the body. Michael --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=7792 or send a blank email to leave-7792-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE:[tips] testing again--please ignore (and I apologize)
Me too, Ed. And the students keep getting younger! From: Pollak, Edward [epol...@wcupa.edu] Sent: Sunday, January 09, 2011 9:46 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re:[tips] testing again--please ignore (and I apologize) Michael Sylvester wrote "Maybe someone is trying to get you off the list. It is like a prof who finds that his/her office is being moved closer to the parking lot every year." That's quite odd. I've found the exact opposite. The older I get, the farther my office seems to be from the parking lot. And the distances between my office and classrooms appear to be getting greater still. Ed Edward I. Pollak, Ph.D. Department of Psychology West Chester University of Pennsylvania http://home.comcast.net/~epollak/home.htm Husband, father, grandfather, biopsychologist, & bluegrass fiddler.. in approximate order of importance. --- You are currently subscribed to tips as: mbour...@fgcu.edu<mailto:mbour...@fgcu.edu>. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13390.2bbc1cc8fd0e5f9e0b91f01828c87814&n=T&l=tips&o=7789 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-7789-13390.2bbc1cc8fd0e5f9e0b91f01828c87...@fsulist.frostburg.edu<mailto:leave-7789-13390.2bbc1cc8fd0e5f9e0b91f01828c87...@fsulist.frostburg.edu> --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=7790 or send a blank email to leave-7790-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re:[tips] testing again--please ignore (and I apologize)
Michael Sylvester wrote "Maybe someone is trying to get you off the list. It is like a prof who finds that his/her office is being moved closer to the parking lot every year." That's quite odd. I've found the exact opposite. The older I get, the farther my office seems to be from the parking lot. And the distances between my office and classrooms appear to be getting greater still. Ed Edward I. Pollak, Ph.D. Department of Psychology West Chester University of Pennsylvania http://home.comcast.net/~epollak/home.htm Husband, father, grandfather, biopsychologist, & bluegrass fiddler.. in approximate order of importance. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=7789 or send a blank email to leave-7789-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] testing again--please ignore (and I apologize)
Maybe someone is trying to get you off the list.It is like a prof who finds that his/her office is being moved closer to the parking lot every year. Michael - Original Message - From: Carol DeVolder To: Teaching in the Psychological Sciences (TIPS) Sent: Saturday, January 08, 2011 1:38 AM Subject: [tips] testing again--please ignore (and I apologize) Testing from another account, but hopefully I will get the old one fixed. Sorry for all the e-mails. Carol D. --- You are currently subscribed to tips as: msylves...@copper.net. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13424.eb17e1c03643c971ab35c22d86587541&n=T&l=tips&o=7759 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-7759-13424.eb17e1c03643c971ab35c22d86587...@fsulist.frostburg.edu -- No virus found in this incoming message. Checked by AVG - www.avg.com Version: 9.0.872 / Virus Database: 271.1.1/3365 - Release Date: 01/07/11 05:34:00 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=7769 or send a blank email to leave-7769-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu