Re: Wagon-wheel effect and the vibes
you empiricist, you!!! d David K. Hogberg, PhD Professor of Psychology, Emeritus Albion College, Albion MI 49224 [EMAIL PROTECTED] home phone: 517/629-4834 [EMAIL PROTECTED] 05/11/04 3:35 PM On 11 May, 2004, at 15:04, Stephen Black wrote: 5) Don't let the neighbours see you doing this. Stephen Neighbours, I don't have no stinkin' neighbours. Besides it's raining right now and I don't want to get wet; however, I will do my own observation as soon as the rain stops (so long as the sun hasn't set). Dr. Bob Wildlbood Lecturer in Psychology Indiana University Kokomo Kokomo, IN 56904-9003 [EMAIL PROTECTED] [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Student Advising
Claudia Stanny asked: Doesn't the every-semester advising block on computer registration defeat the purpose of convenience of computer registration? I have students who register at 12:01AM on the day of registration in order to get a desired class that is likely to close quickly. One of the joys of registering in your PJs -- but I don't want to be on call for advising in the middle of the night! ;-) The students know the specific date when they can first register (it varies by year in school). If they go see their advisor before their registration date, the hold will be lifted when they are first able to register. Even if they wait until the day they are first allowed register to see their advisor, they usually can get the hold removed right away,(with the signed form). Jeff Nagelbush [EMAIL PROTECTED] Ferris State University _ Getting married? Find tips, tools and the latest trends at MSN Life Events. http://lifeevents.msn.com/category.aspx?cid=married --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Cultural values question
My wife is taking online courses and in her statistics class the topic of cultural values in minority cultures--particularly African American and Asian American cultures--came up. One of the major areas they discussed was the relative importance of family and of formal (academic) education in both those cultures and the Western European culture that tends to define U.S. values. She was pretty sure that she read some research in the last couple years that related directly to the fact that family is a stronger value than education in the African American value system while the opposite is true in the Western European one, but she couldn't remember where she read it. I promised to try and locate some cites to support (or refute) that view for her, but so far I haven't had much luck. If anyone here knows of research that's been done in that area in the last ten years or so, I'd appreciate knowing about it--with a cite if possible. It's a little out of the mainstream area for TIPS, but since it does deal with social psychological concepts I thought there might well be someone here with a sound knowledge of the field. If anyone is wondering what on earth that had to do with a statistics class, by the way, the discussion was initially on the topic of stepwise regression and the selection of variables related to homeschoolers and ACT scores. One of the students in her class pointed out that race/ethnicity wouldn't be a valid variable since it had nothing to do with scores on standardized tests and she made the points that (1) if the SES is not corrected for, race/ethnicity could well function as a predictor (because many racial/ethnic groups--including African Americans--are overrepresented among the lower SES groups and thus homeschoolersin those SES groups would be less likely to have access to as sophisticated of educational tools [modern broadbandInternet connected computers, etc.] as would be true of more affluent groups)and; (2) cultural values inherent in various racial/ethnic groups could, likewise, function in a way that would affect the scores. Thanks in advance for any tips or pointers, Rick -- Rick Adams [EMAIL PROTECTED] "... and the only measure of your worth and your deeds will be the love you leave behind when you're gone." -Fred Small, J.D., "Everything Possible" --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Boy raised as girl
There's a fine essay by David Usborne giving a more complete version of the life of David Reimer in the British newspaper _The Independent_ (http://news.independent.co.uk/world/americas/story.jsp?story=520393) Usborne reports what other sources only implied, namely that Reimer's identical twin had earlier committed suicide. However, the Canadian _Globe and Mail_ reports yet another reason for his despondency. It seems that he was impoverished and had recently been swindled out of $65,000 CDN in an investment scam. See http://www.globeandmail.com/servlet/ArticleNews/TPStory/LAC/20040511/R EIMER11//?query=Reimer\ Given his marital and financial problems, the suicide of his presumably schizophrenic identical twin, and probably continued difficulties with maintaining a male role as a consequence of his childhood mutilation, the tragic attraction of suicide seems understandable,. This is so whatever the contribution to his death of his unhappy early years due to mistreatment by the famed sexologist John Money. Stephen ___ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Freudian Mythology
On 10 May David Gent wrote [snip]: I am always interested by the strength of anti-freudian feeling sometimes elicited when his name is mentioned in these pages - though not in this thread I hasten to add. And I feel personally that it is essential to cover Freud in basic psychology courses because of historical importance of the theory and it's offspring... Im not sure what David means by anti-Freudian feeling. It almost makes it seem that anti-Freudian comments are a matter of preference, rather than the result of rational consideration of the evidence. If some anti-Freud literature may occasionally be strident (and this is certainly the case, especially in popular newspaper articles), part of the reason may be that no amount of documentation of the actual facts about Freuds life and work, and his place among his contemporaries, seems to impinge greatly on some of the misleading accounts still routinely presented as received history. (See my comments on Solms' Scientific American article: http://www.butterfliesandwheels.com/articleprint.php?num=57) While I agree that Freud should be covered in basic psychology, the problem is that a lot of mythological stories are presented in College psychology texts about the origins and development of psychoanalysis and about Freuds case histories. For instance, College texts typically describe the Anna O. case and Freuds own early cases as exemplifying that Breuer and Freud uncovered the problems, usually sexual, at the root of patients symptoms, resulting in the remission of the symptoms. Those TIPSters who have read the article I posted at on Butterflies and Wheels (http://www.butterfliesandwheels.com/articleprint.php?num=58) will appreciate that such time-honoured general accounts, based on Freuds misleading retrospective accounts, bear only a passing resemblance to the true facts ascertainable by close reading of the original documents. Who would know, for instance, from the traditional stories of the early days of psychoanalysis, that Freud wrote in his account of his clinical methodology in 1895 that in the later stages it is of use if we can guess the way things are connected up and tell the patient before we have uncovered it, or that the principal point is that I should guess the secret and tell the patient straight out? As is evident in the Elisabeth von R. case, Freud did precisely that, though almost all accounts of that case report erroneously that the treatment led Elisabeth herself to bring to consciousness her supposed unconscious love for her brother-in-law, thereby relieving her symptoms. Similarly, who doesnt know that most of Freuds early female patients reported that they had been sexually abused in childhood, usually by their fathers? Yet, as I document in the aforementioned article, the alleged sexual abuse memories were unconscious, and were analytically uncovered (in accordance with Freuds preconceived seduction theory) from the ages of two and three, or even one. Would his claims be treated as historical fact it this were more widely known? Furthermore, according to Freud in 1896 (in contrast to what he was to write in later accounts), the patients told Freud of their unbelief in the supposed infantile occurrences. Yet most psychology texts, at least until very recently, recycled Freuds false story in New Introductory Lectures (1933) that most of his female patients told him they had been seduced by their father in early childhood, and this is the account recycled by innumerable authors throughout the second half of the twentieth century. This false story serves as the basis for both the traditional story of Freuds supposed discovery of infantile sexual fantasies, and of the feminist/Massonite revised version of the episode. For an account based on the documents of the time, rather than Freuds misleading later accounts, see http://www.butterfliesandwheels.com/articleprint.php?num=10 Space considerations prevent me from dealing with other misconceptions typically presented in College psychology texts. But, summing up, sure, Freuds clinical experiences and theories are of historical importance, if only because of the extraordinary influence they had, but it is high time that the scholarship of recent decades demonstrating that much of the earlier presentation of this material was based on misleading psychoanalytic sources made an impact in College texts. Dr Professor Anthony Claire was for a time the best known media psychiatrist in Britain and was a main contributer to a radio documentary about Freud celebrating some anniversary or other in the 1990s (I think). Asked what he thought the main contribution of Freud has been to pychiatry he replied - as a definite non-freudian - He made us listen to our patients. Dr Claire's radio series In the Psychiatrist's Chair was excellent. I cant comment on these specific remarks, as I dont know the context, but knowing Anthony Clare's views, and the
Wagon-wheel effect and the vibes
I really hate to bring this up because the solution was so elegant, but I did try to see the wagon-wheel effect outdoors, using an electric toothbrush vibrator applied to my chin as recommended by Tom Allaway. I didn't see it. Perhaps I had the wrong vibes. I used a Braun battery-operated toothbrush sans brush, and my overturned bicycle for the spinning wheel. I had previously observed the wagon-wheel effect with my bicycle indoors under fluorescent light. Has anyone else replicated Tom's observation and, if so, with what equipment? I'm looking forward to hearing from the empiricists on this list (surely we have some, don't we?). Stephen ___ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Wagon-wheel effect and the vibes
On Tue, 11 May 2004, Stephen Black went: I did try to see the wagon-wheel effect outdoors, using an electric toothbrush vibrator applied to my chin I used a Braun battery-operated toothbrush sans brush, and my overturned bicycle for the spinning wheel. Being an empiricist, I need to see a jpg of you doing this. --David Epstein [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Wagon-wheel effect and the vibes
Oh I missed this thread but would gladly participate- could somebody send me the task instructions/what I'm looking for? Patrick ** Patrick O. Dolan, Ph.D. Assistant Professor Department of Psychology Drew University Madison, NJ 07940 973-408-3558 [EMAIL PROTECTED] ** - Original Message - From: Stephen Black [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Sent: Tuesday, May 11, 2004 12:06 PM Subject: Wagon-wheel effect and the vibes I really hate to bring this up because the solution was so elegant, but I did try to see the wagon-wheel effect outdoors, using an electric toothbrush vibrator applied to my chin as recommended by Tom Allaway. I didn't see it. Perhaps I had the wrong vibes. I used a Braun battery-operated toothbrush sans brush, and my overturned bicycle for the spinning wheel. I had previously observed the wagon-wheel effect with my bicycle indoors under fluorescent light. Has anyone else replicated Tom's observation and, if so, with what equipment? I'm looking forward to hearing from the empiricists on this list (surely we have some, don't we?). Stephen ___ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Freudian mythology
Thanks to Rick for asking the question and Allen for answering, This is the most useful information I have received for teaching purposes on the topic of Freud. Despite reading the many conversations this is more helpful. Annette Quoting Allen Esterson [EMAIL PROTECTED]: Rick Froman has asked me offline some pertinent questions on the teaching of Freud in courses containing sections on psychoanalysis, and I hope Rick doesn't mind my answering them online: I wonder if there is a particular article or post to a list that you have written that you think would act as a good counterpoint to the coverage given to Freud in most intro psych textbooks. The only place Ive written a generalised critique of Freuds writings is in my book *Seductive Mirage*. But I can recommend some articles on the website of Richard Webster, author of *Why Freud Was Wrong*. I dont go along with all Websters views (in particular his attempt to identify Freuds theories as a natural outcome of the Judaeo-Christian tradition). But I can certainly recommend the following web articles (some of which are chapters from *Why Freud Was Wrong*): http://www.richardwebster.net/rediscoveringtheunconscious.html http://www.richardwebster.net/freudandhysteria.html http://www.richardwebster.net/rediscoveringtheunconscious.html http://www.richardwebster.net/freudsfalsememories.html http://www.richardwebster.net/thebewilderedvisionary.html http://www.richardwebster.net/lettingoutthecartesiancat.html Or, alternatively, something that addresses what, if any, lasting impact Freud has had on the field of psychology As the late president of the Peoples Republic of China, Chou en Lai (or however it is spelt nowadays), said when asked whether the French revolution was a success, its too soon too tell. But I think it is clear that since the mid-twentieth century it has diminished considerably, is continuing to diminish, and will diminish further in the future. North Americans should keep in mind that Freudian ideas never had the massive influence on psychology (or general culture) in the UK that it had in the United States. (In particular, psychoanalytic ideas were always just one thread in British psychiatry, rather than the dominating thread that it was for a period in the States.) There are still places where Freuds influence remains strong, most notably in France, where in the last few decades the intellectual classes have largely replaced an infatuation with Marx by one with Freud. Very little of the critical literature on Freud has been published in France, and the first major book critical of Freud that has been published there (largely devoted to reporting the writings of English language Freud scholars), *Mensonges Freudiens: Histoire d'une d¨sinformation s¨culaire*, has been greeted with outrage by some representatives of the French intellectual classes (notably the Lacanian Edith Roudinesco, who has publicly launched a personal attack on the author of the book, Jacques Benesteau). or an explanation of why Freud is given so much ink, even in modern psychology texts even though psychology has parted ways with him for some time now. I think in part this is a legacy of the massive influence Freud had on American psychology for several decades in the second half of the twentieth century. Having covered his ideas so fully (and generally effusively) for so long, it would have been odd if there had been a *sudden* change in the last couple of decades of the century. Authors of new textbooks typically consult earlier textbooks for their information, so misinformation, or indequate material, gets recycled. Nowadays, for instance, the skeleton of Freuds theories of psycho-sexual development are presented, generally in a perfunctory fashion. Often authors do point out that there is no serious evidence to support much of this stuff, though many cite supposed corroborations of this or that Freudian notion by psychoanalytically-based studies, such as those cited in Fisher and Greenfields books which, incidentally, are generally given far too much credence by authors of College psychology texts. (See Edward Erwins *A Final Accounting* [MIT Press, 1996] for an extensive critique of such studies.) Do you feel there is any justification for even historical coverage of his impact in intro psych? How should we treat Freud in Intro (when there is not a lot of time to go into great detail on that topic)? Theres a real problem here, in that many College psychology texts have yet to catch on to the fact that much of the received history of the early days of psychoanalysis is partially, and sometimes almost entirely, false. This is hardly surprising, when pro-Freudians like the neuroscientist Mark Solms have easy access to journals like Scientific American to recycle facts that have been discredited decades ago by historians of psychology and psychoanalysis who
RE: Wagon-wheel effect and the vibes
Empircism? Without objective independent verification of your psychological experience, it sounds more like introspectionism. :( According to Reber's Penguin Dictionary of Psychology (1985), introspectionism involved presenting trained observers with controlled stimuli and to have them report back their introspections about covert mental processes while perceiving them. So the question is: are there any introspectionists on this list? Go Universität Leipzig! Rick Dr. Rick Froman Associate Professor of Psychology John Brown University 2000 W. University Siloam Springs, AR 72761 [EMAIL PROTECTED] (479) 524-7295 http://www.jbu.edu/academics/sbs/faculty/rfroman.asp -Original Message- From: Stephen Black [mailto:[EMAIL PROTECTED] Sent: Tuesday, May 11, 2004 11:07 AM To: Teaching in the Psychological Sciences Subject: Wagon-wheel effect and the vibes I really hate to bring this up because the solution was so elegant, but I did try to see the wagon-wheel effect outdoors, using an electric toothbrush vibrator applied to my chin as recommended by Tom Allaway. I didn't see it. Perhaps I had the wrong vibes. I used a Braun battery-operated toothbrush sans brush, and my overturned bicycle for the spinning wheel. I had previously observed the wagon-wheel effect with my bicycle indoors under fluorescent light. Has anyone else replicated Tom's observation and, if so, with what equipment? I'm looking forward to hearing from the empiricists on this list (surely we have some, don't we?). Stephen ___ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Wagon-wheel effect and the vibes
Dang! And I thought that answer would explain why Don McBurney saw the effect with airplane propellers. (Or was that jet fan-blades?) Ken Stephen Black wrote: I really hate to bring this up because the solution was so elegant, but I did try to see the wagon-wheel effect outdoors, using an electric toothbrush vibrator applied to my chin as recommended by Tom Allaway. I didn't see it. Perhaps I had the wrong vibes. I used a Braun battery-operated toothbrush sans brush, and my overturned bicycle for the spinning wheel. I had previously observed the wagon-wheel effect with my bicycle indoors under fluorescent light. Has anyone else replicated Tom's observation and, if so, with what equipment? I'm looking forward to hearing from the empiricists on this list (surely we have some, don't we?). Stephen ___ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm ___ -- --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Student Advising
Aubyn writes... Some years ago our college moved from old style, low tech registration (paper based, Arena, etc.) to a higher tech, electronic registration in which all course and student information is available online, students can register online, and add and drop courses online without teacher or advisor permission/notification. There have been a lot of good things about this change, but one problem (anticipated and much debated in advance) has been the impact on student-advisor contact. Student advising has always been done by the major professor here, and it has been valued as a part of the mentoring relationship, including much more than just class selection (graduate school preparation, personal and spiritual guidance, etc.). Under the old system students had to meet with their advisors at least once a quarter to sign-up for classes, and often more often (every time they added or dropped a class for example). This contact in turn spawned the kind of relationship that increased the likelihood of non-required contacts. Under the new system, many students are avoiding almost all contact with their advisors. We email, phone mail, snail mail, put up signs, make announcements in classes, all designed to encourage advisees to make regular contact, but there has been a significant drop off. All too often, it seems the students who most need to see their Advisors are the ones who are least likely to take the initiative. I write to ask if anyone has experience with techniques that have been successful in encouraging regular student/advisee contact in the wake of the more recent electronic registration processes. We are considering, for example, making quarterly meetings with the Advisor a requirement in classes that are in turn required for Freshman, Sophomores, Juniors and Seniors, but wonder what impact this will have on the quality of the interactions, and if this is an appropriate use of academic credit. We are also considering instituting more elaborate Advising-related social events at Faculty homes as a way of seducing students to meet with us. The harder headed among us suggest that we should just make ourselves available and let students take responsibility for showing up if they want to, but we do mourn the loss of the previous closer contact that we had. *** Aubyn Fulton, Ph.D. Professor of Psychology Chair, Behavioral Science Department 1 Angwin Ave Angwin, CA 94508 707-965-6536 (office) 707-965-6538 (fax) [EMAIL PROTECTED] *** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Student Advising
Our solution is to require students to see their advisor for an enrollment code. Without this number, they can't do their web registration. When they show up for the number, that is the opportunity for advising. --Dave Aubyn Fulton wrote: Aubyn writes... Some years ago our college moved from old style, low tech registration (paper based, Arena, etc.) to a higher tech, electronic registration in which all course and student information is available online, students can register online, and add and drop courses online without teacher or advisor permission/notification... -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Wagon-wheel effect and the vibes
On 11 May 2004, Patrick O. Dolan wrote: Oh I missed this thread but would gladly participate- could somebody send me the task instructions/what I'm looking for? So far, lotsa smart-ass comments but at last a helpful one. Here's what I suggest: 1) Find a wheel (and it goes round, round, round). I used the back wheel of my upturned bicycle; Tom Allaway used his salad spinner. 2) Spin it under fluorescent light to ensure that you know what to look for. I found that if I pumped the bicycle pedal so that wheel spun fast, and then let it coast to a stop, I could see the flickering of the spokes reverse direction 4-5 times as the wheel slowed. This is the wagon-wheel effect. 3) Repeat this outdoors under natural light. a) with no vibratory stimulus b) with a vibratory stimulus applied to your skull. Tom used an electric toothbrush applied to his chin. 4) Observe the presence or absence of the wagon-wheel effect. Report to TIPS. 5) Don't let the neighbours see you doing this. Stephen ___ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Student Advising
Here at the University of Nebraska at Omaha, the Registrar blocks registration until an advising flag is removed in the electronic system. The first half of the alphabet is flagged in the Fall, then the second half is flagged in the Spring. It forces students to see someone to get the flag removed. Secretaries can remove the flag or the advisor can do it. I think it has increased the number of student I see, but the increase is far from dramatic. Jim Thomas, Psychology Department, University of Nebraska at Omaha ([EMAIL PROTECTED]) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Wagon-wheel effect and the vibes
On 11 May, 2004, at 15:04, Stephen Black wrote: 5) Don't let the neighbours see you doing this. Stephen Neighbours, I don't have no stinkin' neighbours. Besides it's raining right now and I don't want to get wet; however, I will do my own observation as soon as the rain stops (so long as the sun hasn't set). Dr. Bob Wildlbood Lecturer in Psychology Indiana University Kokomo Kokomo, IN 56904-9003 [EMAIL PROTECTED] [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Student Advising
Here at Ferris, students have an advisor hold on their registration each semester. They cannot register until they turn in a form signed by their advisor. The form goes back to the advisor after it is turned in and the hold is lifted. We see all our advisees at least once each semester. Jeff Nagelbush [EMAIL PROTECTED] Ferris State University gt;From: quot;Aubyn Fultonquot; lt;[EMAIL PROTECTED]gt; gt;Reply-To: quot;Teaching in the Psychological Sciencesquot; lt;[EMAIL PROTECTED]gt; gt;To: quot;Teaching in the Psychological Sciencesquot; lt;[EMAIL PROTECTED]gt; gt;Subject: Student Advising gt;Date: Tue, 11 May 2004 14:33:36 -0400 gt; gt;Aubyn writes... gt;Some years ago our college moved from old style, low tech registration gt;(paper based, Arena, etc.) to a higher tech, electronic registration in gt;which all course and student information is available online, students can gt;register online, and add and drop courses online without teacher or gt;advisor permission/notification. gt; gt;There have been a lot of good things about this change, but one problem gt;(anticipated and much debated in advance) has been the impact on gt;student-advisor contact. Student advising has always been done by the gt;major professor here, and it has been valued as a part of the mentoring gt;relationship, including much more than just class selection (graduate gt;school preparation, personal and spiritual guidance, etc.). Under the old gt;system students had to meet with their advisors at least once a quarter to gt;sign-up for classes, and often more often (every time they added or gt;dropped a class for example). This contact in turn spawned the kind of gt;relationship that increased the likelihood of non-required contacts. gt; gt;Under the new system, many students are avoiding almost all contact with gt;their advisors. We email, phone mail, snail mail, put up signs, make gt;announcements in classes, all designed to encourage advisees to make gt;regular contact, but there has been a significant drop off. All too often, gt;it seems the students who most need to see their Advisors are the ones who gt;are least likely to take the initiative. gt; gt;I write to ask if anyone has experience with techniques that have been gt;successful in encouraging regular student/advisee contact in the wake of gt;the more recent electronic registration processes. We are considering, for gt;example, making quarterly meetings with the Advisor a requirement in gt;classes that are in turn required for Freshman, Sophomores, Juniors and gt;Seniors, but wonder what impact this will have on the quality of the gt;interactions, and if this is an appropriate use of academic credit. We are gt;also considering instituting more elaborate Advising-related social events gt;at Faculty homes as a way of seducing students to meet with us. gt; gt;The harder headed among us suggest that we should just make ourselves gt;available and let students take responsibility for showing up if they want gt;to, but we do mourn the loss of the previous closer contact that we had. gt; gt; gt;*** gt;Aubyn Fulton, Ph.D. gt;Professor of Psychology gt;Chair, Behavioral Science Department gt;1 Angwin Ave gt;Angwin, CA 94508 gt; gt;707-965-6536 (office) gt;707-965-6538 (fax) gt;[EMAIL PROTECTED] gt;*** gt; gt; gt;--- gt;You are currently subscribed to tips as: [EMAIL PROTECTED] gt;To unsubscribe send a blank email to [EMAIL PROTECTED] _ Getting married? Find tips, tools and the latest trends at MSN Life Events. http://lifeevents.msn.com/category.aspx?cid=married --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Student Advising
At the University of West Florida we also put an advising hold on student records that blocks student registration until they have met with an advisor. We only do this to the student once. After they have seen an advisor and reviewed and signed their degree plan, they are free to register without further advise if that is what they want to do. I agree that students probably ought to see their advisor more often than this. We also require that they have a pre-graduation review but there are ways that this can be circumvented (by leaving the application for graduation in the faculty advisor's mailbox for review and signing, for example). Doesn't the every-semester advising block on computer registration defeat the purpose of convenience of computer registration? I have students who register at 12:01AM on the day of registration in order to get a desired class that is likely to close quickly. One of the joys of registering in your PJs -- but I don't want to be on call for advising in the middle of the night! ;-) Can your students get their advising in advance of the opening of registration? Can anyone recommend some less coercive methods to encourage visits from advisees? Claudia Claudia J. Stanny, Ph.D. Associate Professor Web Site: http://uwf.edu/cstanny/ Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
