job openings
Dear Colleagues The following tenure-track positions are now open at Oklahoma State University. David G. Thomas, Ph.D. Professor Associate Head Department of Psychology Oklahoma State University Stillwater, OK 74078 405-744-7078 [EMAIL PROTECTED] DEPARTMENT OF PSYCHOLOGY, OKLAHOMA STATE UNIVERSITY is inviting applications for 3 anticipated full-time, tenure track positions beginning August, 2006. All candidates must have completed their Ph.D. from a recognized department of psychology; candidates for clinical positions must have received their doctoral degree from an APA-accredited clinical program and have completed an APA-approved Clinical Psychology Internship. Candidates are expected to have a strong background in and dedication to scholarly activity, and to interact well with colleagues and students. They must also demonstrate the capacity to maintain a high quality research program leading to scholarly productivity in the form of professional publication, presentations and grantsmanship, to supervise undergraduate and graduate student research, and to provide quality instruction. Competitive salary and start-up funds are available. Normal teaching load is 2 courses per semester. 1) Clinical Psychology, Assistant Professor and 2) Clinical Psychology, Associate Professor. Candidates for both positions will be expected to provide clinical supervision for students in our departmental clinic, to serve as a research mentor for doctoral students, and to teach graduate and undergraduate courses in 1 or more of the following areas: systems of psychotherapy, research design, experimental methods, and abnormal psychology. Research specialty for both positions is open, but would prefer one of the following areas: Health Psychology/Behavioral Medicine, Adult Psychopathology, or Child Clinical. 3) Assistant Professor specialty for this position is open, but successful candidates will complement one of the following areas: life span developmental, cognitive psychology, aging, personality, health psychology, or child/adult psychopathology. Candidates will be expected to serve as a research mentor for doctoral students, and to teach graduate and undergraduate courses. The Department has 18 full-time faculty and offers Ph.D.s in life-span developmental psychology and clinical psychology. The Clinical Program, APA-accredited since 1971, is based on the scientist-practitioner model of training. The Department offers training to a diversified graduate and undergraduate student body (30% minority enrollment) of approximately 50 doctoral students and 500 undergraduate majors. Applicants are encouraged to visit the Department website at http://psychology.okstate.edu. OSU is located in Stillwater, OK, an environmentally clean, safe, pleasant city of 40,000 located in north central Oklahoma, approximately 70 miles from both Oklahoma City and Tulsa. Stillwater public schools were recently selected as one of the "100 Best Public School Systems in America," and the city has excellent affordable housing. For full consideration, application materials must be received by October 15, 2005. However, applications will be accepted until the position is filled. It is anticipated that interviewing will begin in late November or early December. Application should include a cover letter indicating research and teaching interests, vita, reprints/preprints, summary of course evaluations/evidence of teaching excellence, and three letters of recommendation sent to Frank L. Collins, Ph.D., Chair, Search Committee, Department of Psychology, Oklahoma State University, 215 North Murray, Stillwater, OK 74078-3064; (405) 744-6027. Oklahoma State University is an Equal Opportunity/Affirmative Action Employer. Minorities and women are encouraged to apply. The successful applicant must comply with IRCA. --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: job openings
Hey, David: Hope all's well w/ you et al. Things fine here. Still not bored, but I wish I could come back and at least visit the reading sometime. Glad you worked w/ Drew.He had a good experience. He copied the directory for me and I noticed that there are still some really old people still around, aren't there?Off for lunch w/ Barbara.Take care. d David K. Hogberg, PhD Professor of Psychology, Emeritus Albion College, Albion MI 49224 [EMAIL PROTECTED] home phone: 517/629-4834 [EMAIL PROTECTED] 09/07/05 8:46 AM Dear Colleagues The following tenure-track positions are now open at Oklahoma State University. David G. Thomas, Ph.D. Professor Associate Head Department of Psychology Oklahoma State University Stillwater, OK 74078 405-744-7078 [EMAIL PROTECTED] DEPARTMENT OF PSYCHOLOGY, OKLAHOMA STATE UNIVERSITY is inviting applications for 3 anticipated full-time, tenure track positions beginning August, 2006. All candidates must have completed their Ph.D. from a recognized department of psychology; candidates for clinical positions must have received their doctoral degree from an APA-accredited clinical program and have completed an APA-approved Clinical Psychology Internship. Candidates are expected to have a strong background in and dedication to scholarly activity, and to interact well with colleagues and students. They must also demonstrate the capacity to maintain a high quality research program leading to scholarly productivity in the form of professional publication, presentations and grantsmanship, to supervise undergraduate and graduate student research, and to provide quality instruction. Competitive salary and start-up funds are available. Normal teaching load is 2 courses per semester. 1) Clinical Psychology, Assistant Professor and 2) Clinical Psychology, Associate Professor. Candidates for both positions will be expected to provide clinical supervision for students in our departmental clinic, to serve as a research mentor for doctoral students, and to teach graduate and undergraduate courses in 1 or more of the following areas: systems of psychotherapy, research design, experimental methods, and abnormal psychology. Research specialty for both positions is open, but would prefer one of the following areas: Health Psychology/Behavioral Medicine, Adult Psychopathology, or Child Clinical. 3) Assistant Professor ? specialty for this position is open, but successful candidates will complement one of the following areas: life span developmental, cognitive psychology, aging, personality, health psychology, or child/adult psychopathology. Candidates will be expected to serve as a research mentor for doctoral students, and to teach graduate and undergraduate courses. The Department has 18 full-time faculty and offers Ph.D.s in life-span developmental psychology and clinical psychology. The Clinical Program, APA-accredited since 1971, is based on the scientist-practitioner model of training. The Department offers training to a diversified graduate and undergraduate student body (30% minority enrollment) of approximately 50 doctoral students and 500 undergraduate majors. Applicants are encouraged to visit the Department website at http://psychology.okstate.edu. OSU is located in Stillwater, OK, an environmentally clean, safe, pleasant city of 40,000 located in north central Oklahoma, approximately 70 miles from both Oklahoma City and Tulsa. Stillwater public schools were recently selected as one of the 100 Best Public School Systems in America, and the city has excellent affordable housing. For full consideration, application materials must be received by October 15, 2005. However, applications will be accepted until the position is filled. It is anticipated that interviewing will begin in late November or early December. Application should include a cover letter indicating research and teaching interests, vita, reprints/preprints, summary of course evaluations/evidence of teaching excellence, and three letters of recommendation sent to Frank L. Collins, Ph.D., Chair, Search Committee, Department of Psychology, Oklahoma State University, 215 North Murray, Stillwater, OK 74078-3064; (405) 744-6027. Oklahoma State University is an Equal Opportunity/Affirmative Action Employer. Minorities and women are encouraged to apply. The successful applicant must comply with IRCA. --- 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
oops Re: job openings
TIPS people: Please accept my apology for having mistakedly sent my reply to Dave Thomas to all of you. DKH David K. Hogberg, PhD Professor of Psychology, Emeritus Albion College, Albion MI 49224 [EMAIL PROTECTED] home phone: 517/629-4834 --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: job openings
DKH Drew was great. He even sent me a thank you card after the reading. And, yes, there are still some really old people around such as Charles Brewer and Sam is back too. dgt David Hogberg [EMAIL PROTECTED] 09/07/2005 08:49 AM Please respond to Teaching in the Psychological Sciences To:Teaching in the Psychological Sciences tips@acsun.frostburg.edu cc:(bcc: David G Thomas/psych/cas/Okstate) Subject:Re: job openings Hey, David: Hope all's well w/ you et al. Things fine here. Still not bored, but I wish I could come back and at least visit the reading sometime. Glad you worked w/ Drew. He had a good experience. He copied the directory for me and I noticed that there are still some really old people still around, aren't there? Off for lunch w/ Barbara. Take care. d David K. Hogberg, PhD Professor of Psychology, Emeritus Albion College, Albion MI 49224 [EMAIL PROTECTED] home phone: 517/629-4834 [EMAIL PROTECTED] 09/07/05 8:46 AM Dear Colleagues The following tenure-track positions are now open at Oklahoma State University. David G. Thomas, Ph.D. Professor Associate Head Department of Psychology Oklahoma State University Stillwater, OK 74078 405-744-7078 [EMAIL PROTECTED] DEPARTMENT OF PSYCHOLOGY, OKLAHOMA STATE UNIVERSITY is inviting applications for 3 anticipated full-time, tenure track positions beginning August, 2006. All candidates must have completed their Ph.D. from a recognized department of psychology; candidates for clinical positions must have received their doctoral degree from an APA-accredited clinical program and have completed an APA-approved Clinical Psychology Internship. Candidates are expected to have a strong background in and dedication to scholarly activity, and to interact well with colleagues and students. They must also demonstrate the capacity to maintain a high quality research program leading to scholarly productivity in the form of professional publication, presentations and grantsmanship, to supervise undergraduate and graduate student research, and to provide quality instruction. Competitive salary and start-up funds are available. Normal teaching load is 2 courses per semester. 1) Clinical Psychology, Assistant Professor and 2) Clinical Psychology, Associate Professor. Candidates for both positions will be expected to provide clinical supervision for students in our departmental clinic, to serve as a research mentor for doctoral students, and to teach graduate and undergraduate courses in 1 or more of the following areas: systems of psychotherapy, research design, experimental methods, and abnormal psychology. Research specialty for both positions is open, but would prefer one of the following areas: Health Psychology/Behavioral Medicine, Adult Psychopathology, or Child Clinical. 3) Assistant Professor ? specialty for this position is open, but successful candidates will complement one of the following areas: life span developmental, cognitive psychology, aging, personality, health psychology, or child/adult psychopathology. Candidates will be expected to serve as a research mentor for doctoral students, and to teach graduate and undergraduate courses. The Department has 18 full-time faculty and offers Ph.D.s in life-span developmental psychology and clinical psychology. The Clinical Program, APA-accredited since 1971, is based on the scientist-practitioner model of training. The Department offers training to a diversified graduate and undergraduate student body (30% minority enrollment) of approximately 50 doctoral students and 500 undergraduate majors. Applicants are encouraged to visit the Department website at http://psychology.okstate.edu. OSU is located in Stillwater, OK, an environmentally clean, safe, pleasant city of 40,000 located in north central Oklahoma, approximately 70 miles from both Oklahoma City and Tulsa. Stillwater public schools were recently selected as one of the 100 Best Public School Systems in America, and the city has excellent affordable housing. For full consideration, application materials must be received by October 15, 2005. However, applications will be accepted until the position is filled. It is anticipated that interviewing will begin in late November or early December. Application should include a cover letter indicating research and teaching interests, vita, reprints/preprints, summary of course evaluations/evidence of teaching excellence, and three letters of recommendation sent to Frank L. Collins, Ph.D., Chair, Search Committee, Department of Psychology, Oklahoma State University, 215 North Murray, Stillwater, OK 74078-3064; (405) 744-6027. Oklahoma State University is an Equal Opportunity/Affirmative Action Employer. Minorities and women are encouraged to apply. The successful applicant must comply with IRCA. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a
Re: job openings
To all Same apology as per David Hogberg. dgt David G Thomas [EMAIL PROTECTED] 09/07/2005 10:18 AM Please respond to Teaching in the Psychological Sciences To:Teaching in the Psychological Sciences tips@acsun.frostburg.edu cc:(bcc: David G Thomas/psych/cas/Okstate) Subject:Re: job openings DKH Drew was great. He even sent me a thank you card after the reading. And, yes, there are still some really old people around such as Charles Brewer and Sam is back too. dgt David Hogberg [EMAIL PROTECTED] 09/07/2005 08:49 AM Please respond to Teaching in the Psychological Sciences To:Teaching in the Psychological Sciences tips@acsun.frostburg.edu cc:(bcc: David G Thomas/psych/cas/Okstate) Subject:Re: job openings Hey, David: Hope all's well w/ you et al. Things fine here. Still not bored, but I wish I could come back and at least visit the reading sometime. Glad you worked w/ Drew. He had a good experience. He copied the directory for me and I noticed that there are still some really old people still around, aren't there? Off for lunch w/ Barbara. Take care. d David K. Hogberg, PhD Professor of Psychology, Emeritus Albion College, Albion MI 49224 [EMAIL PROTECTED] home phone: 517/629-4834 [EMAIL PROTECTED] 09/07/05 8:46 AM Dear Colleagues The following tenure-track positions are now open at Oklahoma State University. David G. Thomas, Ph.D. Professor Associate Head Department of Psychology Oklahoma State University Stillwater, OK 74078 405-744-7078 [EMAIL PROTECTED] DEPARTMENT OF PSYCHOLOGY, OKLAHOMA STATE UNIVERSITY is inviting applications for 3 anticipated full-time, tenure track positions beginning August, 2006. All candidates must have completed their Ph.D. from a recognized department of psychology; candidates for clinical positions must have received their doctoral degree from an APA-accredited clinical program and have completed an APA-approved Clinical Psychology Internship. Candidates are expected to have a strong background in and dedication to scholarly activity, and to interact well with colleagues and students. They must also demonstrate the capacity to maintain a high quality research program leading to scholarly productivity in the form of professional publication, presentations and grantsmanship, to supervise undergraduate and graduate student research, and to provide quality instruction. Competitive salary and start-up funds are available. Normal teaching load is 2 courses per semester. 1) Clinical Psychology, Assistant Professor and 2) Clinical Psychology, Associate Professor. Candidates for both positions will be expected to provide clinical supervision for students in our departmental clinic, to serve as a research mentor for doctoral students, and to teach graduate and undergraduate courses in 1 or more of the following areas: systems of psychotherapy, research design, experimental methods, and abnormal psychology. Research specialty for both positions is open, but would prefer one of the following areas: Health Psychology/Behavioral Medicine, Adult Psychopathology, or Child Clinical. 3) Assistant Professor ? specialty for this position is open, but successful candidates will complement one of the following areas: life span developmental, cognitive psychology, aging, personality, health psychology, or child/adult psychopathology. Candidates will be expected to serve as a research mentor for doctoral students, and to teach graduate and undergraduate courses. The Department has 18 full-time faculty and offers Ph.D.s in life-span developmental psychology and clinical psychology. The Clinical Program, APA-accredited since 1971, is based on the scientist-practitioner model of training. The Department offers training to a diversified graduate and undergraduate student body (30% minority enrollment) of approximately 50 doctoral students and 500 undergraduate majors. Applicants are encouraged to visit the Department website at http://psychology.okstate.edu. OSU is located in Stillwater, OK, an environmentally clean, safe, pleasant city of 40,000 located in north central Oklahoma, approximately 70 miles from both Oklahoma City and Tulsa. Stillwater public schools were recently selected as one of the 100 Best Public School Systems in America, and the city has excellent affordable housing. For full consideration, application materials must be received by October 15, 2005. However, applications will be accepted until the position is filled. It is anticipated that interviewing will begin in late November or early December. Application should include a cover letter indicating research and teaching interests, vita, reprints/preprints, summary of course evaluations/evidence of teaching excellence, and three letters of recommendation sent to Frank L. Collins, Ph.D., Chair, Search Committee, Department of Psychology, Oklahoma State
Call for Nominations/Applications for ToP Editor
Call for Nominations/Applications for Teaching of Psychology Editor The Executive Committee of the Society for the Teaching of Psychology announces that it is beginning the process of selecting a new Editor for its journal, Teaching of Psychology. The Editor normally serves a 6-year term and may be reappointed for a second term. Randolph A. Smith will have completed two terms as Editor at the end of December 2008. The Editor-Elect will begin receiving manuscripts on January 1, 2008 for publication in the 2009 volume year and will assume the editorship on January 1, 2009. The Search Committee is especially interested in candidates who: (a) are active members of the Society for the Teaching of Psychology; (b) have published in the area of teaching; (c) have previous experience as editor, associate editor, or reviewer for a professional journal; and (d) can commit ample time and other necessary resources to maintain the high quality of our journal. Persons making nominations should do so in writing (or via email) to the Chair of the Search Committee and should ask nominees to send a letter of application detailing their relevant experience and qualifications for the position; a current copy of their curriculum vitae; and the names, addresses, telephone numbers, and e-mail addresses of three individuals who can speak to their qualifications for the position. Self-nominations (with applications) are invited. Letters of nominations and application materials should be sent to Dr. Stephen F. Davis; Chair, STP Publications Committee; 649 Hideaway Lane East; Lindale, TX 75771; [EMAIL PROTECTED]; 903-881-8522. All materials must be received by June 1, 2006. * Bill Hill, Ph.D. Director, Center for Excellence in Teaching Learning and Professor of Psychology Kennesaw State University 1000 Chastain Rd., Building 54 Mailbox #5400 Kennesaw GA 30144-5591 EMAIL: [EMAIL PROTECTED] PHONE: 770-423-6410 FAX: 770-499-3253 Director of Programming, Society for the Teaching of Psychology, Division 2 of the American Psychological Association ** --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
remembering students' names
Dear Tipsters, I know that some of you are very good at learning students' names in a very short time frame. I could sure use some advice in that regard. My memory for names is embarassingly poor. I'm lucky if I remember students' names by the end of the semester, and that's only if it's a very small class or if a particular student does something outrageous or distinctive. I have tried everything I can think of--I take attendance every day,often I pass a camera around in class and get "mug shots," and I try linking a feature with a name (e.g., Carly has curly hair). I really try, I honestly do, and I know it's important to the students (and so it's important to me). I tell them this true story so that they won't be hurt if I forget their names: About 15 years ago as I was drifting off to sleep, my husband, whose name is Larry, said, "Good night Carol." In my twilight zone between sleep and wakefulness, I mumbled, "Good night Lester." I don't even know a Lester, but I knew my husband's name started with an L. Lucky for me, my husband understood because he's known me a very long time (and we've now been married for 32 years). At the time, I was awakened by my own embarassment and I've not made that mistake again (yet), but I'd really like to get better at students' names. Can you all tell me what you do and what seems to work best for you? I've been teaching for about 16 years or so, and so far my own efforts haven't been very successful. Am I just doomed to having a poor memory or is there something that I can do?Thanks, Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: remembering students' names
I can identify only too well with you Carol--and I teach at a community college so normally teach between 4 and 5! classes. I have finally accepted the stark reality that I need to take pictures of my students to include on the index card with their special interests, course background. And then I review, review, review. It's well worth it as students so appreciate professors who can call on them by name. Yes, it makes day one time-consuming but also unique to students. They assist with the picture taking with digital cameras from our professional growth center--having three cameras going simultaneously. Hope that helps, Joan Joan Warmbold Boggs Associate Professor of Psychology Oakton Community College [EMAIL PROTECTED] Dear Tipsters, I know that some of you are very good at learning students' names in a very short time frame. I could sure use some advice in that regard. My memory for names is embarassingly poor. I'm lucky if I remember students' names by the end of the semester, and that's only if it's a very small class or if a particular student does something outrageous or distinctive. I have tried everything I can think of--I take attendance every day, often I pass a camera around in class and get mug shots, and I try linking a feature with a name (e.g., Carly has curly hair). I really try, I honestly do, and I know it's important to the students (and so it's important to me). I tell them this true story so that they won't be hurt if I forget their names: About 15 years ago as I was drifting off to sleep, my husband, whose name is Larry, said, Good night Carol. In my twilight zone between sleep and wakefulness, I mumbled, Good night Lester. I don't even know a Lester, but I knew my husband's name started with an L. Lucky for me, my husband understood because he's known me a very long time (and we've now been married for 32 years). At the time, I was awakened by my own embarassment and I've not made that mistake again (yet), but I'd really like to get better at students' names. Can you all tell me what you do and what seems to work best for you? I've been teaching for about 16 years or so, and so far my own efforts haven't been very successful. Am I just doomed to having a poor memory or is there something that I can do? Thanks, Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: [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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: remembering students' names
I did the picture-taking (and stapling them on an index card with the student's name) until a student went to the dean and complained that I invaded her privacy and traumatized her by taking her picture. I was dumbfounded. I always preface the picture-taking by saying that if anyone strongly prefers that I not take their picture, I won't. But I've stopped taking the pictures since then. And my remembering is the worse for it. Beth Benoit Granite State College Portsmouth NH --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: remembering students' names
Dear Carol, I do the first day activity where the first student (starting anywhere in the room) introduces himself/herself, then the next person introduces himself/herselfand the person that was introduced 1st. The third person introduces the first 2, and adds their name to the list. Etc. etc. I go last, requiring me to remember everyone's name. It breaks the ice, helps everyone learn everyone's name, is good for some laughs, and is a great introduction to memory. Most of my classes are about 40 students, so it takes about 30-35 minutes to do this activity. And then, as Joan mentioned, it requires daily practice on my part. A colleague has students createtent cards with their name in black marker (easily seen from the front of the room) and has them put the card on their desk each day. Some may feel this is cheating, but it's much better than trying to call on a student by pointing and saying "you in the blue shirt", or not calling on anyone at all. Julie Julie A. Penley, Ph.D. Assistant Professor El Paso Community College El Paso, TX 79998-0500 DeVolder Carol L [EMAIL PROTECTED] wrote: Dear Tipsters, I know that some of you are very good at learning students' names in a very short time frame. I could sure use some advice in that regard. My memory for names is embarassingly poor. I'm lucky if I remember students' names by the end of the semester, and that's only if it's a very small class or if a particular student does something outrageous or distinctive. I have tried everything I can think of--I take attendance every day,often I pass a camera around in class and get "mug shots," and I try linking a feature with a name (e.g., Carly has curly hair). I really try, I honestly do, and I know it's important to the students (and so it's important to me). I tell them this true story so that they won't be hurt if I forget their names: About 15 years ago as I was drifting off to sleep, my husband, whose name is Larry, said, "Good night Carol." In my twilight zone between sleep and wakefulness, I mumbled, "Good night Lester." I don't even know a Lester, but I knew my husband's name started with an L. Lucky for me, my husband understood because he's known me a very long time (and we've now been married for 32 years). At the time, I was awakened by my own embarassment and I've not made that mistake again (yet), but I'd really like to get better at students' names. Can you all tell me what you do and what seems to work best for you? I've been teaching for about 16 years or so, and so far my own efforts haven't been very successful. Am I just doomed to having a poor memory or is there something that I can do?Thanks, Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Click here to donate to the Hurricane Katrina relief effort. --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: remembering students' names
Carol- Reading your note brings a note of recognition to me. I too have great difficulty remembering names (well, truth be told I have a slight neurological deficit and have difficulty with proper nouns in general). I didn't know that was the problem till well into my teaching career. I actually found out when one of our students was doing a study and needed someone to participate in her research as a pilot subject. (I found out a few other things as well but that's a long story). :) The first thing I'd suggest is finding a way to get a neurological test battery done. I know that can be extremely difficult to arrange into a busy schedule. But it can lead to great improvement in your acceptance of this or other small difficulties you might encounter. In my case I can trace the problem back to a specific bicycle accident. Of course, neurologically after a short crisis I was told I was fine- but they mean medically. Being lucky enough to have a few extra gray cell connections (thank goodness for those genes!) I was compensating in a variety of ways for some small permanent damage. It wasn't concentrated enough in a single spot to show medically (i.e., very little difference showed up on x-rays at the time- big surprize). But I did notice that I couldn't run as fast as I could as a youngster, sometimes became accident prone in quite odd ways and just had a just plain embarrassing inability to remember names. I thought I was just geting old. The important thing (to keept this from getting too long) is that the result you mention can come from several distinct problems. The way you deal with it is partly dependent on what the deficit is. The reason you need the professional advice is that you may well be trying mnemnoic devices that could actually exacerbate the problem or be ineffective and just a waste of time. In my case, none of these methods works. My brain will compensate. But I have a tendency to have a slight panic when I can't remember a student or colleagues name. This leads to trying harder and harder to get it to come out. That leads to less and less chance the work-arounds my brain is capable of are going to work. The only technique that works for me (and I empathize with your tried everything statement!) is to relax and think about something else for a moment and the name just comes. It isn't easy, mind you, as I'm a bit of a perfectionist in my expectations of my teaching. I still feel bad when it happens but I know now that only gets in the way. In the long run, I'm remembering my student's names far more often though I'm by no means perfect. And both our college and our department, in particular, have had fairly large increases in students recently. (In 1994 we had 30+ majors, in 1999 we had 45, but by last year we are at nearly 100! My classes have gone from averaging 12 to averaging 23+ with the occasional one of 40+.) BTW- one resource you have is being honest with your students that you have that problem. In my case, this difficulty has gone from being an embarrasing lack of concern (their perceptions according to the feedback) to the point now that it serves as an endearing quality (maybe I just don't have that many others!). Seriously, I emphathize with your problem- I think you've taken the first step in recognizing that it isn't lack of effort- but find out what's really going on. It may be that you just need to accept this as a personal quirk and spend that time with your students regardless of what they want to be called. :) Tim -Original Message- From: DeVolder Carol L [mailto:[EMAIL PROTECTED] Sent: Wed 9/7/2005 9:57 AM To: Teaching in the Psychological Sciences Subject: remembering students' names Dear Tipsters, I know that some of you are very good at learning students' names in a very short time frame. I could sure use some advice in that regard. My memory for names is embarassingly poor. I'm lucky if I remember students' names by the end of the semester, and that's only if it's a very small class or if a particular student does something outrageous or distinctive. I have tried everything I can think of--I take attendance every day, often I pass a camera around in class and get mug shots, and I try linking a feature with a name (e.g., Carly has curly hair). I really try, I honestly do, and I know it's important to the students (and so it's important to me). I tell them this true story so that they won't be hurt if I forget their names: About 15 years ago as I was drifting off to sleep, my husband, whose name is Larry, said, Good night Carol. In my twilight zone between sleep and wakefulness, I mumbled, Good night Lester. I don't even know a Lester, but I knew my husband's name started with an L. Lucky for me, my husband understood because he's known me a very long time (and we've now been married for 32 years). At the time, I was awakened by my own embarassment and I've not made that mistake again (yet), but I'd really
Re: remembering students' names
Hi Beth, I can relate to what you have experienced. A student of mine once complained that I spent too much time in my intro class talking about sex (it was the chapter on motivation...). Anyhow, my Chair at the time told me that I should perhaps be careful when discussing sensitive issues. I told her that if a student (mature, she was in her 50's) could not take a discussion on sexuality as a motivating force on behaviour, then she should simply not attend the class! Anyhow, I say this because I find it unfortunate that one single event has made you stop what seemed to work for you. Overall, one student complaining out of the many you photographed, that's not too high an average, is it? Cheers! Jean-Marc Beth Benoit wrote: I did the picture-taking (and stapling them on an index card with the student's name) until a student went to the dean and complained that I invaded her privacy and traumatized her by taking her picture. I was dumbfounded. I always preface the picture-taking by saying that if anyone strongly prefers that I not take their picture, I won't. But I've stopped taking the pictures since then. And my remembering is the worse for it. Beth Benoit Granite State College Portsmouth NH --- 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: remembering students' names
Of course you're right, Jean-Marc. It points out how overly sensitive I am to criticism. I'm going to reinstitute my old method. God knows I need all the help I can get. Beth Benoit Granite State College Portsmouth, New Hampshire - Original Message - From: Jean-Marc Perreault [EMAIL PROTECTED] To: Teaching in the Psychological Sciences tips@acsun.frostburg.edu Sent: Wednesday, September 07, 2005 1:19 PM Subject: Re: remembering students' names Hi Beth, I can relate to what you have experienced. A student of mine once complained that I spent too much time in my intro class talking about sex (it was the chapter on motivation...). Anyhow, my Chair at the time told me that I should perhaps be careful when discussing sensitive issues. I told her that if a student (mature, she was in her 50's) could not take a discussion on sexuality as a motivating force on behaviour, then she should simply not attend the class! Anyhow, I say this because I find it unfortunate that one single event has made you stop what seemed to work for you. Overall, one student complaining out of the many you photographed, that's not too high an average, is it? Cheers! Jean-Marc Beth Benoit wrote: I did the picture-taking (and stapling them on an index card with the student's name) until a student went to the dean and complained that I invaded her privacy and traumatized her by taking her picture. I was dumbfounded. I always preface the picture-taking by saying that if anyone strongly prefers that I not take their picture, I won't. But I've stopped taking the pictures since then. And my remembering is the worse for it. Beth Benoit Granite State College Portsmouth NH --- 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] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: remembering students' names
Carol et al: Harkening back to my discrimination learning days, the standard line back then was that the students must first become perceptually distinct. Then you can attach responses (names) to the separate percepts. That is, don't try to attach responses until the stimuli were discriminable. The S-R underpinnings of this logic are questionable, but at the practical level I found it helpful. You have to attend to the students, and for shy people this is difficult. I find this easier during examinations, when I can stare at them. After the first exam I have clear percepts of their faces that are easy to attach labels to. I always had difficulty using the standard mnemonic devices - they were too much trouble. Interestingly, the names are sometimes remembered for a long time. About a year or two ago I contacted my Russian teacher from 30 years ago, and he not only remembered me, but he inquired as to whether I had given up smoking (I had). John W. Kulig Professor of Psychology Plymouth State College Plymouth NH 03264 Push not the river; it will flow of its own accord - Polish saying. -Original Message- From: Shearon, Tim [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 07, 2005 12:55 PM To: Teaching in the Psychological Sciences Subject: RE: remembering students' names Carol- Reading your note brings a note of recognition to me. I too have great difficulty remembering names (well, truth be told I have a slight neurological deficit and have difficulty with proper nouns in general). I didn't know that was the problem till well into my teaching career. I actually found out when one of our students was doing a study and needed someone to participate in her research as a pilot subject. (I found out a few other things as well but that's a long story). :) The first thing I'd suggest is finding a way to get a neurological test battery done. I know that can be extremely difficult to arrange into a busy schedule. But it can lead to great improvement in your acceptance of this or other small difficulties you might encounter. In my case I can trace the problem back to a specific bicycle accident. Of course, neurologically after a short crisis I was told I was fine- but they mean medically. Being lucky enough to have a few extra gray cell connections (thank goodness for those genes!) I was compensating in a variety of ways for some small permanent damage. It wasn't concentrated enough in a single spot to show medically (i.e., very little difference showed up on x-rays at the time- big surprize). But I did notice that I couldn't run as fast as I could as a youngster, sometimes became accident prone in quite odd ways and just had a just plain embarrassing inability to remember names. I thought I was just geting old. The important thing (to keept this from getting too long) is that the result you mention can come from several distinct problems. The way you deal with it is partly dependent on what the deficit is. The reason you need the professional advice is that you may well be trying mnemnoic devices that could actually exacerbate the problem or be ineffective and just a waste of time. In my case, none of these methods works. My brain will compensate. But I have a tendency to have a slight panic when I can't remember a student or colleagues name. This leads to trying harder and harder to get it to come out. That leads to less and less chance the work-arounds my brain is capable of are going to work. The only technique that works for me (and I empathize with your tried everything statement!) is to relax and think about something else for a moment and the name just comes. It isn't easy, mind you, as I'm a bit of a perfectionist in my expectations of my teaching. I still feel bad when it happens but I know now that only gets in the way. In the long run, I'm remembering my student's names far more often though I'm by no means perfect. And both our college and our department, in particular, have had fairly large increases in students recently. (In 1994 we had 30+ majors, in 1999 we had 45, but by last year we are at nearly 100! My classes have gone from averaging 12 to averaging 23+ with the occasional one of 40+.) BTW- one resource you have is being honest with your students that you have that problem. In my case, this difficulty has gone from being an embarrasing lack of concern (their perceptions according to the feedback) to the point now that it serves as an endearing quality (maybe I just don't have that many others!). Seriously, I emphathize with your problem- I think you've taken the first step in recognizing that it isn't lack of effort- but find out what's really going on. It may be that you just need to accept this as a personal quirk and spend that time with your students regardless of what they want to be called. :) Tim
Re: remembering students' names
In classes of up to 40 students, I always take pictures to learn their names. I used to take snapshots, get them to autograph the backs, and then study them like flashcards. Now I simply set my camera on movie mode and get film clips in which each student looks into the lens and clearly says his/her name. I review these clips on my computer (10-15 students on each clip) before class and soon know them pretty well. On rare occasions, a student doesn't want the picture taken. But my position is that learning of student names using the camera is an efficient technique in effective teaching. I consider the procedure part of the class requirements. I've done this for 30 years and have yet to receive an official complaint. --Dave DeVolder Carol L wrote: Dear Tipsters, I know that some of you are very good at learning students' names in a very short time frame. I could sure use some advice in that regard. My memory for names is embarassingly poor. I'm lucky if I remember students' names by the end of the semester, and that's only if it's a very small class or if a particular student does something outrageous or distinctive. I have tried everything I can think of--I take attendance every day,often I pass a camera around in class and get "mug shots," and I try linking a feature with a name (e.g., Carly has curly hair). I really try, I honestly do, and I know it's important to the students (and so it's important to me). I tell them this true story so that they won't be hurt if I forget their names: About 15 years ago as I was drifting off to sleep, my husband, whose name is Larry, said, "Good night Carol." In my twilight zone between sleep and wakefulness, I mumbled, "Good night Lester." I don't even know a Lester, but I knew my husband's name started with an L. Lucky for me, my husband understood because he's known me a very long time (and we've now been married for 32 years). At the time, I was awakened by my own embarassment and I've not made that mistake again (yet), but I'd really like to get better at students' names. Can you all tell me what you do and what seems to work best for you? I've been teaching for about 16 years or so, and so far my own efforts haven't been very successful. Am I just doomed to having a poor memory or is there something that I can do? Thanks, Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- ___ 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: forensic psychology
I received my training at University of Alabama. The other traditionally strong programs in clinical forensic psychology are Florida State and Nebraska. John Jay in NYC is also a good program. Sam Houston State has a new program still awaiting APA accreditation, but that seems like an up-and-coming one as well. There are some master's level programs specifically in forensic psychology, but my understanding is that career options are limited without the doctorate, unless the student just wants to be a psychometrician or correctional counselor. As these are all clinical programs first, they should be psychology majors, although sociology or criminal justice are decent minors. David At 01:17 PM 9/7/2005, you wrote: This seems to be my day for questions I cant answer. I have one student interested in forensic psychology and another interested in criminal psychology. Can you recommend any graduate programs in these areas (and also what undergraduate majors if not plain old psychology) offer the best preparation? Thanks Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Einstein and Falsifiability Leading to ESP's
Greetings! I'm thoroughly enjoying this return to class! I'm presently reading up on the distinction between science and pseudoscience, and although much of the information is not new, it feels so good to read it again! Going back to the basics! Anyhow, here's a statement from Stephen Gould (1987) as quoted in Stanovich, (2004): What good to science is a lovely idea that cannot, as a matter of principle, ever be affirmed or denied? I wtend to agree with this idea. Of course, falsifiability is an essential criterion for any idea to be valuable to science. But here's the question I have: Have there been cases where a theory (I'm thinking of Einstein's theory of relativity, for example, with which I am not very familiar) has seemed very good, but in practical terms, untestable with the tools of the time (thus unfalsifiable)? And after a certain time period had elapsed, the theory was shown to hold up when tools were developed? I'm asking this becasue I already know what will come out in class when we touch on ESP's... We cannot yet measure the energies with the tools we have. But one day we will... etc.. etc..etc... This definitely relates to the topic we recently discussed, Healing Touch (which is starting today at the College... I'll have to go investigate...) Cheers! Jean-Marc --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: forensic psychology
In my experience, one of the most important misconceptions to debunk for such students is that most forensic psychologists become criminal profilers (perhaps it's just my idiosyncratic sampling experience, but something like 80-90% of the undergraduates I meet who want to become criminal psychologists are actually interested in becoming FBI profilers). They don't, and the entire field of criminal profiling is shrouded in more than its share of scientific controversy (some research evidence, to be sure, but considerably more art than science at this point in time). Incidentally, I'd also encourage these students to look at the University of Arizona (and David's suggestions are also excellent ones). Scott David Wasieleski wrote: I received my training at University of Alabama. The other traditionally strong programs in clinical forensic psychology are Florida State and Nebraska. John Jay in NYC is also a good program. Sam Houston State has a new program still awaiting APA accreditation, but that seems like an up-and-coming one as well. There are some master's level programs specifically in forensic psychology, but my understanding is that career options are limited without the doctorate, unless the student just wants to be a psychometrician or correctional counselor. As these are all clinical programs first, they should be psychology majors, although sociology or criminal justice are decent minors. David At 01:17 PM 9/7/2005, you wrote: This seems to be my day for questions I can’t answer. I have one student interested in forensic psychology and another interested in criminal psychology. Can you recommend any graduate programs in these areas (and also what undergraduate majors – if not plain old psychology) offer the best preparation? Thanks Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Scott O. Lilienfeld, Ph.D. Associate Professor Department of Psychology, Room 206 Emory University 532 N. Kilgo Circle Atlanta, Georgia 30322 (404) 727-1125 (phone) (404) 727-0372 (FAX) Home Page: http://www.emory.edu/PSYCH/Faculty/lilienfeld.html The Scientific Review of Mental Health Practice: www.srmhp.org The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: forensic psychology
Apologies for my ignorance, but what do forensic psychologists really do? Kris -Original Message- From: Scott Lilienfeld [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 07, 2005 1:35 PM To: Teaching in the Psychological Sciences Subject: Re: forensic psychology In my experience, one of the most important misconceptions to debunk for such students is that most forensic psychologists become criminal profilers (perhaps it's just my idiosyncratic sampling experience, but something like 80-90% of the undergraduates I meet who want to become criminal psychologists are actually interested in becoming FBI profilers). They don't, and the entire field of criminal profiling is shrouded in more than its share of scientific controversy (some research evidence, to be sure, but considerably more art than science at this point in time). Incidentally, I'd also encourage these students to look at the University of Arizona (and David's suggestions are also excellent ones). ..Scott ...Scott ...Scott Scott David Wasieleski wrote: I received my training at University of Alabama. The other traditionally strong programs in clinical forensic psychology are Florida State and Nebraska. John Jay in NYC is also a good program. Sam Houston State has a new program still awaiting APA accreditation, but that seems like an up-and-coming one as well. There are some master's level programs specifically in forensic psychology, but my understanding is that career options are limited without the doctorate, unless the student just wants to be a psychometrician or correctional counselor. As these are all clinical programs first, they should be psychology majors, although sociology or criminal justice are decent minors. David At 01:17 PM 9/7/2005, you wrote: This seems to be my day for questions I can’t answer. I have one student interested in forensic psychology and another interested in criminal psychology. Can you recommend any graduate programs in these areas (and also what undergraduate majors – if not plain old psychology) offer the best preparation? Thanks Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Scott O. Lilienfeld, Ph.D. Associate Professor Department of Psychology, Room 206 Emory University 532 N. Kilgo Circle Atlanta, Georgia 30322 (404) 727-1125 (phone) (404) 727-0372 (FAX) Home Page: http://www.emory.edu/PSYCH/Faculty/lilienfeld.html The Scientific Review of Mental Health Practice: www.srmhp.org The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) --- 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Einstein and Falsifiability Leading to ESP's
At 11:36 AM -0700 9/7/05, Jean-Marc Perreault wrote: Greetings! I'm thoroughly enjoying this return to class! I'm presently reading up on the distinction between science and pseudoscience, and although much of the information is not new, it feels so good to read it again! Going back to the basics! Anyhow, here's a statement from Stephen Gould (1987) as quoted in Stanovich, (2004): What good to science is a lovely idea that cannot, as a matter of principle, ever be affirmed or denied? I wtend to agree with this idea. Of course, falsifiability is an essential criterion for any idea to be valuable to science. But here's the question I have: Have there been cases where a theory (I'm thinking of Einstein's theory of relativity, for example, with which I am not very familiar) has seemed very good, but in practical terms, untestable with the tools of the time (thus unfalsifiable)? And after a certain time period had elapsed, the theory was shown to hold up when tools were developed? This did in fact happen with Relativity. A crucial test had to wait about 50 years until the position of the planet Mercury could be measured with sufficient precision to demonstrate the Relativity predicted its position more accurately than did classical Newtonian mechanics. I'm asking this becasue I already know what will come out in class when we touch on ESP's... We cannot yet measure the energies with the tools we have. But one day we will... etc.. etc..etc... This definitely relates to the topic we recently discussed, Healing Touch (which is starting today at the College... I'll have to go investigate...) False analogy. The existence of the above 'energies' would mean that most of modern biology and physics were wrong. This is not a question of needing more accurate measurement; it's one ofpositing that we might someday be able to measure things that we currently have no (scientific) reason to believe exist, and that contradict what we _have_ measured. -- * PAUL K. BRANDON[EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mnsu.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: forensic psychology
Primarily assessment of mental status at the time of the offense (for insanity defense), and competency to stand trial. As such they may offer testimony to the court regarding these issues, make treatment recommendations, and/or engage in treatment interventions with those in the juvenile justice or criminal justice system. Naturally many engage in research in courtroom factors (eyewitness testimony, jury decisions, etc.). The field is broader than this, but the core is as I've described it. David At 02:37 PM 9/7/2005, you wrote: Apologies for my ignorance, but what do forensic psychologists really do? Kris -Original Message- From: Scott Lilienfeld [mailto:[EMAIL PROTECTED]] Sent: Wednesday, September 07, 2005 1:35 PM To: Teaching in the Psychological Sciences Subject: Re: forensic psychology In my experience, one of the most important misconceptions to debunk for such students is that most forensic psychologists become criminal profilers (perhaps it's just my idiosyncratic sampling experience, but something like 80-90% of the undergraduates I meet who want to become criminal psychologists are actually interested in becoming FBI profilers). They don't, and the entire field of criminal profiling is shrouded in more than its share of scientific controversy (some research evidence, to be sure, but considerably more art than science at this point in time). Incidentally, I'd also encourage these students to look at the University of Arizona (and David's suggestions are also excellent ones). ..Scott ...Scott ...Scott Scott David Wasieleski wrote: I received my training at University of Alabama. The other traditionally strong programs in clinical forensic psychology are Florida State and Nebraska. John Jay in NYC is also a good program. Sam Houston State has a new program still awaiting APA accreditation, but that seems like an up-and-coming one as well. There are some master's level programs specifically in forensic psychology, but my understanding is that career options are limited without the doctorate, unless the student just wants to be a psychometrician or correctional counselor. As these are all clinical programs first, they should be psychology majors, although sociology or criminal justice are decent minors. David At 01:17 PM 9/7/2005, you wrote: This seems to be my day for questions I cant answer. I have one student interested in forensic psychology and another interested in criminal psychology. Can you recommend any graduate programs in these areas (and also what undergraduate majors if not plain old psychology) offer the best preparation? Thanks Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Scott O. Lilienfeld, Ph.D. Associate Professor Department of Psychology, Room 206 Emory University 532 N. Kilgo Circle Atlanta, Georgia 30322 (404) 727-1125 (phone) (404) 727-0372 (FAX) Home Page: http://www.emory.edu/PSYCH/Faculty/lilienfeld.html The Scientific Review of Mental Health Practice: www.srmhp.org The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him he is always doing both. - Zen Buddhist text (slightly modified) --- 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] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently
Katrina on Google Maps
This is very cool! Google maps, blended with a small program that allows individuals to post notes for all to see. The notes appear in the form of a small ballon that points to a very precise location on the map. It's worth checking out... http://www.scipionus.com/ Jean-Marc --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: forensic psychology
Thanks to Scott and David for these informative replies. (I agree that my students are fascinated by the possibility of being FBI profilers. I guess our job is to educate them about all the exciting - and more likely - career choices in psychology as well.) Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] -Original Message- From: Scott Lilienfeld [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 07, 2005 1:35 PM To: Teaching in the Psychological Sciences Subject: Re: forensic psychology In my experience, one of the most important misconceptions to debunk for such students is that most forensic psychologists become criminal profilers (perhaps it's just my idiosyncratic sampling experience, but something like 80-90% of the undergraduates I meet who want to become criminal psychologists are actually interested in becoming FBI profilers). They don't, and the entire field of criminal profiling is shrouded in more than its share of scientific controversy (some research evidence, to be sure, but considerably more art than science at this point in time). Incidentally, I'd also encourage these students to look at the University of Arizona (and David's suggestions are also excellent ones). Scott David Wasieleski wrote: I received my training at University of Alabama. The other traditionally strong programs in clinical forensic psychology are Florida State and Nebraska. John Jay in NYC is also a good program. Sam Houston State has a new program still awaiting APA accreditation, but that seems like an up-and-coming one as well. There are some master's level programs specifically in forensic psychology, but my understanding is that career options are limited without the doctorate, unless the student just wants to be a psychometrician or correctional counselor. As these are all clinical programs first, they should be psychology majors, although sociology or criminal justice are decent minors. David At 01:17 PM 9/7/2005, you wrote: This seems to be my day for questions I can't answer. I have one student interested in forensic psychology and another interested in criminal psychology. Can you recommend any graduate programs in these areas (and also what undergraduate majors - if not plain old psychology) offer the best preparation? Thanks Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Scott O. Lilienfeld, Ph.D. Associate Professor Department of Psychology, Room 206 Emory University 532 N. Kilgo Circle Atlanta, Georgia 30322 (404) 727-1125 (phone) (404) 727-0372 (FAX) Home Page: http://www.emory.edu/PSYCH/Faculty/lilienfeld.html The Scientific Review of Mental Health Practice: www.srmhp.org The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) --- 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: forensic psychology
(Knowing nothing about this, I ask...) It seems to me that the eyewitness testimony and jury decisions research part of this doesn't fit with the rest, and in particular, isn't a good fit with the earlier comment that (I understood to mean) forensic psychologists first get clinical training. In addition, I'm also curious about who forensic psychologists work for. Is assessing mental competency a fulltime position? Or is the treatment part the major part of the job? Paul Smith Alverno College David Wasieleski wrote: Primarily assessment of mental status at the time of the offense (for insanity defense), and competency to stand trial. As such they may offer testimony to the court regarding these issues, make treatment recommendations, and/or engage in treatment interventions with those in the juvenile justice or criminal justice system. Naturally many engage in research in courtroom factors (eyewitness testimony, jury decisions, etc.). The field is broader than this, but the core is as I've described it. --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Einstein and Falsifiability Leading to ESP's
Pauli and the neutrino is another example. Paul's comment on the false analogy is good, too. I would also add that people like Einstein, Pauli, and Newton invented constructs *because they were forced to it by the data*. There are to my knowledge no data on ESP that would force one to reconsider physics. m -Original Message- From: Paul Brandon [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 07, 2005 1:44 PM To: Teaching in the Psychological Sciences Cc: Teaching in the Psychological Sciences Subject: Re: Einstein and Falsifiability Leading to ESP's At 11:36 AM -0700 9/7/05, Jean-Marc Perreault wrote: Greetings! I'm thoroughly enjoying this return to class! I'm presently reading up on the distinction between science and pseudoscience, and although much of the information is not new, it feels so good to read it again! Going back to the basics! Anyhow, here's a statement from Stephen Gould (1987) as quoted in Stanovich, (2004): What good to science is a lovely idea that cannot, as a matter of principle, ever be affirmed or denied? I wtend to agree with this idea. Of course, falsifiability is an essential criterion for any idea to be valuable to science. But here's the question I have: Have there been cases where a theory (I'm thinking of Einstein's theory of relativity, for example, with which I am not very familiar) has seemed very good, but in practical terms, untestable with the tools of the time (thus unfalsifiable)? And after a certain time period had elapsed, the theory was shown to hold up when tools were developed? This did in fact happen with Relativity. A crucial test had to wait about 50 years until the position of the planet Mercury could be measured with sufficient precision to demonstrate the Relativity predicted its position more accurately than did classical Newtonian mechanics. I'm asking this becasue I already know what will come out in class when we touch on ESP's... We cannot yet measure the energies with the tools we have. But one day we will... etc.. etc..etc... This definitely relates to the topic we recently discussed, Healing Touch (which is starting today at the College... I'll have to go investigate...) False analogy. The existence of the above 'energies' would mean that most of modern biology and physics were wrong. This is not a question of needing more accurate measurement; it's one ofpositing that we might someday be able to measure things that we currently have no (scientific) reason to believe exist, and that contradict what we _have_ measured. -- * PAUL K. BRANDON[EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mnsu.edu/dept/psych/welcome.html* --- 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: forensic psychology
Sorry, I was trying to keep myself from getting too expansive. I did jury decision research, which is admittedly more social psych than clinical But as an academician, the research end I mentioned was more my own than representative of the field. Many forensic psychologists work in private practice, either as the whole of their practice or (more likely) part of their broader practice. Ohers work for mental health agencies, and some choose to work in prisons themselves, usually supervising counselors and conducting groups as well as evaluations within the prison system. In sum, forensic psychologists typically work in the settings you'd often find a clinical psychologist, and some may specialize in one aspect of the process (assessment or treatment) much like any other clinical psychologist. Keep in mind that the clinical psychologist is less and less involved in treatment these days given the nature of managed care. Hope this clarifies. David At 03:23 PM 9/7/2005, you wrote: (Knowing nothing about this, I ask...) It seems to me that the eyewitness testimony and jury decisions research part of this doesn't fit with the rest, and in particular, isn't a good fit with the earlier comment that (I understood to mean) forensic psychologists first get clinical training. In addition, I'm also curious about who forensic psychologists work for. Is assessing mental competency a fulltime position? Or is the treatment part the major part of the job? Paul Smith Alverno College David Wasieleski wrote: Primarily assessment of mental status at the time of the offense (for insanity defense), and competency to stand trial. As such they may offer testimony to the court regarding these issues, make treatment recommendations, and/or engage in treatment interventions with those in the juvenile justice or criminal justice system. Naturally many engage in research in courtroom factors (eyewitness testimony, jury decisions, etc.). The field is broader than this, but the core is as I've described it. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: forensic psychology
For a longish answer try an article on the Psi Chi website, What is Forensic Psychology? It's Not Silence of the Lambs! by Matthew T. Huss - Creighton University http://psichi.org/pubs/articles/article_58.asp Kris Vasquez wrote: Apologies for my ignorance, but what do forensic psychologists really do? Kris -Original Message- From: Scott Lilienfeld [mailto:[EMAIL PROTECTED]] Sent: Wednesday, September 07, 2005 1:35 PM To: Teaching in the Psychological Sciences Subject: Re: forensic psychology In my experience, one of the most important misconceptions to debunk for such students is that most forensic psychologists become criminal profilers (perhaps it's just my idiosyncratic sampling experience, but something like 80-90% of the undergraduates I meet who want to become "criminal psychologists" are actually interested in becoming FBI profilers). They don't, and the entire field of criminal profiling is shrouded in more than its share of scientific controversy (some research evidence, to be sure, but considerably more art than science at this point in time). Incidentally, I'd also encourage these students to look at the University of Arizona (and David's suggestions are also excellent ones). ..Scott ...Scott ...Scott Scott David Wasieleski wrote: I received my training at University of Alabama. The other traditionally strong programs in clinical forensic psychology are Florida State and Nebraska. John Jay in NYC is also a good program. Sam Houston State has a new program still awaiting APA accreditation, but that seems like an up-and-coming one as well. There are some master's level programs specifically in forensic psychology, but my understanding is that career options are limited without the doctorate, unless the student just wants to be a psychometrician or correctional counselor. As these are all clinical programs first, they should be psychology majors, although sociology or criminal justice are decent minors. David At 01:17 PM 9/7/2005, you wrote: This seems to be my day for questions I can’t answer. I have one student interested in forensic psychology and another interested in criminal psychology. Can you recommend any graduate programs in these areas (and also what undergraduate majors – if not plain old psychology) offer the best preparation? Thanks Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski "The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive..." --Everclear "Song from an American Movie" --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- __ Dr. Rick Stevens __ Psychology Department __ University of Louisiana @ Monroe __ [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: remembering faculty names
Carol: I am not sure that I would worry too much about the issue of the difficulty of remembering student names. I was at lunch with an honor's student that I didn't know very well. To make small talk, I asked her the names of her instructors. She couldn't name a single instructor after having attended classes for two weeks. She even commented on how sad was this inability given that all her instructors knew her name. I don't think she had a particular medical condition (other than adolescent myopia) because I routinely encounter students who can't name their instructors at the end of the semester. Ken --- 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: remembering faculty names
In past years of teaching large undergraduate courses, I would occasionally include a multiple choice item asking students the name of their textbook author(s), which I had probably mentioned no fewer than 50 times during the semester. The percentage of students getting this item wrong usually hovered around 10-15%, if I recall correctlyScott Ken Steele wrote: Carol: I am not sure that I would worry too much about the issue of the difficulty of remembering student names. I was at lunch with an honor's student that I didn't know very well. To make small talk, I asked her the names of her instructors. She couldn't name a single instructor after having attended classes for two weeks. She even commented on how sad was this inability given that all her instructors knew her name. I don't think she had a particular medical condition (other than adolescent myopia) because I routinely encounter students who can't name their instructors at the end of the semester. Ken --- 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] -- Scott O. Lilienfeld, Ph.D. Associate Professor Department of Psychology, Room 206 Emory University 532 N. Kilgo Circle Atlanta, Georgia 30322 (404) 727-1125 (phone) (404) 727-0372 (FAX) Home Page: http://www.emory.edu/PSYCH/Faculty/lilienfeld.html The Scientific Review of Mental Health Practice: www.srmhp.org The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: remembering faculty names
On Sep 7, 2005, at 12:55 PM, Scott Lilienfeld wrote:In past years of teaching large undergraduate courses, I would occasionally include a multiple choice item asking students the name of their textbook author(s), which I had probably mentioned no fewer than 50 times during the semester. The percentage of students getting this item wrong usually hovered around 10-15%, if I recall correctlyScottMy results are similar to those obtained by Scott, which is troubling since I wrote their textbook J??? Jeffry P. Ricker, Ph.DChairDivision of Social Behavioral SciencesScottsdale Community College9000 E. Chaparral RoadScottsdale, AZ 85256-2626Office Room #: SB-128Office Phone #: (480) 423-6213Division Fax #: (480) 423-6298 --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Has Piaget Gone Down For the Long Count?
ABSTRACT: It is argued that the misidentification of the Socrates of Plato's Meno with the true historical Socrates as researched by Gregory Vlastos is probably a factor in the sad neglect by teachers of effective Socratic pedagogy. Those who dislike long posts (23kB), references, or cross-posting or who have no interest in Socratic pedagogy, are urged to hit the DELETE button. And if you reply PLEASE DON'T HIT THE REPLY BUTTON UNLESS YOU PRUNE THE COPY OF THIS POST THAT MAY APPEAR IN YOUR REPLY DOWN TO A FEW RELEVANT LINES, OTHERWISE THE ENTIRE POST MAY BE NEEDLESSLY RESENT TO SUBSCRIBERS. In his Math-Learn post of 5 Sep 2005, titled 'Has Piaget Gone Down For the Long Count? Ed Wall (2005) wrote: . . . might one infer from [Metzenberg's (undated #2)] argument that actually the kids in the usual math classroom understand the mathematics, but their well-educated mathematics teacher just asks dumb and unappetizing questions (smile). Hmm, perhaps he will next criticize Jean Lave and then Socrates in Plato's Meno (smile). It's unlikely that direct-instruction zealot Metzenberg [see e.g. Hake (2004a)] would criticize the direct-instruction pedagogy of the Socrates of Plato's Meno (hereafter referred to as Plato's Socrates). But it's not *impossible*, judging from the fact that even the progressive bashing Ralph Raimi [see, e.g., Raimi (2004)] objects to the direct-instruction pedagogy of Plato's Socrates. Raimi responded to Wall in a Math-Learn post of 5 Sep 2005 [Raimi (2005)] as follows (my CAPS): I suggest you read the Meno again; it is a fraud. Socrates *seems* to have persuaded the slave boy that doubling the side of a square doesn't double its area, and that the square built on the diameter as the side of the new square does in fact have double the area; but to me it is not clear the boy understood, as SOCRATES DID ALL THE TALKING. And those who paint the lesson as conveying the Pythagorean Theorem -- as I have heard it described -- are even wronger. The fact that Plato's Socrates is so obviously an ineffective teacher, moved Cliff Swartz, possibly in an attempt to embarrass reform educators touting the Socratic Method, to publish The Classic Socratic Method [Swartz (1994)]. Swartz's introduction is [bracketed by lines SS. . . .: We hear a lot these days about the Socratic method of teaching. It occurred to us that not everyone may be familiar with the classic example of this method. Twenty-four hundred years or so ago, the Greek Philosopher Plato recounted the conversations that he had supposedly had with an older philosopher named Socrates. In one of these, Socrates taught a simple form of the Pythagorean theorem to a youngster who had no formal training in mathematics. It was an exercise to demonstrate that the art of teaching consists only in drawing out of the student the information and wisdom that the student already possesses. Here is a free translation of this part of the dialogue from the book of Meno. Swartz's The Classic Socratic Method then stimulated the insightful physics teacher Bob Morse to publish a sprightly rejoinder The Classic Method of MRS. Socrates [Morse (1994)]. Morse wrote [bracketed by lines MMM. . . .; my inserts within square brackets]: M I was interested to read The Classic Socratic Method [Swartz (1994)]. As I read it, I was impressed by what Socrates was doing, but I became increasingly critical of how he was doing it. The initiative in the lesson clearly resides with [Plato's] Socrates as teacher, but I was surprised to see how much of the intellectual work is also done by [Plato's] Socrates as well. In fact, the boy has little opportunity to say more than Yes or No. Look closely at the dialogue. Only once does the boy have a response that takes more than one line, and most of his responses are mere assent to some statement by Socrates. Could this teaching be done better? Imagine Xanthippie (the wife of Socrates). . .[it would have been better had Morse asked readers to imagine the wife of Plato]. . . had been watching this dialogue and chimes in at the end. (X, Xanthippe; S, [Plato's] Socrates; M, Meno; G, Girl). The reader should compare this with the early portion of Plato's version. S: Yes, well, I rather like it too, Meno. X: Of course you like it, you egotistical so and so. You always like listening to yourself talk. S: Why, Xanthippe, light of my life, whatever do you mean? X: Socrates, you have done all the talking, and consequently you have done most of the thinking. All you have let the boy do is say yes or no. Why don't you let him show what *he* knows? S: Fine, then let Meno summon another boy, and show us what you mean. M: I would be pleased to, Xanthippe, but there is only a girl who works in the kitchen here at present, and of course she would
