Re: [tips] News: Cash for Courses - Inside Higher Ed
I realize that Christopher's post dealt with the idea of sponsors stepping up to fund courses that were at risk of being cancelled due to budget limitations. But Annette's reply raised a different issue -- one that I keep confronting. She said ... I envision: a few enterprising people getting very rich teaching maybe 50 or 100 online courses a semester--same course offered through many colleges nationwide... As if a few people could really teach 50 or 100 courses a semester! For some reason people who do not teach online courses tend to view the online format as simply the construction of robot courses with videotaped lectures and automated testing. Once such courses are set up, the students take them in a self-paced manner and the instructor has nothing to do -- no teaching required. As one of my intro psyc students said on ratemyprofessor.com , I took his class online, and he never had to lift a finger, the $165 book came with a web site that did everything (right down to midterms and the final). This student could not have been more wrong but her impression matches that of some of my colleagues who feel we are getting away with something when we offer classes online. In their minds teaching is the giving of lectures; if you don't have to go into class to lecture then you aren't doing your job as a teacher. The comments on this thread about how distance education requires more time/effort of the instructor just doesn't sink in. Until it does, those of us willing to provide the online option simple won't get much respect. The reality is that high-quality online teaching requires a new skill set for instructors. Canned lectures are often of little value -- the students simply don't watch them. What is required instead is an online teacher presence. We are still working out the details but teacher presence appears to involve such actions as : (1) individual comments to each student in response to each homework submission, (2) personal messages to individual students acknowledging their work to date and encouraging future effort, (3) facilitating online class discussion in a way that stimulates (rather than dampens) group discussion of course material, (4) periodic messages to the class as a whole evaluating progress and providing direction for the work ahead, and (5) quick response to all student quiries indicating course-related concerns. Research to date indicates that online teacher presence is a critical feature of high-quality online instruction. But engaging in the actions described above becomes a serious challenge when class enrollments approach 100 or more. Recent articles in Inside Higher Education and Chronicle of Higher Education indicate that some major universities are beginning to take a serious look at online instruction (formerly viewed as a teaching mode engaged in only by cash-strapped community colleges). But as I read the articles, it seems that online education is still viewed as nothing more than traditional lecture mode with the lectures placed on the web, maybe followed by a brief chat session. I don't get it. Don't any of these ivy-league types bother to read the research on instructional methodology? IMHO we all are going to witness an expansion of pedagogical strategies to encompass interactive web-based techniques of teacher-student communication, online simulations, broader acceptance of ebooks, and so on. And this should all be to the students' advantage. But the hurdles entailed in such progress are associated with a substantial degree of inertia, disbelief, misunderstanding, misinformation, and perhaps a bit of fear of the unknown. Is it just me or do some of you suffer from the same angst with this issue? Side note to Annette: I am sure you are well aware of the points I just made, so please don't think I placed you among the misinformed folks who have not experienced online instruction. You just happened to be the one who pushed my button on this issue. --Dave ___ David E. Campbell, Ph.D. d...@humboldt.edu http://www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Open book test
Guess I'll chime in too. With a couple of ideas. First, I make a distinction between lower and upper-division in my expectations. In LD courses, I expect the students to spend a lot of time acquiring information (memorizing) with a moderate focus on application of this information. In most UD courses, I back off on the acquisition requirement but really push students to work analytically with information from their reading -- mainly via class discussion and writing assignments. Since memorization is a primary focus (and since they have already thought and written extensively about the main concepts in their responses to homework questions over the reading), the typical closed-book test does not seem appropriate. So I allow them to bring their homework submissions and any notes they want to the midterm exams (but they can't bring their textbooks). This encourages them to tackle the homework questions in depth and they make lots of detailed notes summarizing the main ideas in the reading. I like the way they prepare for these open-note exams, they like the format, and I still get a decent point spread after grading their work. Second thought: When I use an online instructional format, all tests are conducted online and hence are open-book. When I use multiple-choice tests, I set a time limit (usually based on 50 seconds per MC item) so the students have no choice but to study -- they don't have time to look up more than a few items (and they have to know the book well enough to know where to look). There is no reason why you can't use this same procedure in a traditional face-to-face class. Make it open-book but set a time limit so that they have to really study the book in order to complete the test before their time is up. --Dave - Original Message - From: David Hogberg dhogb...@albion.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Tuesday, May 12, 2009 7:17:25 PM GMT -08:00 US/Canada Pacific Subject: RE: [tips] Open book test Just to chime in with a similar report, take-homes were easy for those who'd come to class ... -- ___ David E. Campbell, Ph.D. d...@humboldt.edu http://www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Get together in KC
I'll be there as well. Looks like we have a full taxi already. --Dave Campbell - Original Message - From: drna...@aol.com To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Friday, May 1, 2009 7:57:24 AM GMT -08:00 US/Canada Pacific Subject: [tips] Get together in KC Hi all, Putting out a call to find out which TIPS folk will be working at the AP Reading in Kansas City this year. We had a pretty good dinner in 2008. I will be driving to KC arriving late on 6/8. If you will be there, let me know and provide the easiest contact info (I am online all the time, even during the reading) so we can plan another chow down during that week. Look forward to seeing you all, Nancy Melucci Long Beach City College Long Beach CA Make a Small Loan, Make a Big Difference - Check out Kiva.org to Learn How! Access 350+ FREE radio stations anytime from anywhere on the web. Get the Radio Toolbar ! --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) -- ___ David E. Campbell, Ph.D. d...@humboldt.edu http://www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Faculty Pay 'by Applause Meter'
Annette, I agree that teacher popularity is heavily influenced by social skills. But I generally believe these skills can be developed and applied where appropriate. Smiling, looking a student in the eye, responding in a supportive manner, and acting generally approachable are intentional behaviors -- all under the instructor's control (if she/he chooses to focus on them). And they can be made to feel more natural through motivated practice. Those of us who act less approachable and who maintain a professional distance from our students may feel comfortable that our students are learning at a high level. However we run the risk of suffering on our course evaluations -- the available research indicates that students under such instructors will report relatively negative affect (dislike of the teacher, attributing negative traits to the teacher) and even will indicate that they have learned less in such classes. Given what I have learned about this issue, I think it is sensible for us to maintain our high standards and challenging assignments -- but while doing so, work on developing skills that make us appear friendly, caring, and approachable. It's a winning combination: our students learn a lot and we will be popular with them (hence, positive applause meter scores go into our tenure/promotion files). Those interested in this topic might try a PsycINFO search using teacher immediacy as a starting point. Articles like the following will come up: Communication Monographs Vol. 71, No. 2, June 2004, pp. 184-207 A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning Paul L. Witt, Lawrence R. Wheeless Mike Allen --Dave - Original Message - From: tay...@sandiego.edu We're back to considering easy and difficult personalities, as in the previous discussion we've been having. Popularity is largely a function of social skills and let's face it, by the time people get to teaching age, they either have them or they don't; and even if they don't I don't believe there is a whole lot people can do to improve that--I'm not saying there's nothing you can do, but just not a whole lot. What makes a person popular can be a whole slew of things including ease or difficulty of material--most people who teach stats or biopsych can vocally attest to that! Or ease of difficulty of a particular person's grading scheme, etc. Too complicated to compensate people based only on teaching evals. Annette Annette Kujawski Taylor, Ph.D. -- ___ David E. Campbell, Ph.D. d...@humboldt.edu http://www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: Grading Guidelines...Was [tips] Weighty problem
These percentage cutpoints for letter grades certainly sound quantitative and precise. Can anyone follow them up with some sort of logical support for using these particular cutpoints as opposed to others? As Paul Brandon aptly asked, By what criteria of knowing? If you have a conceptual definition for each letter grade (e.g., A=Outstanding achievement, B=Very good,commendable,C=Satisfactory, D=Minimal), how do you get from a point score on a test to the corresponding letter grade? Isn't it necessary to consider the difficulty of the assignment, type of academic skill required, preparation of students by the instructor, etc. before deciding on the minimum percentage of points possible to use for assigning each letter grade? Consider: When I give my students a test composed of difficult items, nobody gets 90% of the points possible. Does that mean that nobody is outstanding (as in standing out from the group in relative performance)? And if the test is composed of fairly easy and predictable items, perhaps a third of the class will answer 90% correctly -- does that mean that a full third of the students deserve to be recognized as outstanding? Note that their grasp of the course material is the same under both scenarios -- what is different is (1) the difficulty of the items on that particular test, and (2) the proportion of the group getting 90% of the possible points. At this point, I just don't see a justifiable reason to apply an institution-wide percentage of points possible for course grading. It makes no psychometric sense to me. Perhaps someone can correct my understanding on this issue. --Dave - Original Message - From: Michael Smith ersaram...@yahoo.com To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Sunday, January 11, 2009 10:17:32 AM GMT -08:00 US/Canada Pacific Subject: Re: Grading Guidelines...Was [tips] Weighty problem We have the rather fine-grained: A+ 95–100 A 90–95 A– 85–90 B+ 80–85 B 75–80 B– 70–75 C+ 65–70 C 60–65 C– 56–60 D+ 53–56 D 50–53 F 0–49 Phew! --Mike -- ___ David E. Campbell, Ph.D. d...@humboldt.edu http://www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] An analogy for the Weighty Problem
Bob Intrieri said, the most important issues that Carol DeVolder must answer is: was this assessment fair? I interpret this to mean fair to the other students and I think it is a central issue. All low-performing students have explanations for their minimal performance -- resource-deficient backgrounds, illness, distractions from personal affairs, lack of genes for conscientiousness, and so on. If you offer a special deal to benefit one vocal low performer, then I think you must advertise this opportunity to all other low performers. Fairness is a requirement for our grading practices -- it isn't an option. --Dave -- ___ David E. Campbell, Ph.D. d...@humboldt.edu http://www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Cross-cultural/Multiple choice
Like Gary, my good students perform well with either testing format and the same is true of my weak students. But when I check the actual correlation between MC and essay scores, the resulting values are usually between .4 and .6 -- a modest association that could be attributed either to the fact that different skills are tapped by these two testing formats or to the reduced reliability associated with grading essay answers. I suspect that both attributions are valid. To be fair to the students, I usually try to provide both objective test items (MC, true/false) and essay items (short-answer questions, assigned papers), so that the specific skills associated with each testing format carry significant weight in the course grade. But as the course size increases, I feel I am forced to emphasize the objective format -- mainly because the task of grading written work becomes overwhelming when the class size approaches 100 or more. --Dave Gerald Peterson wrote: I have found strong positive associations between the multiple choice tests I develop and short essay homework assignments. Those who can't answer real multiple choice (NOT just regurgitation type) questions also do not know the material well enough for essays. Just asking for recognition of the definition of say random assignment in an experiment is usually easy, but asking them in a short essay to explain the purpose of random assignment requires more than just definitional information and can be tougher. Many of my MC questions require recognition of examples or illustrations of concepts, not just definitions. Of course, some might find it more difficult to objectively grade essays, and some might use written assignments to curve or otherwise soften up their grading. My Asian students have trouble with language on the exams, but work hard and often perform fine. Some of the top students right now in my classes are from the Middle East or traditional students with brain injuries who are working extra hard to compensate for their challenges. I know of other systems around the world that require students to do their own studying and then pass a couple of major exams in an area. Attending lectures are optional. If these exams are objectively graded and require actual knowledge or mastery of the material, I see no problem with that approach either. The range of topics and depth of understanding can be assessed fine with MC questions that would otherwise require an essay over each section or chapter. I guess it depends on course objectives. I have no problem with either approach. I have not encountered students who do poorly on MC tests but do well on essaysunless the essays are just inviting BS and verbosity and are graded for effort. Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Office: 444 BSS Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] TIPSTER OF THE WEEK
Speaking as one who reads often but posts infrequently, I would like to second Joan's appreciation. Obviously Chris Green's efforts continue to enrich our minds and who hasn't pointed their students to his History of Psyc website and podcasts. But the considerable time and effort of others deserves mention as well. I'm thinking here of Stephen, Gary, Marc, Paul, Miguel, Mike, Tim, Rick, Sue, Annette, and other frequent posters who keep me supplied with ideas and resources for class use or sometimes just good dinner party conversation. I have even learned to appreciate the off-the-wall two-liners from Michael Sylvester. The efforts to correct him often develop into threads that inform us all. Keep doing what youall are doing. The ripple effects go further than you might expect. --Dave Joan Warmbold wrote: So how did Michael manage to grab the priviledge of choosing tipsters of the week, month, year...I feel that Chris Green is our star among stars...with Mike P a close second. However, my tipsters of the week would be Marie AND Annette Taylor... -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Office: 444 BSS Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] online testing
Cynthia, I have had success providing a 24-hour window in which to take the test (e.g., Thursday midnight to Friday midnight). I have found 50-seconds per MC item is about right -- enough time for everyone to complete the test but not so much that they can simply look up all the answers. --Dave O'Dell, Cynthia D wrote: My campus was flooded during Hurricane Ike's trip through the Midwest and we have not held classes in two weeks. As a result I am revising my Intro Psych syllabus and thought one way to find 3 extra days in the schedule would be to move the exams to online. I can do this using ONCOURSE (our SAKAI based course management system). My question to those who have used online testing is as follows: when do you have the students take the exam? If we held class Monday and Wednesday and so were ready for an exam, would you schedule the online exam for Friday or give them the entire weekend? Any other tips online test users have would be greatly appreciated as well. Thanks Cynthia --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Office: 444 BSS Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] youtube videos
Michael, You have any advice on download format, etc., to make it easier on us? As I recall, there were some options and questions to be considered. --Dave Michael Britt wrote: Carol, You're probably thinking of an online service called Zamzar. Here's the link: http://www.zamzar.com/ I've tried it - it works great. Michael Michael Britt [EMAIL PROTECTED] www.thepsychfiles.com On Sep 24, 2008, at 8:57 PM, DeVolder Carol L wrote: Dear Tipsters, I have been searching through about a million message looking for a discussion thread on how to download youtube videos. So far I haven't found what I'm looking for. Didn't several people post links to free programs that would let you do that or am I imagining it? I remember thinking I didn't want to delete the posts because it seemed like really useful information, unfortunately I neglected to move them to a folder for easy access. Can anyone help me? Thanks Carol --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])winmail.dat --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Office: 444 BSS Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] DimDim and web-based instruction
On my campus, Moodle is the supported software system for delivering course content. Moodle works fine for asynchronous communications like uploaded lectures, course handouts, tests, and bulletin-board discussion. But real-time class sessions are limited to a weak chat feature and wiki board. So this morning I worked with a colleague on another campus in testing the features of DimDim ( http://dimdim.com/ ). We used this to deliver a powerpoint lecture with one-way audio, two-way video, drawing or typing on the PowerPoint slides by all participants, simultaneous telephone conferencing, and the usual typed chat log -- all together in a single lecture session. It was pretty slick but the free version is restricted to 15 users at a time ($99/yr gets you up to 100 participants). Two questions: 1) Do any of you TIPS folks have experience with DimDim or something similar to share? and 2) Can anyone suggest other free sites offering a similar service? I'm assuming that DimDim has competition and it may not be the best site for my purposes. --Dave -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Office: 444 BSS Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] need help or tutorial in creating an on line intro psych class
Eastman, Mark wrote: Does anyone have a suggestion for a website that deals with creating an on-line class? I could also use suggestions for textbooks that have well fleshed out sites that may include podcasts or videos related to the topics. You might check out PsychPortal with the Myers text. http://portals.bfwpub.com/psych.php This one is particularly well-developed but most of the publishers of popular intro texts have (or are quickly developing) support for online courses. --Dave -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Am I special here?
I, too, frequently get requests of this kind from students who don't want to meet assignment deadlines. Most likely the students feel that the response cost is low for asking and the likelihood of an instructor giving them a break is reasonably good. These days I'm coming to believe that working with the student by providing extra time on a test or assignment (which is unfair to other students who scrambled to meet the deadline) isn't really helping the student. When we reduce a due date to a suggestion instead of an unambiguous deadline, we fail to teach students the importance of planning ahead and taking deadlines seriously. I prefer to treat the student's troubles and excuses as an /explanation /for a low grade resulting from the late or missed classwork. The grade is based on the work that has been done on time; the personal problems (health, financial, social, etc.) provide an explanation for the grade received, but they don't excuse the student from the course requirements. --Dave William Scott wrote: Do you get excuses like this or is it because I am identified as a clinical psychologist? This is an intro student, not an abnormal psych or clinical methods student (although I teach those courses and they mostly all know that I do). This kind of excuse seems to be more and more common for me. Should student performance (and evaluation) be dependent on appropriate medications? -Quote Prof. Scott, May I please take my exam on Tuesday? I want to take the exam a day later because I am really struggling right now with motivation, the reason I am struggling is because my psychiatrist wanted me to begin taking a mood stabilizer, Trileptal, in addition to the Zoloft and Adderall that I am already taking. Instead of feeling emotionally stable I have felt overwhelmingly depressed, I have not been able to will myself into doing much of anything, except sleep. The Trileptal was introduced on Wednesday night and needless to say I have stopped taking it. May I please take the exam one day later so that I may have some time to rest and recover? Sincerely, (a student doing poorly in the class) Unquote --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Giving up professional travel
Right after presenting some thoughts at a session on global warming, I encountered the article pasted below. It raises serious questions about the wisdom of professional travel given our environmental plight. I would love to hear some reaction on TIPS. If we were to give up the apparently destructive habit of travel to attend face-to-face meetings, how effective would the alternative be? I have experienced teleconferencing using chat room technology, telephone conferencing, video with screen shots controlled by the presenters, etc. It's a different psychological experience with different challenges -- but in terms of information transfer or social contact, I can't say that my teleconference experiences have been inferior. A tough problem but one we should think about. --Dave The Chronicle of Higher Education, January 25, 2008 Friday *Academic Travel Causes Global Warming* OK, the headline is a stretch. However, it is true that air travel puts large amounts of carbon dioxide, nitrogen oxides, sulfur oxides, soot, and even water vapor directly into the atmosphere, all of which makes an inordinate and unsustainable contribution to global warming. And academics do fly -- a lot. As the environmental writer and activist Mark Lynas argued in the New Statesman: Probably the single most polluting thing you or I will ever do is step on a plane. Ian Roberts and Fiona Godlee published an editorial in the British Medical Journal on the carbon footprint of medical conferences. They determined that flights destined for the annual conferences of the European Respiratory Society and the American Thoracic Society put more carbon dioxide into the atmosphere than do 110,000 Chadians or 11,000 Indians in an entire year. The problem does not end with medical researchers. Scholars of all stripes travel to meet, greet, and, in one of our more ironic roles, preach the gospel of sustainability. How do we reduce our contradictions or, better yet, our carbon emissions? The solutions are obvious, which is why no one wants to talk about them. They would require sacrifice, or at least a new way of thinking about and conducting our professional lives. Bring up the issue among a gathering of scholars and you will get something like the following responses: * I know that flying is an environmental problem, but travel is essential to my work (and I really like San Francisco in the fall). My research is a collaborative enterprise. I need to discuss it with colleagues face-to-face (over wine and cheese). * The importance of my research outweighs the environmental costs of air travel. All of those points are reasonable (despite my parenthetical interjections). However, only the third argument directly engages the issue. And in some cases it might be accurate. The environmental costs of flights by scientists whose research, teaching, and outreach deal with environmental problems might be offset by their contributions to the development of sustainable policies, practices, and technologies. But what about the rest of us? Take a conference I attended last year in Amsterdam. I flew 6,687 kilometers from Minneapolis to Holland to attend a virtual-ethnography workshop. We discussed such problems as research ethics, the transference of traditional ethnographic methods to the Internet, and differences between computer-mediated communication and face-to-face interactions. It was a fascinating set of discussions and a great opportunity to interact with leaders in that new field. However, there is more than a little irony in flying thousands of miles to discuss virtual modes of communication. As several colleagues and friends back home asked, Couldn't you do that from here? Unfortunately, the environmental potential of virtual technologies remained outside the discussion in Amsterdam. As is true throughout the academic world -- perhaps with the exception of British thoracic specialists -- no one seems interested in discussing the matter. Perhaps that is because our most sacred privilege is at stake. We love to travel. To borrow a line from the Book of Luke, What then must we do? Although cash-strapped administrators would love to see us travel less, most professors would be unwilling to give up the big trips. Conferences are viewed as equal parts opportunity, obligation, and perk. Probationary faculty members, in particular, feel an obligation to present at the relevant disciplinary conferences. Maybe instead of thinking about the issue in terms of limitations, it is better to think about new opportunities. Good alternatives exist. Among the most promising is videoconferencing. Last year a group of students, a colleague, and I hosted a videoconference session with Nicole Constable of the University of Pittsburgh, the author of Romance on a Global Stage: Pen Pals, Virtual Ethnography, and Mail Order Marriages (University of California Press, 2003). Rather than fly Nicole to our campus, we asked her to take an hour to interact with
Re: [tips] Discussion Forum Requirements
Jeff, I agree that few students will spend much time on a discussion board if their efforts are not counted in the course grade. I make the discussion at least 20% of their course grade. And I explain that a sample of their posts will be evaluated for grading purposes (usually I rate all posts made during 1 week from each 3-week segment of the semester). Because of the tendency for some students to become disrespectful in their posts, I have a set of rules that appear to curb their baser urges (rules that are included in an orientation quiz that all must pass with 100% score). I'll post some of this information below--use what you can. --Dave PARTICIPATION ON YOUR DISCUSSION BOARD The grade for participation is usually curved: 20%A, 30%B, 20%C, 20%D, 10%F. (Sometimes the distribution of points suggests a different breakdown--e.g., a negatively-skewed distribution provides reason for a larger proportion of high grades.) When it comes time to assess your grade for participation, I'll obtain a representative sampling of comments and score each of them on frequency (number of postings) and quality (extensiveness, bringing in outside research, responding to and building upon previous postings). It's really about number and quality of contributions to our virtual discussion, not about whether you made a point of saying something about every single topic. You won't know which weeks are used for these samples so it is to your advantage to be consistent from week to week in your participation. Individual posts will be rated on a 1-5 scale where: 1 = minimal comment of 1-3 sentences 2 = short post but more than minimal length 3 = average posting of moderate length and effort 4 = pretty extensive post showing extra thought and effort 5 = extensive, shows outside research and appears mainly self-written (not just pasted from other sources) (You might recognize this as a compensatory model where several extensive posts can weigh the same as many brief postings.) Remember, the 3-4 hours normally spent each week getting to and attending regular lectures in a 3-credit course must be devoted to class discussion on your board. In that time, you should be capable of contributing to the discussion with 7 or 8 thoughtful posts easily (or 3 long 5-pointers). Well-reasoned and supported contributions will get more points; rambling on with lots of words to get points will not earn high ratings regardless of length. Quality participation is what we're after--and if you can generate some enthusiasm for these topics, the quality will come. Here are some samples to help get you calibrated:/(At this point, I append a sample 1-pt, 3-pt, and 5-pt post for comparison purposes.) / Students must maintain a tone of civility and respect for other participants when posting replies to the comments of others. Since we are operating in the absence of nonverbal cues that accompany face-to-face discussion, it is imperative that you be especially gentle when expressing disagreement. The focus must always be on the ideas presented, not on the person presenting the ideas. It is inappropriate to make comments that have the appearance of a personal attack. Such comments tend to stifle free discussion and create a hostile environment that detracts from free and open debate. * Feelings. You are entitled to your own feelings but it is often best to keep them private. Negative feelings don't belong on the discussion board. It is inappropriate to use phrases like your comment offends me. Such a statement has the effect of silencing others--making them feel less comfortable in expressing opposing viewpoints. Better to set your feelings aside and respond in a reasoned way to the logic of the other person's argument. * Inflammatory words. Words like racist and sexist are loaded with negative meaning. Find less inflammatory words for your message. Also note that overstatements (your position is unbelievably...) will get amplified on the message board. Avoid hyperbole. * Intellectual arrogance. Some students firmly believe that they have a claim on the answers to what is wrong with our culture, who is to blame, and how we should all live. They then adopt the role of thought police--correcting other students' world view, telling them what courses they should take to fix their mistaken attitudes, etc. Don't be one of these students. Make your argument without the assumption that only you could be correct. Maintain some humility. * Focus on the argument; respect the person making it. You must maintain your focus on the ideas expressed, not on the person voicing the idea. At all times, you must respect your intellectual opponents. You can take issue with the arguments presented by others and raise counterarguments, but always remain civil as you
Re: [tips] critical thinking images?
For number 6, maybe show that clip in which an orca upsets a kayak (which then pops up with occupant OK). It appears real until one considers alternative explanations--such as video manipulation to produce a clever and convincing eye-witness account for an ad. http://www.snopes.com/photos/animals/kayak.asp --Dave Gerald Peterson wrote: Tipsters: I introduce and develop exercises in my class to teach critical thinking. I begin by having students learn some basic guidelines. I am trying to develop graphic images that can be associated with the guidelines, but my creative imagination seems to be rather flat. So I thought that creative tipsters might be able to help. I have developed some graphic images for six of the guidelines, but am stumbling on the other two. At the same time, you may have better ideas for any of the guidelines. I appreciate any help you can muster! Gary 1. Ask questions--a student at a desk with hand raised. 2. Define terms--a dictionary 3. Examine the evidence--a detective's magnifying glass 4. Tolerate uncertainty--a cartoon face with a big question mark 5. Avoid emotional reasoning--a monkey with a briefcase and the phrase no monkey business? Well... I did think of some caricature of a politician, but thought this would not register with my students. 6. Examine different viewpoints--a picture of the fabled elephant felt up by the blind men 7. Don't over-simplify-- 8. Examine assumptions and biases Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] need advice
Carol, Given the constraints on your time and energy, you will probably want to keep things simple. Which means transfer your usual assignments to the Blackboard environment. You could post assignments and require homework submissions through Blackboard. Your tests could be administered via Blackboard and a discussion forum could be used in place of in-class discussion. If you have time, lectures could be posted on Blackboard in the form of PowerPoint slides with audio tracks appended to each slide (as a substitute for lectures). These days online instruction is being viewed as an opportunity for students to engage in their learning in a more active manner than is typical of traditional lecture courses. But that goal would not be feasible in your situation. Even with the keep it simple philosophy, you will probably find that preparing and running online instruction is more time-consuming than traditional in-class instruction. But you might find you really like it. Good luck! --Dave DeVolder Carol L wrote: Dear Tipsters, Some of you may recall that the last time I posted, I was in Houston with my daughter (who has all kinds of heart problems). I had anticipated going home long ago (Thanksgiving, to be exact), but my plans were thwarted and I am still here (it's a good thing I love Houston, although it's very different than the little town of 1800 people where I live in Illinois). I find that I am going to take some Family Medical Leave time and will be teaching the initial portion of one class online (a 300-level Brain Behavior class). My university doesn't offer online courses and I have no experience teaching online. For those reasons, I've tended to skip past the postings dealing with online courses. So, could any of you offer suggestions on how to proceed? I have limited experience with Blackboard, but can learn just about anything in a pinch. I know could check the archives, but I have to be honest and tell you that my daughter is in the ICU and I don't have a great deal of mental energy. My class won't start until next week and I expect to be more on top of things by then. Meanwhile, any ideas that I can ponder as I sit here would be greatly appreciate it. Thanks, Carol Carol L. DeVolder, Ph.D. -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Question about Exam Scores
Regarding the question below, I generally subscribe to the claim that the more time a student spends in contact with the course material, the more the student will learn (and retain) from the experience. So using the end-of-semester time to review the whole course should result in greater retention of course content (as a whole) than your alternative--studying only the last 3 or 4 chapters. --Dave Eastman, Mark wrote: ... I don't give a comprehensive final..just an exam 3 usually covering the last 3 or 4 chapters we cover. Any comments about this technique? ... Mark Eastman Diablo Valley College Pleasant Hill, CA 94523 -- ___ 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 ---
Re: [tips] Group tasks with online format -- Summary
Thanks to those who responded with ideas for fostering group interaction with the online format. Summarized here are some of the suggestions: 1. Blaine Peden suggested using a Wiki which allows students to easily work on a group document without a lot of uploading/downloading/saving activity. (I'm checking to see if my LMS's, Angel and Moodle, have a similar sort of "public space" already built in.) [WIKI sites: www.pbwiki.com www.wetpaint.com www.wikispaces.com ] 2. Michelle Everson described her successes using discussion boards for small groups, coordinated by group leaders and a supportive point system. You'll find it described at http://www.elearnmag.org/subpage.cfm?section=case_studiesarticle=35-1 3. Additional resources: Collaborating Online, a short book of ideas by Rena Palloff and Keith Pratt (Jossey-Bass, 2005). eLearn Magazine at http://www.elearnmag.org/ Engaging the Online Learner: Activities Resources... by Conrad Donaldson (Jossey-Bass, 2004). Online Learning: Personal Reflections... a recent collection edited by Kearsley (Educational Technology Publications, 2005). Lessons from the Cyberspace Classrooom by Palloff Pratt (Jossey-Bass, 2001). Facilitating Online Learning: Effective Strategies... by Collison et al. (Atwood Publishing, 2000). -- ___ 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 ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
[tips] Group tasks with online format
My web-format courses are buzzing along with weekly homework requirements, online tests, and class discussion (via bulletin boards or forums). I'd like to add a small-group assignment in each class that fosters development of teamwork skills. In traditional classes, this has taken the form of grouping the students and letting them decide how to meet out-of-class, make assignment decisions, divide up responsibilities, come together to cobble together the group product, and finally present their work to the class (usually in the form of brief PowerPoint presentations). They get a group grade and I make use of a peer-evaluation form at the end of the term. So here's the question: How can I best transfer this type of small-group assignment to the online format? I am puzzling over how to help them meet in virtual space, how to position the assignment to encourage true interaction and group decision-making, how to keep the computer skills at the basic level, and how to avoid social loafing. If any of you have related experiences and advice to provide, please speak up. --Dave -- ___ 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 ---
Re: [tips] subject pool question
At Humboldt State, we require 2 hours (8 credits using Sona-Systems). --Dave [EMAIL PROTECTED] wrote: Sorry for the cross-posting; please delete if you have seen this on another list. We are having some small problems with our subject pool and were wondering this question of what is the standard at other schools: How long can a participation credit last? At some places it is up to 60 min At some places it is up to 30 min How many participation credits are required at your school? We have seen a range from 3 to 20. Thank you. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [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 ---
[tips] E-Texts vs. Hard Copy Texts
I am currently reaching an online section of intro psyc using the Myers text with PsychPortal as our website (access code packaged with the text). Next semester, I may have the option of allowing students to purchase the PsychPortal access card alone. This website comes with 12-month access to the complete Myers text as an e-book (with hot links to videos and research simulations, reading tools for highlighting, adding notes, etc.). My question for TIPS is whether anyone has experience teaching a course using an e-text in place of the traditional hardcopy. Or would anyone venture an opinion without direct experience? My own experience is that it is difficult and tiring to read text for extended periods of time from a computer screen. And highlighting, writing notes, etc. seems to work better when I am working with printed paper as opposed to a computer screen. I find myself printing out research articles when I want to really work them over for studying or editing. Would I be doing the students a favor by encouraging them to forgo the printed text and work only from an e-text next semester? They will save some money doing so but will there be a cost in the quality of their education? -Dave -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm ---
[tips] Myers intro online
A couple of messages were posted here recently commenting on a problem with responsiveness when using the PsychOnline site accompanying the Myers intro psyc text. I learned from the rep today that the publisher is preparing an improved text site called Portal with a Blackboard/WebCT feel to it. It is supposed to be ready for fall classes. Does anyone on TIPS have experience or information on Portal? I got a preview of it (for general statistics) and liked what I saw: http://portals.bfwpub.com/bps4e.php --Dave -- ___ 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 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: FW: Stella Awards
Richard, You mention the ignored complaints without considering the number of satisfied (noncomplaining) customers. This is a cost/benefit decision and both parts of the ratio have to be taken into account. Also I'm certain that Stella, like the rest of us, has heated water to boiling just before making coffee/tea/hot chocolate/etc. When doing so, we all quickly learn to wait before drinking, handle the hot beverage carefully, and take that first small sip cautiously to test the temperature. I have purchased coffee too hot to drink at first, but far more common is that tepid cup that has cooled too much at the time of serving. --Dave Richard Pisacreta, Ph.D. wrote: Sam: I don't understand why this addressed to me personally. Because of many ignored earlier complaints, I would have decided in her favor. Richard Pisacreta, Ph.D. parolled Psychology professor Feris State University Dept. of Social Sciences From: Gaft, Sam [EMAIL PROTECTED] Reply-To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Subject: [tips] RE: FW: Stella Awards Date: Tue, 13 Mar 2007 22:07:24 -0400 To Parollee Pisacreta, Maybe the winter has been a bit severe up there in Big Rapids but there is more to the Stella story: THE MCDONALD'S HOT COFFEE CASE... -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: zimbardo in clinical school?
Gerald Peterson wrote: I see in the latest Monitor that there is an ad for Pacific Grad school of Professional Psychology wherein they brag about getting Zimbardo and his shyness clinic. Has he severed ties to Stanford? Was there a tiff or something? Just nosey, Gerald L. (Gary) Peterson, Ph.D. Based on this report of Zimbardo's last lecture at Stanford, he has taken a position at the Pacific Graduate School of Psychology in Palo Alto. (Pasted below from a news report last Wednesday: http://www.paloaltoonline.com/news/show_story.php?id=4654 ). --Dave Zimbardo delivers his last Stanford lecture by Don Kazak http://www.paloaltoonline.com/staff/mailto.php?e=dkazak Palo Alto Weekly Staff Philip Zimbardo, a psychology professor who has taught at Stanford University since 1968, gave his final lecture today to a lecture hall packed with students and faculty. Zimbardo talked about The Psychology of Evil. Zimbardo spoke to the Introduction to Psychology class, a subject he had long taught and wrote a seminal textbook on. But how good people are persuaded to do evil to others has been a theme of much of his work and of his upcoming book, The Lucifer Effect. He became famous for the Stanford Prison Study in 1971, when 24 students were recruited to participate in a study. The 24 tested the most normal out of 75 volunteer recruits. Half became prisoners and half prison guards. The two-week study was cut short after six days because of the sadistic treatment of the prisoners by the guards. Many faculty members joined the audience to hear Zimbardo's final lecture. He retired from Stanford in 2003 but continued his involvement in developing new courses. Now, he has taken a teaching position at the Pacific Graduate School of Psychology in Palo Alto. His lecture explained the multiple reasons otherwise normal people are persuaded to hurt others, such as in the Stanford Prison Study. That study was cited by one government investigation into prisoner abuses by American guards at Abu Ghraib prison in Iraq that has resulted in prosecution of several soldiers. Zimbardo testified as an expert witness for one of the convicted guards. Zimbardo received a sustained standing ovation at the conclusion of his lecture. -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Black History month/Psychology 1
Michael, I don't think you have any idea how insulting your assertion is. You only demean yourself with such posts. --Dave Michael Sylvester wrote: WHAT THEY NEVER TOLD YOU IN PSYCHOLOGY CLASS: 1 Research design has been aimed more towards whites than a diversified population.Hence some of those studies lack any external validity .This problem could probably be managed by using a randomized block design.The omission of this design demonstrates the suspiciousness of experimenter's intent to keep research design in psychology principally Eurocentric. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: How the Moon rules your life - eg, hormones
I did some calculations and found that our campus library exerts a greater pull on my body than does the moon. And the one study I found using the moon's apogee-perigee cycle (varying distance from the earth--hence varying gravitational force) reported no correlation with lunacy. --Dave Richard Pisacreta, Ph.D. wrote: The moon exerts the same gravitational pull on the earth regardness if its a new moon, half, or full. Rip -- ___ 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 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: How the Moon rules your life - eg, hormones
I reviewed the literature on lunar phase vs. human behavior a number of years ago with one of my students, John Beets. We concluded that the studies reporting a link provide examples of Type I error. This conclusion is probably still valid. --Dave Campbell, D. E., Beets, J. L. (1978). Lunacy and the moon. /Psychological Bulletin/, /85/, 1123-1129. Campbell, D. E. (1982). Lunar-lunacy research: When enough is enough. / Environment/ /and Behavior/, /14/, 418-414. [EMAIL PROTECTED] wrote: This came up on another list I subscribe to ... -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: What is authentic assessment? (was: Ideas for unit on assessment)
Authentic assessment appears to be similar to what an I/O psychologist would call job sampling. If you are selecting new typists from a pool of job applicants, it makes sense to include a sample of the job (a typing task) in the assessment process. With regard to educational settings, if the goal is mastery of a skill, then demonstration of that skill is a reasonable assessment standard. But in much of higher education, the goal is acquisition and understanding of knowledge. I guess you can talk about application of acquired knowledge as a skill to be assessed, but specific applications are rarely a part of the course goals. In psychology courses (research methods courses excepted), we are often careful to point out that doing psychology is for graduate students. We don't expect undergraduate students to do more than show knowledge of the discipline. Writing essays that extend understanding of the knowledge base to real-world issues and activities is about as far as we go towards authentic assessment in my opinion. And perhaps that is as far as we should go. (But as I write this, I'm thinking that the recent emphasis on service-oriented learning is a step in the direction of behavioral application consistent with the acquired knowledge.) --Dave [EMAIL PROTECTED] wrote: I admit to only a brief reading of the pages but it seems to me that the term authentic assessment refers to a more ecologically valid assessment. Certainly a more effort-intensive assessment of what might otherwise be considered less 'standardized' assessment. Would that be a correct way to characterize it? and if so, I'm still puzzled by the use of the term 'authentic'. It seems to me that calling it 'ecologically valid' assessment would say more to professionals across other fields, than calling it 'authentic'. As I said before, I have seen this phrase used in other areas of assessment and I'm not sure it is a properly descriptive term for the goal of the process of such assessment. Do you know anything about how the term came about? Thanks Annette ps: sorry if my sig line is gone, we have a new mail client and I am trying to learn how to do it. (Now, 'client', there is another strange use of a term..) --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Public Universities Chase Excellence, at a Price - New York Times
In my mind, U of Florida's quest to rival Harvard and Yale is associated with the notion that all colleges and universities can be ranked along one composite dimension of excellence. No university wants to be below average; those that can strive to rank near the top. And the more-capable students all attempt to gain entrance to one of the top-ranking schools--following the assumption that high rank indicates superior education and, in time, lucrative job offers. I would prefer to see the campuses adopt a diversity model. Each campus would attempt to distinguish itself in a specialized niche that combines education style, selected areas of scholarly depth, campus feel and community personality. Rather that score well on a small set of evaluative criteria, the campuses would strive to do well in their areas of specialty using whatever criteria seem appropriate. Concern would be about distinguishing one's campus as opposed to competing with other campuses on similarities. For student applicants, the decision then becomes one of matching person to campus. The analogy is deciding whether to eat an apple or an orange by preferred flavor instead of simply grabbing whichever one ranks highest on some nutrition index. In attempting to rank all universities on a single dimension of excellence, I see us moving towards the McDonaldization of higher education. (George Ritzer's /McDonaldization of Society/ comes to mind here.) --Dave Christopher D. Green wrote: In their quest for rankings, public universities lose sight of their original mission.* http://tinyurl.com/u4qv9 *(from the NYT)* *...more leading public universities are striving for national status and drawing increasingly impressive and increasingly affluent students, sometimes using financial aid to lure them. In the process, critics say, many are losing force as engines of social mobility, shortchanging low-income and minority students, who are seriously underrepresented on their campuses. -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] E-learning
Title: -- I have been thinking over the report on e-learning at http://insidehighered.com/news/2006/11/10/online The article summarizes a Sloan Survey of online instruction. Among the findings: Use of online instruction continues to increase rapidly, outcomes are as good as with face-to-face instruction, and faculty are highly resistant to this teaching format (most preferring the "sage on the stage" to the "guide on the side" according to one follow-up comment). I've noticed suspicion if not resistance to web-based instruction at my institution and a friend reported a similar experience on a different college campus. Maybe that's to be expected--most of us were educated with the lecture format and we wish to deliver education using the same familiar (and admittedly egoistic) method. But I'm becoming increasing convinced that e-learning (defined as delivering 80% or more of course content via the internet) has a useful place in our instructional repertoire. I'm not a booster of online college degrees but I can quickly muster an argument for offering sections of some courses online as part of the array of scheduled classes on traditional college campuses. Others on TIPS might want to review this article (with following comments) and supply a reaction here. On a related note, I've been preparing recorded lectures and test reviews for my students. I've been experimenting with screen-capturing software, audio lectures in MP3 format for students to download to portable players, and webcam files for a "personal" introduction to the course and specific assignments. In preparing these lectures, it helps me to view what others have done. In critiquing their efforts, I get ideas for what to try and what to avoid. I am aware of the public access to lectures at UC Berkeley http://webcast.berkeley.edu/courses/index.php and at MIT http://ocw.mit.edu/OcwWeb/Global/all-courses.htm and I know about the history of psychology lectures provided by Chris Greene http://www.yorku.ca/christo/podcasts/ Other than MIT and Berkeley, I haven't found colleges providing full sets of course lectures, video or audio, open to the general public. They'll make public their special featured lectures, like "Noam Chomsky comes to campus," but they aren't releasing full sets of lectures from their regular classes. So my question: Do any of you TIPS readers know of other colleges, or even individual faculty, with class lectures open to the internet community? --Dave -- -- ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: social psych help
Title: -- David Kreiner wrote: ...Anyway, she is finding that there is a tendency for students to perceive particular proceduresas more coercive to other students than to themselves. I want her to look in the social psych. literature for possible explanations for this pattern, but I'm having trouble giving her good guidance about what concepts to look for in the literature... If resistance to coercion is considered desirable, then the belief that one is better able to resist coercive pressures than other students do can be considered a self-serving cognition. I would search using phrases like "self serving bias" and "self enhancement." One possible source is: Helweg-Larsen, M., Shepperd, J. A. (2001). Do moderators of the optimistic bias affect personal or target risk estimates? A review of the literature. Personality and Social Psychology Review, 5, 74-95. --Dave -- -- ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Summer reading list?
Title: -- For summer reading, I would add: Collapse by Jared Diamond (related to environmental psychology) The Omnivore's Dilemma by Michael Pollan (related to consumer behavior and envir'l psyc) -- ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
Re: need feedback on classroom 'clickers'
I would question the value of immediate feedback on classroom quizzes and surveys. If memory serves, the research on time between testing and feedback for college exams favors an interval of several days if longterm retention is the goal. Probably the same principle applies to retention of concepts involved in attitude surveys and personality trait measures--revisiting the material briefly for feedback purposes at the next class meeting allows for a separate review of the material leading to better retention. Of course, if instructor convenience is the criterion, then the clickers may be just what you want. And in-class experiments may be more involving when the results are immediate. My guess is the desirability of clicker depends on the task and ultimate objective --Dave Myself and a few colleagues are debating the usefulness of classroom response clickersoften supplied by book publishers for an extra feewhich allow students to respond to classroom discussions, as well as quizzes exams etc by clicking their answer on a hand held remote. Soft wear mounted on the prof's lap top instantly analyzes the results which can then be projected on a screen. The technology also promises to provide instant feedback on quizzes and examstransforming these activities into paperless ones. Students know how they did at onceand don't have to wait until we grade their exam forms. I saw a demonstration of the technique yesterday at our community college and was impressed. I am wondering if others have gone the route of using these clickers...and what some of the good and bad points of using them are. Mark Eastman Diablo Valley College Pleasant Hill, CA 94523 --- 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: Inside Higher Ed :: Stool Pigeons Wanted
Gerald Koocher has been attempting to "out" what he sees as bad science for some time. I recall he was the guy who criticized the Middlemist experiments that identified ANS arousal as an intervening variable in explaining responses to personal space invasion. His concern was that the research was conducted in public restrooms and involved urination. Somehow he couldn't see how data gathered in such a setting could be of scientific value. In a spirited exchange published by JPSP, I thought his arguments were weak when compared with those of the researchers. Guess he's still at it. --Dave Christopher D. Green wrote: This item about Gerald Koocher, presdient-elect of APA, might interest you. http://insidehighered.com/news/2005/11/21/badsci -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax: 416-736-5814 http://www.yorku.ca/christo/ . --- 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 Psychology Phone: 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: Newton and astrology
Allen Esterson wrote: Jim may have confused in his memory astrology with alchemy, in which subject Newton did take a considerable interest. Or maybe he confused Newton with Kepler--who was very much into astrology (as were most folks at that time). -- ___ 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: Course on Forensic Psychology
Since help with course development is among our topics, let me add one. I'm contemplating the task of gearing up to teach a course on psychology and law. As I understand it, there are three popular texts for such a course: 1) Bartol Psychology and Law, 2) Wrightsman Psychology and the Legal System, and 3) Wrightsman Forensic Psychology. Can anyone help me to distinguish between these three texts (and perhaps suggest others that should be added to the list)? Any advice for someone approaching this course from a social-organizational (rather than a clinical) background? Any sample syllabi or assignments to share? --Dave -- ___ 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: 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: online student performance
Lenore, I teach our senior seminar (history of psychology) using an online format. The population of students is essentially the same as it was using an in-class format, and I don't see any difference in quality of term papers. However the posts to the group discussion boards often amount to short essays and some are quite good--better than the quality of comments in live face-to-face discussion were with the traditional format. Maybe the difference you perceive is a function of the instructions and prompts you provide using your new format. My students are very interested in detailed description of what is expected on the term paper--hence good written guidance helps to maintain the high quality of the papers they turn in. You mentioned that your online students might not be doing the required reading. I found a way to solve that problem: My students all do the reading, in part because they have to turn in responses to questions over the reading as weekly homework and in part because I give several midterm exams over the reading. For what it's worth, you might find some ideas in my syllabi for two online courses: http://www.humboldt.edu/~campbell/p485.htm http://sorrel.humboldt.edu/~campbell/p100.htm --Dave Frigo, Lenore wrote: I have a new class online and am finding that the student work (essays) is on average inferior to the face-to-face class. (Although I should note that in both classes there has been both extremely good and poor work.) I suspect that the weakness lies in that the students need the lecture info to do well and that many of the online students are not bothering to READ the material (or the online materials are not as useful as my live lecture). But an alternative explanation is that the online and face-to-face classes have drawn from different populations of students (many students are online because they are "too busy" to attend class, ugh!). Any thoughts on this? Particularly, trying to figure out if it is the difference in teaching methodology or difference in student population that underlies the variation in student performance... Thanks for your thoughts, Lenore Frigo Shasta College Redding, CA [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 Psychology Phone: 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: In-class reviews (was Review class for large lecture)
I find that there is never enough time to cover in class all the topics and applications in the assigned reading. So to cut down on regular lecture/discussion sessions for a test review session is unacceptable to me. College-level students should be fully capable of reviewing material on their own--especially given all the instructional help provided by publisher web sites, student CD's, and in-text review material. On the other hand, I am quite willing to provide lists of review concepts and questions for students to use on their own time. And often I'll use a few minutes of class time to facilitate the formation of student study groups that can meet out-of-class for test review. They seem to appreciate that. --Dave Beth Benoit wrote: I'm interested in finding out how many of you think it's worthwhile/important to do a review of material in class. I've always felt it should not be necessary at the college level. (I usually mention my feelings on this topic during the first class.) If they're at the college level, they should be learning the material during class, reviewing on their own, and studying on their own. Have I been expecting too much? In my earlier years of teaching, I would occasionally do a review, and it always seemed to devolve into a Are ya gonna ask this on the test? scenario. It seems to me that if you've already taught it, you shouldn't need to teach it again. In light of this tangential thread, I've changed the subject, as per TIPS instructions from many years ago... Beth Benoit Granite State College New Hampshire --- 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] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Name popularity graphic
A year or so ago, I came across the URL for a dynamic graphic that provided the relative popularity of names (Jessica, Shawna, etc.) for different years. I suspect it came from a TIPS member. Could somebody re-post it? --Dave -- ___ 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: Canada Day fun
Taking the test in Santa Cruz and having been over the border into Canada only a few times for brief visits, I'll have to be content with a 10. --Dave Michael Scoles wrote: 16 correct here, and I'm closer to the Mexican border. (But maybe two years at McMaster helped, eh?) Michael T. Scoles, Ph.D. Interim Chair, Dept. Psychology Counseling University of Central Arkansas Conway, AR 72035 [EMAIL PROTECTED] 7/1/2005 9:31 AM I impressed myself by getting 14 correct. It must be living across the lake from Canada. Gary J. Klatsky, Ph. D. Director, Human Computer Interaction M.A. Program Department of Psychology[EMAIL PROTECTED] Oswego State University (SUNY)http://www.oswego.edu/~klatsky http://www.oswego.edu/%7Eklatsky 7060 State Hwy 104WVoice: (315) 312-3474 Oswego, NY 13126Fax: (315) 312-6330 --- 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] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Catch a few more Zzz, listen to the lecture on an iPod later
Christopher, I agree with each specific point you make below. No further argument from this direction. --Dave Christopher D. Green wrote: David Campbell wrote: When additional explanation is needed (as you mentioned above), my response is that the assigned reading lacks sufficient clarity. I would seek better reading material. Whatever explanation we provide in lecture amounts to words that can be written down and assigned. I disagree. *Showing* someone how to work through a statistic problem is not the same as their reading about it. And in history, it is often useful *not* to give only homogenized easy-to-understand material, but to let them struggle a bit with primary texts, and then work through it with them afterwards. One viable alternative for a large class is to replace the lecture section with active participation on web-based group discussion boards. This would work as a supplement, but not as a replacement, IMHO. If students are required to contribute frequently to topics or problems from the reading assignment on a discussion board (20-30 students per group), then their experience approaches that of a small discussion class. That is, everyone becomes an active participant in the action, and the instructor or T.A. can provide a facilitator's presence. Student participation can be useful, but it is no replacement for lecture. Especially with areas quite alien to their experience, such as stats and history, it is often of such low intellectual quality that one ends up spending a great deal of time undoing the confusion created by other students. It is often better to lay an array of reasonable alternative interpretations on the table for them and the let them work through those, than to let them flounder through difficult material and, in the end, come to a very weak understanding of the material due to poor guidance. Regards, -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Catch a few more Zzz, listen to the lecture on an iPod later
As a student, I would have loved to have the option of sleeping in and catching the lecture on my iPod. But from an instructor's perspective, I have real questions about the value of traditional lectures. After all, doesn't the textbook amount to a set of lectures--written and illustrated? Coming to class to catch the same material in aural form seems redundant. Maybe two passes over the material in written and spoken mode helps some students (I regularly hear students say that they can't learn from books and need the professor to explain the material in class). And I fully understand what a power trip it can be to hold the attention of a large room of students for a class session. But I am beginning to think that in-class time should be interactive (discussion of the reading assignment, demonstrations, hands-on activities, group work)--anything but passively sitting and listening to the professor explain what can more efficiently be provided via written mode. I would be interested in a strong defense of lectures if anyone cares to provide it. --Dave Christopher D. Green wrote: How about having NO ONE turn up for one of those 8:30 lectures, but having to give it anyway? http://www.thesun.co.uk/article/0,,2-2005270078,00.html On the other hand, how about NEVER having to go in for an 8:30 lecture, but just uploading it to website the night before? :-) -Chris Green -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Trump Unveils Launch of Trump University
What I find most bothersome about "Trump University" is the anti-academic and anti-intellectual sentiment behind the idea. And this coming from a highly influential celebrity. I keep pushing the notion of "general education" to my students with the explicit assumption that given a good foundation in G.E. coursework (plus a major in some area), the employer can then add the nuts-and-bolts details of doing the job. But Trump seems to think we need direct vocational training without all that college education stuff (like critical thinking and the like). Essentially he's "dissing" much of what I fervently believe in. --Dave Christopher D. Green wrote: What the future holds... http://news.yahoo.com/s/ap/20050523/ap_on_bi_ge/trump_university_3printer=1 http://news.yahoo.com/s/ap/20050523/ap_on_bi_ge/trump_university_3printer=1 -- -- ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: History and Systems Text
Mark, I have had excellent success using the the Hothersall text along with Benjamin and Baker's coverage of applied psychology. My course is taught as a senior capstone and is done totally online. The syllabus is at http://www.humboldt.edu/~campbell/p485.htm Feel free to borrow or adapt whatever looks useful. --Dave Mark S. Schmidt wrote: Colleagues, I'm teaching History and Systems for the first time this summer. Could you recommend a text? I'm looking at several right now that are all very similar in their coverage. Are there any that you have found to be especially good in any ways? Thanks! Mark --- 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 Psychology Phone: 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: students with disabilities
B I'd hate to have the responsibility as a teacher to make this decision. I don't want to have to discriminate between bonafide disabilities and student manipulation to avoid difficult requirements. --Dave Frigo, Lenore wrote: Just a quick survey question and I'll be happy for as many back-channel answers as I can get. At your college/university, when a student has a disability for which they need accommodation, is this determination made by a) individual instructors b) a centralized unit (such as disabled student services) c) either, depending on the student's preference Thanks, Lenore Frigo [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: Crash test
Stephen, I would have chosen E but suspecting a catch here, I'm selecting A. --Dave Stephen Black wrote: Drivers of age 65 or older: a) drive as safely or more safely than any other age group b) have a 10% higher accident rate than any other age group c) have a 25% higher accident rate than any other age group d) have a 50% higher accident rate than any other age group e) are exceeded in accident rate only by the youngest (under age 21) drivers Be brave. Let it all hang out. And no googling! 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] -- -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Fwd: Brain game
This could work for a class demonstration. First, put the sequence of questions in PowerPoint format. Have some of the class watch and record answers while others look down. Then reverse this for the next group. Easy to run 3 groups this way in a large lecture class with 3 slightly different PowerPoint presentations. Alternatively, students in research methods lab could work in small groups running the same experiment. Might be easiest to put the questions on 3 x 5 cards for administration. --Dave Paul Smith wrote: Have a large group do it with the math. Have another large group do it without the math. Have another large group do it with some other fairly heavy but non-mathematical task (perhaps count the letters 't' in this sentence). I imagine there'd be slightly different frequencies of red hammer across the groups. I would also look at the frequencies of oddball responses: things like purple t-square, for example. I'd predict a lot more of those in the no-task group, and an effect that was less subtle than the red hammer effect (because that might not be the clear prototypes for everyone). - Original Subject: test At the end of this, you are asked a question. Answer it immediately. Don't stop and think about it. Just say the first thing that pops into your mind. Fun Test...This is kind of spooky! If you do not believe this, pass it around and you'll see. Be sure to put in the subject line if you are among the 98% or the 2% and send to everyone, including the person that sent it to you. Amazing test...just follow the instructions as quickly as possible. Do not go to the next calculation before you have finished the previous one. You do not need to write or remember the answers, just do it using your mind. You'll be surprised. Start: How much is . . : 15 + 6 3 + 56 89 + 2 12 + 53 75 + 26 25 + 52 63 + 32 I know! Calculations are hard work, but it's nearly over. Come on, one more.. 123 + 5 QUICK! THINK ABOUT A TOOL AND A COLOR! Scroll further to the bottom.. A bit more... You just thought about a red hammer, didn't you? -- ___ 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: Sci Am on creationism
Rick Froman wrote: So what's the story? Did David Campbell (the original poster) consciously drop the r to pick up the pun or was it a typo? Is he from a country like Australia where bushfires is the more common terminology? Actually I received the article from my brother-in-law (who works in Singapore). Thinking the TIPS crew might enjoy it, I passed it on as is. Don't know who messed with the r. --Dave -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Sci Am on creationism
An update from Scientific American: Sticker Shock IN THE BEGINNING WAS THE CAUTIONARY ADVISORY BY STEVE MIRSKY Bushfires are raging all across America over the teaching of evolution, as various antievolution interests attempt to give religiously based views equal footing in science classes. These fires are fueled by so-called creation scientists, who allege that they have scientific evidence against evolution. (They don't.) Their co-conspirators, the intelligent design crowd, go with the full-blown intellectual surrender strategy-they say that life on earth is so complex that the only way to explain it is through the intercession of an intelligent super-being. (They don't mention you-know-who by name as the designer, but you know who you-know-who is, and it isn't Brahma.) One little blaze can be found in Cobb County, Ga. As this issue of Scientific American went to press, a federal judge in Atlanta was in the process of deciding whether biology textbooks in the county could continue to sport a warning sticker that read: This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully, and critically considered. Maybe that last sentence should be stamped into every textbook (and some other books I can think of). And maybe they could rewrite the advisory so that it's accurate. Perhaps something like, Variation coupled with natural selection is the most widely accepted theory that explains evolution. Evidence for evolution itself is so overwhelming that those who deny its reality can do so only through nonscientific arguments. They have every right to hold such views. They just can't teach them as science in this science class. But why pick on evolution in the first place when there's so much to be offended by in virtually any science class? I propose that Cobb County-style stickers be placed in numerous other textbooks. Here are some suggestions: Sticker in Introduction to Cosmology: Astronomers estimate the age of the universe to be approximately 13 billion years. If evolution ticks you off because you believe that the earth is only 6,000 years old, cosmology should really make smoke come out of your ears. There's a fire extinguisher next to the telescope. Sticker in Geography for Today: Some people believe that the earth is flat. An ant probably thinks the beach ball he's walking on is flat, too. Anyway, this book says the earth is more like an oblate spheroid. Now go find Moldova on a map. Sticker in Earth Science: You are free to exercise your First Amendment rights in this class and to identify all strati-graphic layers as being 6,000 years old. We are free to flunk you. Sticker in Collegiate Chemistry: Electrons. They're like little tiny ball bearings that fly around the atomic nucleus like planets orbit the sun. Except that they're actually waves. Only what they really are are probability waves. But they do make your MP3 player run, seriously. Sticker in Our Solar System: Remember they said in chemistry class that electrons fly around the nucleus like planets orbit the sun? Some people think the sun and other planets go around the earth. You'll have a much easier time with the math if you just let everybody go around the sun, trust me. Sticker in Physics for Freshmen: We know that a lot of what's in this book is wrong, and with any luck they'll eventually find out that even more of it is wrong. But it's not so far off, it took some real geniuses to get us this close, and it's way better than nothing. Sticker in Creationism for Dummies: Religious belief rests on a foundation of faith. Seeking empirical evidence for support of one's faith-based beliefs therefore could be considered pointless. Or even blasphemous. Sticker in Modern Optics: CAUTION! Dark ages in mirror may be closer than they appear. (c) Scientific American February 2005 -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: E-Books: high cost of textbooks
Rick, Your response (abbrev. below) will be useful the next time our department has funds for faculty improvement projects. Or maybe I can convince my wife that some household funds should go for a nifty tablet computer. Much thanks! --Dave Rick Adams wrote: ...The use of a well designed tablet computer eliminates all of those objections. It is as easily moved about and held as a textbook (easier, most texts today are fairly heavy and bulky), it uses reflected light when the illumination is good and only backlights when it is not, you can mark it to your heart's content (using the handwriting recognition software that comes with it), and you can write study notes into a separate document right on top of it, even having the benefit of copy-and-paste functions using the book itself. The contents of the book can fit, together with an enormous amount of support material ranging from PowerPoint slide shows to Excel spreadsheets, videos, and reference materials or situational modeling software, on a single DVD-ROM and be loaded into the computer's hard drive for convenient use then--when the term is over--saved to a single DVD-R disk for permanent storage. And since the cost of actually manufacturing a DVD-ROM is less than $1.50 ($2.50 with a high quality box, a basic manual, and packaging) the publisher can't claim that the book is expensive to print!... -- ___ 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: E-Books: high cost of textbooks
Horton, Joseph J. wrote: I have asked my students about e-books. They say they spend enough time looking at computer screens and do not want e-books. If I were to assign an e-book they said they would just print it out. <> I agree with Joseph's students--reading books on a computer screen sucks. The screen is fixed (even laptops aren't moved around as easily as printed books) and the sense of staring at a direct light source (as opposed to reflected light) is annoying after a long session (at least, to me). And the actions of marking up your book, writing in the margin, highlighting passages, and writing down separate study notes are activities that aid memory. Attempting to do these same actions with keyboard/mouse and a computer screen amounts to a different (and possibly inferior) form of active reading and rehearsal. As for Don McBurney's suggestion that we arrange for a copy of the text to be available in the library, I have a problem with this as well. Given our limited library budget, I don't want the library to spend it on course textbooks (which have a short useful life). But even placing a personal copy on reserve presents a problem. It encourages students to spend little time in contact with the book since it has to be shared. I want my students to have several sessions with their text each week; I want them to read actively by marking up and personalizing their text. I expect the material in the book to provoke them to initiate conversations with roommates over the topics. Serious study as I see it cannot be done by visiting the library for a hurried 2 hours with the text once a week or less. For the serious student who wants to experience the content of a course fully and actively, I think a personal copy of a printed text is the best option currently available. For students who just want to get a course requirement out of the way, the other options are probably adequate. --Dave ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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]
High cost of textbooks
That APS article on obesity was good reading. Even more provocative for me was the article by Henry Roedieger explaining the high cost of textbooks (link to article on the web site below). Our semester hasn't even started, yet I have been receiving e-mails from students concerning the cost of texts and the possibility of using previous editions. Wish I could solve this problem. --Dave Paul Smith wrote: I hope I didn't just miss this in the suggestions you already got, but there's a piece on obesity and eating in the new APS Observer: http://www.psychologicalscience.org/ Paul Smith Alverno College Milwaukee ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: recommendations for autobiographies
I'd be interested in article-length descriptions of disorders. My students don't have time to read full books as course supplements (like those in the list below), but I can squeeze in shorter assignments. --Dave Rob Weisskirch wrote: Happy New Year, Tipizens! I'm teaching a new course called Behavioral and Emotional Disorders of Childhood and Adolescence. I want to include an assignment of students reading an autobiography of someone with a behavioral or emotional disorder, which emerges during those phases in the lifespan. Does anyone have some recommendations? I have already compiled the list below (since I know others will ask for it) Alcoholism Knapp, C. (1996) Drinking: A Love Story. London: Quartet Books. Anorexia Bulimia Gottlieb, L. (2001). Stick Figure: A Diary of My Former Self. Berkeley, CA: Berkeley Publishing Group Anorexia Bulimia Hornbacher, M. (1998). Wasted : A Memoir of Anorexia and Bulimia. New York: Perennial. Autism Grandin, T. (1996). Thinking in Pictures. New York: Vintage Publishers Autism McKean, T. A. (Edited by R. W. Gilpen). (1994). Soon will come the light: A view from inside the autism puzzle. Arlington, TX: Future Education. Autism/ Aspergers syndrome Williams, D. (1992). Nobody nowhere: The extraordinary autobiography of an autistic. New York: Times Book. Bipolar Disorder Jamison, K. R. (10995). An Unquiet Mind: A Memoir of Moods and Madness. New York: Alfred A. Knopf. Depression Wurtzel, E. (1994). Prozac Nation: Young and Depressed in America . Boston: Houghton-Mifflin. Mental Illness Balter, M. Katz, R. (1992). Nobody's Child. Boston: Addison Wesley. Molestation/ Hypersexuality Ryan, M. (1996). Secret Life. New York: Pantheon, 1995. Obsessive Compulsive Disorder Rapoport, J.(1989) The Boy Who Couldn't Stop Washing. New York:Signet.. Personality disorders, depression Kaysen, S. (1994). Girl, Interrupted. New York: Vintage. Schizophrenia Burke, R. (Edited by R. Gates R. Hammond). (1995). When the music's over: My journey into schizophrenia. New York: Basic 1995 Conduct Disorder; Anti-social and Aggressive Behavior Shakur, S. (1994). Monster: An Autobiography of a L.A. Gang Member. New York: Penguin Books. Gender Identity Disorder Scholinski, D. Adams, J. M. (1998). The Last Time I Wore a Dress New York: Penguin Publishers. Thanks! Rob Rob Weisskirch, MSW, Ph.D. Assistant Professor of Human Development Department of Liberal Studies, Building 82C 100 Campus Center California State University, Monterey Bay Seaside, CA 93955-8001 (831) 582-5079 [EMAIL PROTECTED] -- This message has been scanned for viruses, worms, and potentially dangerous attachments and is believed to be safe. We do not recommend opening attachments unless you are expecting them. To learn more about virus protection at CSUMB, visit: http://it.csumb.edu/services/virus/ --- 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] mailto:[EMAIL PROTECTED] Department of Psychology Phone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: book review
You might get some ideas from book review assignments I use in my classes. Try something like the following. --Dave For this assignment, you must read Fast food nation by Eric Schlosser. Your paper should be an extended review of Schlossers arguments and issues. You must identify and thoughtfully discuss the major themes and issues raised by Schlosser. But this should be only a start. You must do additional research to check on Schlossers positions, update his arguments, and bring in related ideas for comparison and critical analysis. You can support your points using information from your main text in this course, from texts in your other courses, and from sources obtained through the library databases. (Note that your paper should be much more than a simple summary of the book. In fact, if your review consists merely of a condensation of the book's message, you will get partial credit at best.) Your paper should be free of spelling, grammar, or punctuation errors and should exhibit good writing style (well-organized overall, good paragraph structure, interesting beginning, leads to a thoughtful ending, etc.) APA format must be used in the preparation of this paper (title page, abstract, running head, topic headings, correct format for references, etc.). The expected length is 8-10 pages. [EMAIL PROTECTED] wrote: Hello, I am assigning my Physiological Psych. class to read "The Case of the Frozen Addicts" for class in the spring and then I would like them to do some sort of book review/report, but I have never had an assignment like this before. Has anyone on the list ever had students read a book and then write a review? If so, would you share with me the assignment you gave? Thank you, Nina Dr. Nina L. Tarner 325 Math/Psychology Building Department of Psychology UMBC Baltimore, MD. 21250 410-455-3704 --- 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 Psychology Phone: 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: Chomsky (was Brain Pick Re: tips digest: December 23, 2004
I'll second that. If you go off-line with your discussion, you deprive the rest of us from a learning opportunity (I didn't know half that stuff about Chomsky). Stay public by all means and get as "involved" as you want. We know how to use the "delete" key if we don't want to stay with you. --Dave DeVolder Carol L wrote: Actually, I've been enjoying this thread a great deal and learning quite a bit from it. Thank you to all of you with your terrific posts. Carol From Christopher Green: Mike, This has gotten far too involved for the teaching list. Allow me to respond briefly to just a couple of your points. --- 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 Psychology Phone: 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: Correcting for chance grading on multiple choice quizzes
This procedure might be confusing to the students. The chance points are the same for all students and operate like adding a constant to everyone's test score. It's the student's position on the frequency distribution that counts--at least, if you grade on a curve. --Dave Rick Froman wrote: In grading some recent three-choice multiple choice quizzes, I noticed that a couple of students got fives and one got a four which got me to thinking that, over the course of five quizzes, students are actually receiving 25 points of extra credit, on average, for knowing nothing. Has anyone ever considered or implemented a grading procedure for multiple choice tests where you only start counting points earned above chance? For example, in the case of my 15 item three-choice quizzes, 6 correct would be one point, 7 would be two points, etc. for a total possible of 10 points. Any thoughts on doing this? Rick Dr. Rick Froman 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 --- 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] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Correcting for chance grading on multiple choice quizzes
Rick, Good response. I think your students will still want their chance points. But as long as they are clear on how the grade is determined, it probably doesn't matter how you handle it. --Dave Rick Froman wrote: I don't grade on a curve because I don't think it makes sense in content domains where we can determine what satisfactory mastery of the content would be. It also leaves students in the dark about what will be necessary to earn a particular grade in the course. I also don't think most of my classes Curves make more sense with intelligence tests or personality tests where the construct is much more ambiguous and we need to use the average score as a point of comparison. I don't really care how much a given student knows in comparison with other students. I want to grade them based on the percentage of the content that they know. And if my test is a valid and representative sample of the content they should know, their percentage performance on the test will be a good estimate of how much they know. Curves are sometimes used to correct for outcomes due to poor teaching but I use item analysis to attempt to find and correct for individual items that are not fair. Rick Dr. Rick Froman 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: David Campbell [mailto:[EMAIL PROTECTED] Sent: Saturday, December 11, 2004 4:26 PM To: Teaching in the Psychological Sciences Subject: Re: Correcting for chance grading on multiple choice quizzes This procedure might be confusing to the students. The chance points are the same for all students and operate like adding a constant to everyone's test score. It's the student's position on the frequency distribution that counts--at least, if you grade on a curve. --Dave Rick Froman wrote: In grading some recent three-choice multiple choice quizzes, I noticed that a couple of students got fives and one got a four which got me to thinking that, over the course of five quizzes, students are actually receiving 25 points of extra credit, on average, for knowing nothing. Has anyone ever considered or implemented a grading procedure for multiple choice tests where you only start counting points earned above chance? For example, in the case of my 15 item three-choice quizzes, 6 correct would be one point, 7 would be two points, etc. for a total possible of 10 points. Any thoughts on doing this? Rick Dr. Rick Froman 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 --- 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] mailto:[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 http://www.humboldt.edu/%7Ecampbell/psyc.htm --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Subject Pools and no-shows
One of our faculty checked the available systems including ExperimenTrack. He finally negotiated an affordable deal with Sona-Systems.com for their software. After a semester of use, it seems to be a complete success for us. Last summer, I used ExperimenTrack at UC Santa Cruz--again no problems from my instructor's perspective. For us (at Humboldt State), the problem is not which system to use--rather the problem is how to get students to show up for their scheduled research experience. We have had about 20% no-shows, and that includes an e-mail reminder the day before. Next semester when a student fails to show up without notifying us, the system will add time to the required research credits equal to the time that was missed. Maybe that will help. Personally, I think the problem is that too many of our students write their appointments on their hands. Then they take a shower and they've effectively lost their datebook. --Dave [EMAIL PROTECTED] wrote: greetings y'll i welcome comments or advice regarding management of departmental subject pools for research in general. Also, can you relate any experience or advice regarding use of ExperimenTrack or the Monmouth open source program [http://www.monmouth.edu/psych] or other alternatives thanks so much --- 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 Psychology Phone: 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: Where does psychology sit among other academic disciplines?
Gary, Psychology at Humboldt State is housed in our College of Natural Resources and Sciences (not in our social sciences college nor in our professional studies college). See http://www.humboldt.edu/~humboldt/academics/147/list-of-academic-departments --Dave Gary Klatsky wrote: Annette At SUNY Binghamton Psychology is grouped under math science not social science http://harpur.binghamton.edu/as_directory.htm#scimath My undergraduate school C.W. Post had psychology under life sciences however when I looked I couldn't find that affiliation listed on their website. Gary J. Klatsky, Ph. D. Director, Human Computer Interaction M.A. Program Department of Psychology [EMAIL PROTECTED] Oswego State University (SUNY) http://www.oswego.edu/~klatsky 7060 State Hwy 104W Voice: (315) 312-3474 Oswego, NY 13126 Fax: (315) 312-6330 All of us who are concerned for peace and triumph of reason and justice must be keenly aware how small an influence reason and honest good will exert upon events in the political field. Albert Einstein -Original Message- From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] Sent: Wednesday, November 17, 2004 1:26 PM To: Teaching in the Psychological Sciences Subject: Where does psychology sit among other academic disciplines? Wise Colleagues: Our institution is in the midst of changing its general education document to a core curriculum document. In so doing, of course, we are also changing requirements for courses that will fit the guidelines. (Also they are making some great PC changes to the language--we are adding in such terms as harmony to describe the offerings!) After reading the guidelines (I have appended them below-my personal favorite is the last one for the natural sciences) now approved by the academic assembly we, as a department, decided that if we must all meet these goals- for example if all sections of intro psych must meet the goals to qualify intro psych for the core curriculum-then we felt we fall better under the natural sciences. This is not to say that we don't think we also fit with some of the social science goals, but we thought that most of the social sciences goals are subsumed by the natural science ones and that in intro we don't really cover most of the social science goals, such as talking about how our discipline connects to the other social science disciplines (i.e, comm studies or poli sci are seldom areas we go out of our way to draw connections to!). If anything, we talk about how our discipline connects more to natural science disciplines. In making this point to our dean, he asked for evidence that there are any other institutions at which psychology is NOT part of the social sciences but rather sits in some other area. In this vein, I ask you all for your collective wisdom rather than my having to go through thousands of web sites seeking this info. Thanks for your help and I will post results to list when I get them. Please use back channel to avoid clogging the list any more than necessary. Goals for Core Curriculum Courses Natural Sciences Understand the basic concepts of the natural science. Appreciate the process by which knowledge in the natural sciences is advanced. Distinguish between sound science and unsound science. Use rigorous reasoning and the scientific method to test hypotheses. Show familiarity with tools, techniques and instrumentation in the natural sciences. Appreciate the power and beauty of the natural science. Social Sciences Understand and apply basic concepts involving relationships among individuals, groups and social structures. Value the diversity and inclusiveness of social, cultural, and national identities in groups and communities. Recognize the connections and interrelationships that exist across the social sciences. Develop critical thinking in the application of social science methodology and in the analysis, understanding, and interpretations of social and behavioral patters. Understand and articulate the distinctions and relationships between fact and theory and between opinion and argument. Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [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] -- ___ 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: political views in the classroom
I usually make a point of keeping my political beliefs to myself for fear that my position as an expert will unduly influence the class. The main task for an instructor is to help the students understand the subject area of the class and master any related skills. When the teacher moves from dissemination of knowledge and skills to arguing for specific positions on controversial issues involving values, then the teacher has moved from educator to propagandist and proselytizer. The power of the position is tempting, but our job is to produce educated citizens, not clones of ourselves. -- ___ 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: FW: Random Thought: Meaning and Purpose in Teaching
Louis, I'm curious. By the following, you mean that 1) you just want us to know that you really love teaching, 2) you are announcing that you prefer to teach than to pray, or 3) you are simply trying to provide an argument against prayer? --Dave louis schmier wrote: Three students once came to the famous rabbi, Bal Shem Tov, and he asked them, What would you do if you knew you would die in six months The first student said, I would go to Jerusalem to the Wailing Wall and pray continuously. The second one said, No. The journey would waste valuable time. I would go to my room and begin to praycontinuously. The third remained silent and the first two assumed he had nothing to say. But, when questioned by the Rabbi, the third said, Why I would continue with my job and my normal daily schedule. So the Rabbi said, This third answer is best, for if we cannot find holiness and meaning in our moment to moment daily existence we shall not find it in Jerusalem or anywhere. That's how I feel about teaching. Make it a good --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/\ /\ /\ /\ (229-333-5947)/^\\/ \/ \ /\/\__/\ \/\ / \/ \___\/ / \/ /\/ /\ //\/\/ /\ \__/_/_/\_\___\_/__\ /\If you want to climb mountains,\ /\ _ / \don't practice on mole hills -\__ --- 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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: FW: Random Thought: Meaning and Purpose in Teaching
louis schmier wrote: Interesting what people read into or get out from a message. Socrates was right not to write. :-)) Louis, When you try to be zen-like, cryptic, and cute, you can expect professors to write vague in red ink on your messages. By not making your point and the underlying intentions clear, you set us up to have to read into what you wrote. Maybe all you wanted to do was say that you like teaching--and I think that's nice. As for your response to me, What do you think?, I think that's the type of evasive response we've been getting from politicians throughout the current political campaign: Ask a direct question and you get something other than a direct, genuine response. First you have to answer my question. Ignoring my question and asking one of your own just doesn't make for good communication. I would like to think that your own method of instruction involves candidness and directness--not the oblique stuff we just saw. There's no need to carry this thread further. It's not worth it. --Dave -- ___ 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: Classroom attendance and the fixed interval scallop
Here's a different take on the attendance issue. As an undergrad at Berkeley, I had a number of classes in which the professor didn't seem to care or notice if we were there or not, and I always purchased the detailed notes made by a grad student and sold through a campus organization for these classes. So my attendance was sporadic. Of course I was there when a test was coming up, but on other days I would go to the library to study or engage in some other activity at class time. But now with a parent/teacher perspective, I feel that I cheated myself. Student learning is associated with time exposed to the material--and being in class is a first step in exposure to the material for that day. As a teacher, I hate the idea of spending time preparing for class only to be met by a partial audience. As a parent, I dislike the notion of my children skipping class--esp. when I am footing the bill. So I alway pass around an attendance sheet and make attendance a part of the participation component of the course grade (usually 8-10%). This plus weekly quizzes helps to ensure that everyone is there for our work each class meeting. This keeps everyone honest and they seem to like the procedure, given the positive course evals. As you can see, I would rather sidestep the question of uneven attendance by structuring the class so that attendance will remain high, week after week. --Dave Rick Froman wrote: I know that we have discussed the fact that studying over the course of a semester is not actually on a fixed interval (even with the phenomenon of cramming being so common) because that would mean that the first response of studying after the test would be reinforced. However, is it correct to say that attendance in class might be on a fixed interval schedule if test dates are fixed in the syllabus? The reason I ask is because attendance records in my Intro class show the usual scalloping patterns: high attendance right before a test with large dropoffs afterward with attendance increasing again right before and through the next test. This really seems counterinituitive from a rational or cognitive perspectve because I dont review for tests during class and so no particular class period has an advantage over any other in terms of preparation for the test. This clearly looks like a fixed interval pattern. Is this evidence that tests reinforce attendance behavior? On the other side of the coin, is it evidence that class periods in which tests are not given are not reinforcing? Possibly other more inherently interesting profs dont see such a pronounced scallop in attendance patterns. Rick Dr. Rick Froman 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 --- 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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Hurricanes and God
While we're on the topic of hurricanes, I thought this was of interest. God is taking sides in the presidential election? Good for statistics class. http://www.democraticunderground.com/discuss/duboard.php?az=view_alladdress=104x2378557 -- ___ 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: Representative Samples and the 2004 Vote
I recently heard a presentation on TV from a representative of Gallup or another major poling org. He said that after years of doing this, they are well aware of the bias to be expected from their methods. So they have developed correction formulas to improve on the predictive accuracy of results (a parallel to our statistical corrections--for restriction of range, etc.). But the news media typically fails to give such details. If all that is reported is the raw data, we only know that there is a systematic bias there. I would prefer to get the additional info on what the corrected values are and how they were obtained. --Dave Christopher D. Green wrote: Dennis Goff wrote: Christopher, This one does have teaching relevance for me. I will talk about sampling at least briefly in my stats course within the next two weeks. I often use political polls as examples there. Have you seen anything about the Gallup methodology that is producing the non-representative sample? Given the consistency it seems unlikely to be the result of sampling error. -- ___ 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]
Stanovich text
I'm going to try the Stanovich text, How to Think Straight About Psychology, once more in my critical thinking course. Does anyone have a set of discussion questions or test items they might be willing to share for this text? The publisher's site offers nothing. --Dave -- ___ 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]
Psychology and terrorism
I received the following from Scott Plous. This short article from the Chronicle along with information from some of the links on Social Psychology Network could form the basis of an informative class segment on psychology and terrorism. --Dave I'm writing to let you know of an article that Phil Zimbardo and I published in today's issue of the Chronicle of Higher Education: "How Social Science Can Reduce Terrorism." To read or download a copy, please visit: http://www.socialpsychology.org/pdf/chronicle04.pdf [PDF] or http://chronicle.com/free/v51/i03/03b00901.htm [HTML] For the highly motivated, there are also some related links at: http://www.socialpsychology.org/peace.htm ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: COUNSELING BOOSTS IMMUNITY, IMPROVES HEALTH HABITS
Looks to me like they are saying they don't have data yet to comment on recurrence of cancer (their most important dependent variable), but they do have data on lifestyle benefits and effects on the immune system (which may later turn out to be related to cancer recurrence). --Dave Paul Brandon wrote: Re: COUNSELING BOOSTS IMMUNITY, IMPROVES HEALTH HABITS http://researchnews.osu.edu/archive/psychcou.htm One thing that I'm trying to sort out in the press release at the above site are the statements that they have not yet collected enough data to draw any statistically significant conclusions but that nonetheless the findings are 'robust': "Ours is the first study to use an experimental design to discover what, if any, relationship exists between psychological intervention and risk of recurrence. Statistically, we just don't have enough data yet to determine that, but so far, we know that the intervention is beneficial and the findings are robust, and that gives us greater confidence we have a strong test regarding impact on recurrence," says Andersen. Anyone sort this out? -- * 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] -- ___ 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: [tips] HH Goddard
Christopher D. Green wrote: That said, I think that Gould's book is a good read for students, especially if it is tempered by a more knowledgable, or at least more cautious, lecturer who can use it to teach the difficulties of doing good history *as well as* teaching about the history of intelligence testing. I would think twice before encouraging my students to read Gould. As I recall, he made the same mistake Asimov made when venturing into psychology to pass judgment--he criticized topics that he barely understood. For example, I believe both authors came down hard on intelligence testing while displaying nearly complete ignorance of the research on test theory and measurement validity. And it bothers me when these authors attack psychologists of the past without being clear that psychology today follows much more rigorous research standards and ethical guidelines. The same argument can be made against showing "One Flew Over the Cuckoo's Nest"--it misrepresents ECT as currently done and encourages students to disparage the discipline they have chosen to major in. Separately, we should consider a thread on why students are so quick to put down the psychology major as useless. Even our graduating seniors do this. (And they are quick to argue that intelligence tests are totally worthless and biased--primarily tools supporting prejudice. The suggestion that a test is a tool with appropriate and inappropriate uses seems to go nowhere.) --Dave -- ___ 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: Question about stats in intro texts
In fact, I usually use words similar to what you provided below, Karl. But this level of precision is lost on the students. I can only hope that they retain a general understanding that there are two ways to explain the findings and we need to rule out the chance explanation (by finding it an unlikely fit for the data). Too much reference to concepts like sampling distribution, standard error, and null hypothesis--and you can be assured that the first-year (just out of high school) undergraduates would be totally confused. --Dave Karl L. Wuensch wrote: Itell them that in intro statistics, they will learn ways to calculate the likelihood that the chance explanation is correct (and if it turns out to be quite unlikely, say p.05, then we scrap the chance explanation and announce our findings). Really,at Humboldt the Psyc students learnBayesian inference? Might you really mean the likelihood of getting data as unsual as these (due to sampling error) were the null true? Most folks stick to the traditional p that is used by almost all psych researchers, that is,P(data | H0), the probability of getting data as unusual as those obtained assuming the null is true, not P(H0 | data), the probability that the nullis true given the data. - Original Message - From: David Campbell To: Teaching in the Psychological Sciences Sent: Saturday, June 26, 2004 4:23 PM Subject: Re: Question about stats in intro texts --- 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 Psychology Phone: 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: 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: APA style help please
Where the APA style requirements are unclear, I tell my students to just use common sense with their citations--keeping in mind that the point is to help the reader locate the original source. If no author for a website can be found, they might use the first part of the title. But whatever is in the text citation should match the alphabetical listing in the reference section. I don't want my students to devote too much time stressing over the format for unusual citations. I would much rather have them put that time and energy into the content of the paper. --Dave Annette Taylor wrote: My students are using websites in their final papers because I made the citation and reference list notation of websites an absolute part of the assignment just to get them to learn to use them because I foresee this as a common occurrence in the future and they will need to know how to do this. Now I've created a monster because I have to agree with my students that the guidance for using websites is lacking! We've gone through the APA manual with a fine-toothed comb and think we have figured out the reference part but the part on how to do a citation within the body of the text eludes us completely! How would one cite and reference a website that has no author, just a title to the website and a URL? Thanks Annette --- 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 Psychology Phone: 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]
On-line testing
Lenore Frigo wrote: ... this semester I've been doing general psych online, and have allowed the test to be open book/notes for the online students only. Although I give them 10 extra minutes (60 compared to 50 in class), many students complain that it is not enough time. I think they are trying to look up too much. But the students who do best take only 25-40 minutes--I suspect they are not treating it as an open book test and are well prepared. I would appreciate more advice from Lenore and others about how to handle testing with on-line courses. I have been grappling with this problem for two courses that I will be doing entirely on-line (except for the final exam) next fall. I realize that testing for memory of terms and concepts is almost impossible with on-line testing. There is little to prevent my students from gathering in groups to help one take the test. Their combined knowledge is certain to result in a high score (I've tried this in class as an experiment). Then each takes his/her notes to a computer and logs on to get the same high score. (The best I can do here is set up the test so they can't back-track after entering a response for a given item.) One idea is to make the multiple-choice portion of the test timed (I was thinking of 60 seconds per item but this is probably too much time, maybe go with 50 seconds). Then have them logon separately for the short-essay part of the test--with a different time limit, say 10 minutes per question? Another idea is to give up on any requirement for them to commit anything to memory, and simply give them essay items of the apply this concept to this real-life situation type. But then this will tend to favor those with higher verbal intelligence and will prevent those of more modest mental aptitude from getting a good score by grinding out the extra hours of study. I hate to end up with tests that favor the quick-minded mental elite. I really need good advice here. I'm almost resigned to accept that any on-line testing is doomed to be badly flawed and make the in-class comprehensive final exam count 50% of the course grade, or maybe even 60%. --Dave -- ___ 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: cheating and honor codes
Shane Pitts wrote: ...Students sign on an honor code signature line on each exam or assignment they complete. Professors are not allowed to stay in the classroom while exams are taken by students. We are free to pop back in from time to time, but we are not to stay in the testing room. Students themselves are bound by the honor code to report anyone they see or suspect of cheating in any way... My son tells me that this was the precedure he experienced at Stanford--honor code, no proctoring of exams, and students honor-bound to report cheaters. He says that it was ridiculous. Many of the students cheated under such tempting conditions. And no, they rarely ratted on other cheaters. I think it comes down to a simple rule: The easier you make it for cheating to occur and the greater the incentive to cheat, then the more cheating that will occur. --Dave -- ___ 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: Caught Cheating
Grading on a point basis instead of a curve makes excellent sense where cheating is a result of competition, and this concept can be presented to the students in such as way as to discourage cheating. (Although cheating will still be done by those who are too lazy or limited in time to prepare their own work.) But still one needs to establish the point totals needed to earn each possible grade, and this has to come from some sort of normative data--essentially a curve based on initial classes. To arbitrarilly use 90%=A, 80%=B, etc., or some similar set of criteria, would ignore relevant factors like difficulty of the testing material and degree of preparation provided by the instructor. Incidently, note that Turnitin.com doesn't catch everything, and it can be foiled by changing words so no string of copied material exceeds 7 words. --Dave Rick Adams wrote: One point that was clear, however (and one I've been arguing for years), is that grading on a curve is a bad idea. It encourages students to compete instead of cooperate and, if they know some of the students in the class are cheating, they have much more incentive to do so themselves since it will allow them to remain competitive. Any instructor can grade on a straight point value basis--and by doing so he or she can encourage students to work together to improve all their grades instead of working against each other in an attempt to improve only their own. Comments? Rick ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: Caught Cheating
Pep talks on the importance of honesty and integrity probably have little effect on cheating. But instructors taking the time to closely monitor test-taking sessions and check on suspicious papers can make a difference. Students cheat when they can--so we shouldn't provide them with too much temptation (don't make cheating too easy). Also, we owe it to our honest students to take action to minimize cheating by the less-honest students. I usually caution students about cheating before an exam. And for a take-home exam, I add something like the following (for what it's worth). --Dave This test must be done in one sitting. That is, pick a quiet place and time when you have about two hours of undisturbed time available. You can use your course text and class notes. However, you must take this test alone (absolutely no assistance from anyone else). Understand that cheating can result in an F on both the exam and the entire course. Write or type an X below to provide your word that you took this test honestly. ___ I swear that I took this test in one sitting with absolutely no help from anyone else, using only my text and class notes. John W. Nichols, M.A. wrote: Last night, PrimeTime Thursday (ABC, at 9:00CDT) had a very good special about cheating in the high school and college class. It is almost certain to be repeated. http://abcnews.go.com/Sections/Primetime/ -- PrimeTime's home page. http://abcnews.go.com/sections/Primetime/US/cheating_040429-1.html -- See some of the material covered in the program, including a clip. Not a lot was new. We have discussed many of the topics and strategies on TIPS over the last few of years... ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: Caught Cheating
I would argue against showing the video on cheating. This communicates to the students that the norm is to cheat. Cialdini has done some interesting research indicating that publicizing a widespread antisocial norm (cheating, stealing, etc.) may be counterproductive. The info on cheating and its consequences should be enough, without the video. See Cialdini, R. B. (2003). Crafting normative messages to protext the environment. Current Directions in Psychological Science, 12 (4), 105-109. --Dave Rick Adams wrote: ...In order to guard against the rising rate of cheating in the classroom, as seen in the video presented during the first night of classes -- -- -- ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: Science and politics
Person A: I am sorry to say this but I think your argument is rubbish, and here's why... (detailed points). Person B: (frowns) You're not being colleagial; so I won't talk to you anymore. I can use this one in my critical thinking class this morning. Thanks again to Louis. We might even make comparisons with another person who won't admit mistakes--President Bush! TIPS is such a gold mine. --Dave Louis_Schmier wrote: Well, if you're not going to be collegial, Allen, I'm out of this one. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- 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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: advertisments as stimuli
I, too, have a student using TV commercials in a research project. These ads are placed on the air free to viewers in hopes that they will be viewed. I can't see how the ad agencies would want to be bothered with copywrite paperwork if a researcher wanted to extend the viewing of these ads by showing them to research participants. For an analogy, would you seek out permission from the publisher to use a passage from Lord of the Flies in an experiment? Probably not. But if you wanted to publish (for profit) a book using this passage, then permission would be needed. The real copyright infringement would come up if you were to take parts of these ads to incorporate into your own ads for something you were selling. Everything changes when your intention is to make money off of someone else's work. --Dave Patrick O. Dolan wrote: I have a copyright/ethics question that I am hoping some of you can help me with. I have a student who wants to use TV commercials as stimuli in an experiment- does she need to get permission do use them? I don't know exactly what the task will be but essentially subject will be asked to view them then respond to them (opinion of them, memory for them, etc.). Thanks for any insight Patrick ** Patrick O. Dolan, Ph.D. Assistant Professor Department of Psychology Drew University Madison, NJ 07940 973-408-3558 [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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Random Thought: On Student Evaluations
Thanks, Louis! I can use this in my critical thinking class--great example of a fallacious straw man argument. Especially where you imply near the end that too many instructors dismiss, ignore, and reject student evaluations as invalid. (I can't recall ever hearing a colleague express a sincere belief that course evaluations are totally invalid and worthless.) We also have an excellent example here of arguing from annecdotal evidence while appearing to dismiss decades of scientific data on the mixed validity of student evaluations. This is good stuff! --Dave Louis_Schmier wrote: When I put together my post-tenure review book, at the beginning of the two inch thick tome were xeroxes of the latest student evaluations. Not some concocted statistical computation, but the hand-written or typed evaluations themselves, the long ones and the short ones, the good and bad and indifferent, the glowing ones and the damning one, the what do you think ones, the mid-term ones, the final ones. Every one of them. No culling out. Over five hundred in all! Yeah, I've heard all the resistant grumblings about student evaluations: they're popularity contests; best evaluations go to the easiest graders; students aren't mature enough to make mature judgements; students don't know enough to comment on quality of teaching; they're used by administrators to punish or reward. In the words of the King of Siam, Etc., etc., etc. Of all the unfounded rejecting, self-serving, and defensive reluctant mumblings about student evaluations, the one I find most interesting is the one that says student evaluations don't improve teaching. Well, let me take that one on. I stand here to say that there's a half truth to that. A student evaluation is not a magic wand or handful of pixie dust. It's not the sure fire fix-it from This Old Academic House. It's is not synonymous with abracadabra. It won't automatically turn the pumpkin into a coach or the rat into a magnificant steed or the char girl into a beautiful princess. Of course, a half truth is a disguised half lie. No, there's nothing automatic in the effect of student evaluations. They won't improve teaching if you won't let them, if don't want them to, if you don't act on them. They will if you do. It's your choice. You can be closed to them or you can be open. You can turn a blind eye and deaf ear to them or you can see and listen deeply and sincerely. It's simply just a simple matter of how you choose to look at a student and choose to evaluate his or her evaluation. I have used a variety of student evaluations long before it was officially required. Thanks to them, my desk floweth over with less-than-neat heaps of student evaluations. It is they which makes my desk top look like the annex to the county landfill and is one of the reasons why my angelic, though neat-picking, Susan won't step foot into my office. Actually, the growing variety of student evaluations is the result of why don't you comments and suggestions from student evaluations that have resulted in many a reflective what if. In fact, the concept, structure, operation, and spirit of the class over the years has developed out from my experimenting let see what would happen implementation of student recommendations. I am constantly, incessantly, every day, pouring over sloppy, tottering stacks of them. I am opening folders, pulling sheets, looking for clues, leaning back and staring at the moldy ceiling, deeply imagining, intently reading and rereading, and listening to their words. Some evaluations are free written comments; some are responses to my own questionaire. There are page-long or more evaluations and short paragraph or one liners; there are seriously taken ones and the not-so-serious taken ones; there are the ones thought through and the ones quickly jotted down; there are the ones given lots of time and the ones not given any time. They are a diverse collection from a diverse gathering of people with diverse personalities and habits and experiences and attitudes. But, every evaluation has something to say and says something. If you know how to read an evaluation, each is an insightful and telling story that helps you to read each student's story. So, collected and stacked on my desk is a growing array of so what do you think evaluations written after we've completed the semester beginning week and a half, community building getting to know ya exercises. There are the community evaluations written after each of the five to seven projects. There are the intermittent how are things going evaluations. There are the mid-term evaluations. There are the end-of-semester evaluations. There are the notes I have taken from the comments in the daily student journals. And, of course, there are the ones I usually never see or hear, the confidential letters written by students at the end of one semester and read by the students on
Re: Teaching Intro. Stats On-Line
Judith, I'm going to try out web-based versions of two courses next fall (critical thinking and senior seminar). If I were attempting statistics in this format, I would put serious effort into screening out students at the outset who have trouble learning math from a book and express a need to see a clear in-class presentation in order to grasp the material. There is a questionnaire at University of Alaska which you can use to pre-screen students: http://uaaonline.alaska.edu/prospective/suited/index.html With BlackBoard or WebCT, you can form study groups, tutoring, and give real-time lectures (plan on setting aside a chunk of time to learn how to do this) but the students need to be comfortable working on their own and getting help through e-mail conversations. I'm sure you'll get good help from others who teach stat via the web. --Dave Judith Roberts wrote: I have been asked if I would be interested in developing an on-line statistics for behavioral sciences course for my community college. I've been teaching the course for 8 years in the traditional lecture style and loving it, but I greatly intrigued by this opportunity. Also statistics is a highly impacted course. Most students need to take this class or other math/statistics courses in order to transfer to the state university... In addition, the college is very interested in reaching out to students whose schedules do not allow them much flexibility for attending regular classes. I would just like to hear what some other stats and non-stats folks think about teaching a course like this in the distance learning-computer format. Personally, I'm looking forward to the challenges of communicating mathematical concepts in this medium, but I am unsure of the extent to which students will find it workable. Anyone out there doing a distance learning stats? Judith Roberts Behavioral Sciences Department City College of San Francisco --- 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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: A few good readings for Intro Psyc
Beth, Thanks for the suggestion (and thanks to Stuart for his suggestions). My problem is that Annual Editions emphasizes popular press articles (e.g., Time magazine) with all the bias toward "newsworthyness" one might expect. I'm surprised that no one else on this list has responded. Am I the only one who teaches intro psyc with supplementary readings that are recent, provocative, research reports suitable for freshmen? Maybe so. --Dave Beth Benoit wrote: Re: A few good readings for Intro Psyc I have used the Annual Editions, published by Dushkin, for several different psychology subjects, and have always been very pleased with them. At present, I'm using Taking Sides for Child Growth and Development, and I miss my Annual Editions. on 3/11/04 2:58 PM, David Campbell at [EMAIL PROTECTED] wrote: I'm looking for a few "good" supplementary readings for intro psyc. The students will have a chapter a week (30-35 pp) out of their main intro psyc text. I would like one really good supplementary reading to go along with each chapter--or maybe two and I'll let the students choose. It can't be too long, should be easily understood, and should be research oriented. My plan is to use these as the basis of short homework essays. So far, I like the report on "Influence of media violence on youth" from Psychological Science in the Public Interest for the developmental chapter. The Scientific American article on slavery might be good for the social psyc topic. I would really appreciate it if some TIPS participants who have already developed such a reading list would save me some time and share their lists. If not, maybe you can take a moment to suggest a few good, timely, provocative readings from your own experience. I'll post my final compilation back to the group, of course. --Dave Campbell [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 Psychology Phone: 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: Top 5 Psych Journals
I would push for an on-line subscription and drop the hard-copy journals if necessary. PsycArticles (from APA) has a sliding scale with size of campus figured into the subscription price. It has all the APA journals plus a number of others--great selection of the top research journals in psyc. You get everything in full text. --Dave Jean-Marc Perreault wrote: Greetings all, The College where I teach has a very small library. We only carry 6 psych journals, and we are in the process of re-evaluating whether we want to modify our subscriptions. Here are the journals we have: 1. Canadian Journal of Counselling 2. Canadian Psychology 3. Current Psychology 4. Environment and Behaviour 5. Monitor on Psychology 6. Psychological Bulletin We also carry Psychology today as a magazine, although I often wonder if this is not a hinderance to student's ability to discriminate between good publications, and popular ones... Do you know of any quality psych-related magazines? My question is as follow: What would be your top 5 journals that are accessible to first and second year-level psych students? I'd like to compile this and compare with what we carry here (I will also take into consideration what we can access as Full-text online). Thanks in advance! JM --- 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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
A few good readings for Intro Psyc
I'm looking for a few "good" supplementary readings for intro psyc. The students will have a chapter a week (30-35 pp) out of their main intro psyc text. I would like one really good supplementary reading to go along with each chapter--or maybe two and I'll let the students choose. It can't be too long, should be easily understood, and should be research oriented. My plan is to use these as the basis of short homework essays. So far, I like the report on "Influence of media violence on youth" from Psychological Science in the Public Interest for the developmental chapter. The Scientific American article on slavery might be good for the social psyc topic. I would really appreciate it if some TIPS participants who have already developed such a reading list would save me some time and share their lists. If not, maybe you can take a moment to suggest a few good, timely, provocative readings from your own experience. I'll post my final compilation back to the group, of course. --Dave Campbell [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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Testwiseness and Test construction
C and D are correct (D is more so since they are further apart). Spiritual isn't a category with Maslow. --Dave Michael Lee wrote: Hi everyone, I'm asking for help with something and hoping I can rely on the collective wisdom and experience of the members of this group. If I can give you a question, I'd like to know, when you have a moment to reply, what your answer would be to this MC question: According to Maslow's motivational hierarchy we will never be motivated to satisfy needs, while we are still concerned with needs. a. self-esteem; spiritual b. biological; spiritual c. self-actualization; self-esteem d. self-actualization; biological e. spiritual; self-esteem Asking this presumes, of course, that some of you will remember some of the basics of Intro Psych and Maslow's hierarchy of needs Once I get some answers, I'll explain the reason for asking. Thanks! Mike Lee, MA Dept of Psychology University of Manitoba Winnipeg, MB, Canada --- 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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: poor test-takers?
OK, I think I got them all (although I'm still thinking about number 8). Do we get an answer key? While this doesn't hit all the test-wise skills, it certainly is a clever way to introduce the topic--and might even have a place in whatever design this group comes up with. --Dave Rick Froman wrote: I have used the following quiz of testwiseness to illustrate common pitfalls in test writing to my Psych Testing students and colleagues. I dont remember where I got it but I would be happy to give a proper attribution if anyone knows. Testwise Exam The following is a hypothetical examination on which you could get every item correct by knowing some of the pitfalls of test construction. See how well you can do! (Circle the letter preceding the correct response.) 1. The purpose of the cluss in furmpaling is to remove a. cluss-prags c. cloughs b. tremalis d. plumots 2. Trassig is true when a. lusps trasses the vom b. the viskal flans, if the viskal is donwil or zortil c. the begul d. dissles lisk easily 3. The sigia frequently overfesks the trelsum because a. all sigia are mellious b. sigias are always vortil c. the reelsum is usually tarious d. no trelsa are feskable 4. The fribbled breg will minter best with an a. derst c. sortar b. morst d. ignu 5. Some of the reasons for tristal doss are a. the sabs foped and the foths tinzed b. the dredges roted with the orots c. few racobs were accepted in sluth d. most of the polats were thonced 6. Which of the following is/are always present when trossels are being gruven? a. rint and vost c. shum and vost b. vost d. vost and plone 7. The mintering function of the ignu is most effectively carried out in connection with a. razma tol c. the fribbled breg b. the grossing stantol d. a frally slush 8. a. c. b. d. 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 --- 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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: poor test-takers?
If someone was really serious about measuring some of the correlates of self-reported "test-taking ability," I would certainly argue for including a measure of general intelligence. (A brief measure such as the Wonderlic or Otis Quick-Scoring might be adequate.) In this age when everyone is "above average," I suspect that some are actually below average in important cognitive abilities, and they are quick to demonstrate the fundamental attribution error. --Dave -- -- ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: poor test-takers?
Miguel Roig wrote: my bet would be that those who score low on test wiseness tend to also have poorer study skills and/or to simply not be very motivated to learn the material. Years ago, I administered a questionnaire on study habits to a large class of intro psyc students. It asked the students to report on their use of a broad array of what are generally considered desirable study techniques. The total number of study techniques used by the students was unrelated to final exam score. My first reaction was that this invalidated my course handout on "study tips." After later thought, I decided that the study tips are still good advice. What I really had was evidence that some students are simply sharper (in the mental sense). They have better memories, broader vocabularies, more extensive background knowledge (from general reaading and previous course work), and can more easily comprehend complex material. That is, they were higher in the "g" factor. So they could put little time into their study, use few of my study tips (maybe even simply read the chapter once and take notes in class) and still remember/understand/apply the material better than the students who had to put in far more time--and retain less! So it's not a fair world. (We are not all created equal, and "equal opportunity" is a far more complex concept than one might like.) --Dave ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: Doctoral Preliminary Exams
Annette Taylor, Ph. D. wrote: But that's exactly the point of having the sit-down exams, I believe, that we really had to KNOW the stuff;... Students generally favor a take-home exam of some kind, like a review paper or grant proposal. They find this less stressful, I guess. But the type of preparation and study is not the same as that involved in a sit-down exam. I had the latter and the result was that I knew more about psychology than I ever had in the past. (Info ready for talking about psyc issues, thinking about research plans, general feeling of confidence in my knowledge, etc.) This would not have been the case if I had done a review paper. In fact, I never would have tried to commit psyc info to memory. (Sure, there would have been some incidental learning.) And the idea that study for retention results in complete loss of all that was learned shortly after the exam?--a myth. --Dave -- ___ 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]
Didn't see it coming
I should have seen this one coming. There was a time when we had land-line phones in our homes and used public pay phones when out. (Go back a bit further and the police had to watch for blinking lights at major intersections that told them to stop by a call booth to check in for their next police call. My home town of Berkeley was one of the first to experiment with 2-way radios in the squad cars.) Then cell phones took off and now people have their land-line phone (reliability and better sound), their cell phone (always in-touch), and even computer phone calls to avoid long-distance charges. Yesterday, I learned that ATT has decided that it no longer makes business sense to maintain the public phones booths given the prevalence of cell phones. So they are ripping them out, at least in California, and selling them (just check e-bay for prices). The psychological relevance? Clearly cell phones have a down side. Just consider the research demonstrating the narrowing of attentional resources when making a call while driving. But I wonder if there are measurable psychological benefits associated with cell phones. People have the comfort of being always potential in-touch, women walking alone at night feel more secure when talking on the phone to someone, etc. And could there might be a down side to all this connectedness. I don't have a cell phone and I really cherish my times when no one can reach me. After a somewhat stressful morning in the office, it is nice to wander off campus for a sandwich, relaxed with the knowledge that this is truely my down time--no phones, no knocks on the door, no crises to deal with. And I can always use a public pay phone if I feel a need to contact someone. But with no pay phones--does that mean I have to join and masses of cell-phone toting folks? Change was in the wind when they took out enclosed phone booths in favor of open-air pay phones (and the encompanying problems of outside sound interference). I should have realized a total phase-out was in the works. --Dave -- ___ 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: on-line texts vs. traditional
Mark, PRO: The on-line version saves money for students and saves paper (good for the environment). Seems to me that most students would favor this primarily for financial reasons. CON: But with a traditional printed text, the student can read actively--underlining, high-lighting (with color coding), writing marginal notations, etc. Also, the student can carry the text around for study sessions whenever convenient. My general rule is the more actively you work with the text material and the more times you study it, the more you will understand and retain. Of course, students can always print out the whole on-line text. But will they and will it be cheaper? And if they print it out, these pages will probably be dumped in the trash or a recycle container at the end of the semester, while publisher-printed texts tend to be recycled through the used book market for several years. In the absense of data, I prefer the traditional texts on the presumption that they lead to better learning. --Dave Eastman, Mark wrote: I recently looked at a very promising on-line text, that is also available in print form. For the on-line version the cost is about $24much less than a typical printed intro text. I am wondering...from the student's point of view...what would be the pros and cons of the on-line versus the printed. I tried the on-line and found it kind of fun to read with the clickable diagrams and such. Students would need to be on line to access the text though. With the costs of text books escalating I wonder if the on-line is a good option? Mark Eastman Diablo Valley College Pleasant Hill, CA --- 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 Psychology Phone: 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]
Run/Walk in the Rain
Here's one for the research methods class (though it lacks direct psyc'l relevance). Imagine you are headed to your car in a campus parking lot. It is raining and you don't have your rain gear. What would make you wetter--running or walking? How could you empirically test your reasoned answer? -- ___ 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: Dreamweaver? GoLive? FrontPage?
As a result of this thread, I'm going to investigate the capabilities of Dreamweaver (I hear we have a campus site license). Repeatedly, I get useful ideas and tips from TIPS. Just wanted to express my gratitude. -- ___ 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: Dreamweaver? GoLive? FrontPage?
Why not simply prepare your web pages with your favorite word processor. But save in web format (.htm or .html) and upload to your allocated web space. It may take a few minutes for someone to show you how to use FTP, but that's about all there is to it. From there, you can make your web site as fancy and as complicated as your time and interest will allow. --Dave David Epstein wrote: This summer, for the first time since 1997, I'm going to teach again. I'd like to have a Web page, as I did in 1997. The difference between now and 1997 is that I will no longer try to code all my html in WordPerfect 5.0 for DOS. So which software are you Tipsters using to maintain your Web pages? Is there anything I should seek or avoid? My preferred platform is Mac Os X. thanks, David Epstein [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: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Feng Shui critical thinking
Deb Briihl wrote: Hi! We are getting the chance to design a section of a new building for our Psych dept. and are interested in what other people really like (and really don't like) about their buildings. Besides office space, we will be having some space for labs, animal room, classrooms, etc. Suggestions? Anyone with plans on line? Here's a little item from today"s NY Times for the new building committee. Actually, I think I'll use it for my critical thinking class instead. Interesting idea to take an "energy" that can't be reliably measured by any known means as a basis of building design. I know I can depend on at least one student to argue for cultural relativism--insisting that each culture's beliefs are equally valid and deserving of acceptance. --Dave California Measure Would Align Building Rules With Feng Shui By PATRICIA LEIGH BROWN Published: January 30, 2004 AN FRANCISCO, Jan. 29 With a budget deficit of about $14 billion, California could use a major infusion of positive energy. So it may be appropriate timing that in this most Asian of mainland American regions, State Assemblyman Leland Y. Yee, Democrat of San Francisco, has introduced a resolution that urges the California Building Standards Commission to adopt standards that would aid feng shui, the ancient Chinese practice of promoting health, harmony and prosperity through the environment. The resolution, which has yet to pass a committee vote before going to the full Assembly, is meant to encourage planning agencies, building departments and design review boards to provide for the use of feng shui principles, which often touch on the placement of doors and staircases, the position of buildings and the alignment of objects in rooms. It aims to help people live in harmony with nature by promoting the flow of chi, or positive energy, and neutralizing or avoiding negative energy. "The structure of a building can affect a person's mood," the measure says, "which can influence a person's behavior, which, in turn, can determine the success of a person's personal and professional relationships." Mr. Yee said: "We need to allow the _expression_ of one's culture. That's why people come to California." The standards commission typically deals with more mundane concerns, like plumbing pipes. But in California, feng shui is big business. In communities like Fremont and Cupertino, south of San Francisco, feng shui experts often consult with developers on the layout of subdivisions, avoiding placing a house at a T-shaped intersection, which would invite negative energy, or sha, the mouth of the dragon . "Feng shui is a very major cultural factor," said Irene Jhin, publisher of the Chinese New Home Buyer's Guide, based in Burlingame. Traditionally, feng shui is believed to have ramifications beyond domestic tranquillity. "If there is harmony in the house, there is order in the nation," says a Chinese proverb. "If there is order in the nation, there will be peace in the world." -- -- ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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] inline: spacer.gifinline: s.gif
Re: New Building designs
Deb Briihl wrote: Hi! We are getting the chance to design a section of a new building for our Psych dept. and are interested in what other people really like (and really don't like) about their buildings. Besides office space, we will be having some space for labs, animal room, classrooms, etc. Suggestions? Anyone with plans on line? Deb, We have recently gone through the same process--deciding on space needs for labs, office space, etc. This isn't so hard. You have to decide on whether to have a small single-occupant office for each faculty member or larger, shared offices. You need to decide your space needs for current activities and then project a bit for growth and add a dash of flexibility for changes in program strategy. What is more difficult, in my opinion, is making design recommendations for the psychology of building function. I'll give you an example, Currently, we are housed in a 1950s brick and cinderblock 2-story building. While space is tight, the building is highly successful from a behavioral perspective. We have faculty, staff, and classrooms all in the same building. There are spaces near major trafficways for people to hang out, meet in study groups, or study for the next class. There are vending machines in these informal spaces, seating, and tables. Two well-equipped computer labs are in the building. While aesthetically unappealing, this building has everything one needs to bring people together, hold them, and attend to their social and educational needs. In other words, this old building really works--it helps to provide an informal social climate, supports a sense of belonging, and helps to create a "family" feeling in the psychology department. Contrast this with the new social sciences building--a multi-story structure to be built in the next year or two. The faculty and staff will be somewhere on a high floor with individual offices and a view of Humboldt Bay. But our classrooms will be in other buildings and not particularly close. Students will not have a convenient public lounge space as they do now. They will have to really want to see a professor to schlep up to the new building and climb several floors to see if a particular faculty member is in. The casual drop-in meetings will become only a dim memory. I predict our shiny new facilities will be associated with an increase in social alienation and a drop in our current cohesiveness. Put simply, if you separate students-faculty-staff geographically, you can expect an accompanying increase in social distance and a decrease in sense of community. While people like Robert Sommers wrote persuasively about the behavioral basis of design, I think our current architects missed such readings. It seems as if contemporary campus buildings are built primarily with an accountant's perspective. It's all about dollars and square feet without any sense of the impact on building users when they attempt to pursue their individual objectives in the newly-built space. Issues of habitability and functionality or behavioral sensitivity don't carry much weight in the training of architects and designers these days. So my advice would be to think about how the building design supports or elicits desirable behaviors on the part of the students and faculty. I really think there is quite a bit of truth to the concept of environmental determinism (OK, call it environmental possibilism): the building design can help to create a sense of community or it can lead to alienation. Create spaces that bring people together (along with the needed class/staff/lab space needs) and you will have a successful building. There isn't a whole lot of literature on this topic, but you might look up some of Sommers books, like Personal Space, or Hard Architecture. For what it's worth, I had an article on this topic in Environment and Behavior. The reference is: Campbell, D. E., Campbell, T. A. (1988). A new look at informal communication:The role of the physical environment. Environment and Behavior, 20, 211-226. --Dave ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 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: Going to the well once too often
Nancy, I also get requests (usually during orientation at the beginning of the semester) for field trips guest lecturers. My feeling is that this sort of thing can be done if convenient, if it fits my preferences, and if it adds significantly to the course. But really, your main objective should be to achieve your learning goals for your students. Guests and trips can help with this objective, but regular class activities are often equally educational and to often the guests/trips fit into the "entertainment" or "something-different-to-do" category. So I wouldn't feel compelled to provide such bells and whistles unless you really want to. Incidentally, I/O students also appreciate a guest or two during the semester. Your local campus Human Resources officer might be willing to drop by and talk about the job. If you live in a metropolitan area, then possibly you can get someone from a consulting firm to talk about the life of a business consultant. But these latter folks often are so concerned with filling the day with "billable hours" that several hours of gratis work at the local campus is out of the question. --Dave [EMAIL PROTECTED] wrote: Hi again, Thanks to all for the wonderful help collecting resources for my I/O course. I have two more questions, and then I'll try not to be such a goshdanged nuisance. 1) Almost every semester I have a request on my evaluations in abnormal psychology to go on a field trip to a psychiatric hospital. This is a lower division introduction to abnormal psych, not a capstone B.A/Sor Master's level course for potentially serious counselor or future clinician types. I always balk at the idea because it 1) seems like a "trip to the zoo" which is very dehumanizing and possibly unethical from my perspective and 2) I have excellent video resources such as HBO's Bellevue documentary and Litchtenstein Media's West 47th Street chronical of patients in a halfway house for the purpose of acquainting them with the issues of institutionalization and deinstitutionalization. But I do have colleagues who have taken students on such field trips, and don't seem to have issues with the ethics of it.Should I reconsider my opinion on this one? I am not opposed to field tripswith college students - I have taken classes to movies and would consider museumtrips or trips toresearch laboratories etc. 2)I am tentativelyslated to teach Infant/Toddler development this summer in a 3 hour x2 weeklyevening format. I love teaching about little children but fear that my enthusiasm won't carry six hours a week with folks who've worked all the long hot summer day. I would like to contact 3 or 4 interesting speakers and get them slated for this 8 week class (about once every two weeks) well ahead of time in order to break things up and give my students perspectives on the science of good infant care beyond the nursery or day care center. I am thinking of speakers such as: a NICU or high risk deliverynurse, a specialist in very earlyintervention for autism and other developmental deviations, a researcher on infant cognition. I have no contacts at hospitals or research laboratories per se. Does anyone have a good strategy for "cold calling" at such institutions...letter, phone or email (I would prefer the last of these three unless you think it is unlikely I will get a response.) Thanks for your patience in reading both of my quesions in this drawn out missive to the group. Nancy Melucci Long Beach City College Long Beach CA --- 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 Psychology Phone: 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: Syllabus for I/O course
Nancy, Take a look at my syllabus at www.humboldt.edu/~campbell/p404.htm I will be using the new edition of the Muchinsky text when I teach this in the fall. The Landy text looks like a good resource. Levy text would be an alternative to Muchinsky (if you are still considering texts). --Dave [EMAIL PROTECTED] wrote: Hello, I am going to be teaching an online Industrial/Organizational Psychology course for Argosy Univeristy later this spring. I have checked OTRP Project Syllabus but no dice. If anyone has a sample syllabus and/or a textbook recommendation for me, I would be deeply appreciative of your help. Have a great weekend everyone. Nancy Melucci Long Beach City College Long Beach CA --- 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 Psychology Phone: 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]
