[tips] Fwd: Tenure-Track, Clinical Position Announcement
Assistant Professor of Psychology and Counseling Valdosta State University http://www.insidehighered.com/career/seekers/search?post_id=101129show_inst=3540http://www.insidehighered.com/career/seekers/search?post_id=101129show_inst=3540 · http://www.insidehighered.com/profiles/valdosta_state_universityView Profile Last modified date: November 09, 2009 Location: Valdosta, GA · http://www.insidehighered.com/jobboard/apply_to.php?post_id=101129Apply Now · http://www.insidehighered.com/career/seekers?page=index.phpshow_inst=3540See This Employer's Jobs · http://www.insidehighered.com/career/seekers?page=myjobs/save.phpaction=saveshow_inst=3540offset=0post_id=101129Save Job · http://www.insidehighered.com/jobboard/email_job_window.php?post_id=101129Email Job · http://www.insidehighered.com/jobboard/index.php?post_id=101129print=truePrint Job Valdosta State University where tradition and tomorrow come together. POSITION TITLE: Assistant Professor in the Department of Psychology and Counseling. This is a ten-month, tenure track faculty position beginning August 1, 2010. RESPONSIBILITIES: Teaching graduate courses in assessment, intervention, practicum, and appropriate undergraduate courses related to specialty. Advise majors and serve on thesis/dissertation committees. Commitment to teaching, advising, and enhancing the graduate program in psychology; conducting a research agenda that includes publications, presentations, and grant writing; providing service to the University and region are expected. QUALIFICATIONS: Doctorate in Clinical or Counseling Psychology from an APA-accredited program required. Eligibility for licensure as a psychologist in Georgia is essential. College teaching and supervisory experiences are desirable. Preference given to those that can contribute to the departments large undergraduate and graduate programs in Clinical/Counseling Psychology, School Psychology and School Counseling. DESCRIPTION: Valdosta State University is a regional university serving 41 counties in South Georgia. The James L. Dorothy H. Dewar College of Education is accredited by NCATE with the University accredited by SACS. VSU enrollment is approximately 12,400 students with nearly one-third majoring in education. The College seeks colleagues willing to serve in a dynamic professional community of P-12 educators, faculty of the College of Arts Sciences, Fine Arts, Business Administration, and Nursing, community agencies, and fellow teacher educators. Valdosta is a city of approximately 50,000 located just north of the Florida state line on Interstate 75. For more information on the University visit http://www.valdosta.eduhttp://www.valdosta.edu or the community visit http://www.valdostachamber.com/http://www.valdostachamber.com/. APPLICATIONS: Submit a letter of interest, faculty application form, resume, and three letters of reference to Dr. Philip Gunter, Dean, James L. Dorothy H. Dewar College of Education, VSU, Valdosta, GA 31698-0085. Email submission mailto:schud...@valdosta.eduschud...@valdosta.edu. CLOSING DATE: Review of applications begins January 15, 2010, and continues until appointment is made. VSU is an equal opportunity educational institution Robert Bauer, Ph.D., Professor and Head Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698-0100 Voice: 229.333.5930 Fax: 229.259.5576 http://www.valdosta.edu/coe/psychology/http://www.valdosta.edu/coe/psychology/ David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Graduate admissions GRE policy
I have been assigned to be chair of a committee to draft a new policy for our graduate school re: using the GRE (and other standardized tests) in admissions decisions. We're using the ETS guidelines for use of the GRE as the base of our policy, but I wanted to see if anyone out there is from a school that has done this already, and if so, could I take a look at your policy so I'm not reinventing the wheel. Thanks! David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] graduate student practicum insurance
If any of you either work in or have in your dept a graduate program in which students are required to do a practicum or internship and to carry their own liability insurance, what do your students use? I am looking for a relatively low-cost insurance affordable by grad students for their part-time practicum work. Thanks! David David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Outrageous (im)portune(ing)
I tell them if they text during class or even if they have their cell phones on their desk they risk having it confiscated. I tell them that yes it's high schoolish, but that yes, they can survive not hearing the absolutely vital texts from their friends for an hour. David At 12:01 PM 8/19/2009, you wrote: When my students say they missed class, they usually follow it with, Did I miss anything? As per a great list of possible answers that I got from TIPS years ago, I reply, with a rather affected glint of humor in my eye, Why, no. When you didn't show up, we just canceled class. That usually makes them see the silliness of their question. I then add, seriously, that they're responsible for anything that happened in class and they might look for a good student and ask to borrow their notes. I'm also toying with the idea of changing an attendance grade from present to absent if they text during class, and saying in my syllabus that I will do this. My rationale is that if they're busy texting, they're not paying attention (and are even more disruptive - to me - than if they're absent) and are thus, essentially, absent. I like this idea better than Louis' four dozen doughnuts penalty. I don't need the calories and they can't use the I don't have the money excuse. Of course, I have to make sure that I don't have my own cell phone going off during class!! And this will only work if you routinely take attendance. (I do.) How do TIPSters feel about this? It's not going to kill them to keep their thumbs off their cellphones for an hour. Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Aug 19, 2009 at 11:50 AM, Marc Carter mailto:marc.car...@bakeru.edumarc.car...@bakeru.edu wrote: Well, my perennial favorite (this is common to many of you, I'm sure) is, I'm sorry I missed class today. Did we do anything important? -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: mailto:sbl...@ubishops.casbl...@ubishops.ca [mailto:sbl...@ubishops.ca] Sent: Wednesday, August 19, 2009 10:23 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Outrageous (im)portune(ing) A misguided friend of mine, retired not too long, decided to go back to teaching. He discovered something new this time: an elevation in the level of student chutzpah. For example, one of his students e-mailed him that he had received 73% for a B, and asked for a free 2% so his mark could be upgraded to a B+. My friend commented that this student seemed to think of university grades the way someone in a restaurant thinks of the bread basket: could I have more, please? Another of his students e-mailed him that he missed a good part of the course and the first test because he was on vacation and didn't realize that the course didn't wait for him to get back. He asked that his grade be based on the tests given after his return. Note that in both cases, the outrageous requests were made by e-mail. Coincidence? I think not. It seems to me that now that the twittering facebook generation has become comfortable with e-mailing their profs, we can expect much more of the same. What they wouldn't dare ask for over the phone or in person is worth a try by e-mail. Maybe I'll get lucky, they think. My friend asked me whether students at Bishop's behaved like this. Not then, I replied, but probably now. And in the spirit of the irrepressible Michael S. I throw the question out to the list: Do you have any examples of your own of outrageous importuning, in particular by e-mail, but also by other means? Send me something. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: mailto:sbl...@ubishops.casbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada Subscribe to discussion list (TIPS) for the teaching of psychology at http://flightline.highline.edu/sfrantz/tips/http://flightline.highline.edu/sfrantz/tips/ -- - --- To make changes to your subscription contact: Bill Southerly (mailto:bsouthe...@frostburg.edubsouthe...@frostburg.edu) The information contained in this e-mail and any attachments thereto (e-mail) is sent by Baker University (BU) and is intended to be confidential and for the use of only the individual or entity named above. The information may be protected by federal and state privacy and disclosures acts or other legal rules. If the reader of this message is not the intended recipient, you are notified that retention, dissemination, distribution or copying of this e-mail is strictly prohibited. If you have received this e-mail in error please immediately
Re: [tips] Worthy textbooks
We've used Comer's text for years in Abnormal. Highly recommended, as it's got a balance of depth and readability. Also, the ancillaries (particularly short film segments and such) are great. Comer, R.J. (2010). Abnormal Psychology (7th ed.) New York: Worth. I teach theories of personality, and I have never found a book I have LOVED. I use Burger: Burger, J.M. (2008) Personality (7th edition). Belmont, CA: Wadsworth. Good luck! David At 12:53 PM 8/18/2009, you wrote: Hi all. I would like to solicit the opinion of those who have experience teaching Personality and Abnormal. Normally, these were taught by the clinical guy, but I find that I will now have the pleasure of teaching them this coming Winter. Would those on TIPS please nominate their first couple of choices for best textbooks with regard to teaching Personality and Abnormal. Hopefully said textbooks would include good ancillaries, or if not, please post on what ancillaries would also be recommended. Thanks in advance --Mike --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] New edition of publication manual
We received notices in the mail re: the new edition. Costs as follows: Softcover LIST PRICE: $28.95 MEMBER/AFFILIATE PRICE: $28.95 Hardcover LIST PRICE: $39.95 MEMBER/AFFILIATE PRICE: $39.95 Spiral LIST PRICE: $36.95 MEMBER/AFFILIATE PRICE: $36.95 The notice also included possible desk copies but asserted that you had to demonstrate need and that there would be a run on such copies, so expect a long wait. David At 09:26 AM 4/29/2009, you wrote: I'm not sure, but I'm thinking a lot. And I expect no desk copies, either. I once calculated how much business I give the APA by requiring the manual in my courses. They owe me. A lot. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Stuart McKelvie [mailto:smcke...@ubishops.ca] Sent: Wednesday, April 29, 2009 8:20 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] New edition of publication manual Dear Tipters, .and at what new cost, may I ask? Stuart ___ Stuart J. McKelvie, Ph.D., Phone: (819)822-9600, Extension 2402 Department of Psychology, Fax: (819)822-9661 Bishop's University, 2600 College Street, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: smcke...@ubishops.ca Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy ___ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Not Sure What's At Work Here
Wow interesting example... maybe it's a social script? I know I am uncomfortable with the self checkout at many stores (grocery stores, Walmart) these days. Possibly because I fear I'll be accused of leaving without paying, or because the checkout process is like passing through a gate to approve that you paid and have permit (the receipt) to leave? At 01:01 PM 4/29/2009, you wrote: Yesterday I went into the Apple store to pick up a few gadgets and I thought the store looked a little sparse. Something was missing but I couldn't figure out what it was. Then I figured it out: I picked up a few things and then went looking for the checkout counter. Couldn't find it. How about a cash register? Nope. Apparently Apple has decided that we don't need those things. I have to admit I felt a little lost. Since you can check out with any of the sales people anywhere in the store using a portable register, Apple apparently feels there's no need for an actual physical counter. The sales guy admitted that most people feel uncomfortable with this arrangement. Many customers go looking for any counter that looks like it might be a checkout counter and they stand in front of it. Also, it was the sales guy's opinion that people feel comfortable knowing that they have a place in line. Not sure where this behavior fits: social norms? situational norms? Michael mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Reference Problem
Thanks Beth. The problem isn't really confronting the former student; it's responding to the reference email from the employer. I hate to torpedo the former student completely by telling the employer I can't serve as a reference, because as coordinator of the program, I do have some interest in getting my graduates hired. But yes, I do plan to notify the student to not keep me on her resume. David At 09:52 AM 11/19/2008, you wrote: Someone on TIPS had a similar problem a few years ago, and I still remember the response and have used it. Just say that you feel its only fair to let her know that you dont think a reference from you would be helpful to her. If she doesnt quite get that, then add that future employers are usually looking for positive remarks and you dont feel that, under the circumstances, you would be able to offer that. Its a little gentler than saying, Are you kidding? You think, after what you did, Id ever write anything good about you? Beth Benoit Granite State College New Hampshire From: David Wasieleski [mailto:[EMAIL PROTECTED] Sent: Wednesday, November 19, 2008 9:47 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Reference Problem Hey all. Today I received an email from someone asking for a reference for a former student of mine who is applying for the job. The emails asks of course for information on her aptitude and work ethic. Without going into all the gory details, this student ended up as a thesis student of mine and actually displayed significant problems with work ethic (e.g., going off to Las Vegas for four days with less than two weeks to get her thesis done to graduate on time, and then expecting me to respond overnight to a draft sent to me). Since her graduation the student asked if I would serve as a reference, and I suggested that given all that had happened, others would serve better as a reference for her. So this email comes as a dismaying surprise. I of course do not plan to respond to it via email but by phone. I don't know that I want to simply state that I don't want to serve as a reference. But clearly this puts me in a bind regarding what to say when I do make that phone call. Has anyone else dealt with similar circumstances? David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleskihttp://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Reference Problem
Joe: I hadn't thought of that resource. Good idea. David At 09:59 AM 11/19/2008, you wrote: Would your career services office be able to offer advice? I had a situation with a former student whom I would have been willing to hire, but who had significant personality quirks that a potential employer would want to know about. Our career services director discussed the legal and ethical issues involved and reviewed the recommendation letter I wrote. Joe Joseph J. Horton, Ph. D. Box 3077 Grove City College Grove City, PA 16127 724-458-2004 [EMAIL PROTECTED] In God we trust, all others must bring data. From: David Wasieleski [mailto:[EMAIL PROTECTED] Sent: Wednesday, November 19, 2008 9:47 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Reference Problem Hey all. Today I received an email from someone asking for a reference for a former student of mine who is applying for the job. The emails asks of course for information on her aptitude and work ethic. Without going into all the gory details, this student ended up as a thesis student of mine and actually displayed significant problems with work ethic (e.g., going off to Las Vegas for four days with less than two weeks to get her thesis done to graduate on time, and then expecting me to respond overnight to a draft sent to me). Since her graduation the student asked if I would serve as a reference, and I suggested that given all that had happened, others would serve better as a reference for her. So this email comes as a dismaying surprise. I of course do not plan to respond to it via email but by phone. I don't know that I want to simply state that I don't want to serve as a reference. But clearly this puts me in a bind regarding what to say when I do make that phone call. Has anyone else dealt with similar circumstances? David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleskihttp://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Reference Problem
Hey all. Today I received an email from someone asking for a reference for a former student of mine who is applying for the job. The emails asks of course for information on her aptitude and work ethic. Without going into all the gory details, this student ended up as a thesis student of mine and actually displayed significant problems with work ethic (e.g., going off to Las Vegas for four days with less than two weeks to get her thesis done to graduate on time, and then expecting me to respond overnight to a draft sent to me). Since her graduation the student asked if I would serve as a reference, and I suggested that given all that had happened, others would serve better as a reference for her. So this email comes as a dismaying surprise. I of course do not plan to respond to it via email but by phone. I don't know that I want to simply state that I don't want to serve as a reference. But clearly this puts me in a bind regarding what to say when I do make that phone call. Has anyone else dealt with similar circumstances? David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about paper assignments
Annette: I actually DO try to get them to integrate and connect, by making the short assignments involve connecting material to class or text concepts. Clearly the development of an idea over 2-3 pages will truncated compared to a longer paper, but I find the short assignments adequate for my purposes for most of my courses, anyway, especially at that level (and I don't teach research-heavy courses). I also get more compliance with completing assignments at all, and on time, and avoid the ten page paper including a title page, abstract, references, and other attempts to turn a 10-page paper into a 6-page one. I also think I have adjusted to the nature of our students here a bit. David At 05:23 PM 3/27/2008, you wrote: Interesting point David--I've gone back and forth on this in both my mind and in the assignments--more short papers versus one long paper. Here is the trade off I keep coming back to: with the long paper students need to learn to integrate information and to transition between and connect their thoughts. No matter how much I emphasize the critical thinking in the short papers, I don't think they learn the other skill of integration and connection. On the other hand, the longer papers do tend to show somewhat less critical evaluation of single papers. AND they are easier to grade ;) 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] Original message Date: Thu, 27 Mar 2008 15:41:36 -0400 From: David Wasieleski [EMAIL PROTECTED] Subject: Re: [tips] question about paper assignments To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Carol: In recent years I have significantly changed my approach to written assignments. I have gone to shorter assignments of greater frequency. Most are 2-3 page, double spaced reaction papers designed to emphasize critical thinking. I also have gone to a 4 of 6 approach where there are six assignments, and students must turn in 4 of them (that way I tell them I can not accept late papers at all!). If they turn in MORE than 4, I keep the four highest grades and drop the 1 or 2 lowest. I end up with fewer assignments to grade at any one time, and the papers are less painfully long to read for me and to write for them. David At 03:37 PM 3/27/2008, you wrote: I'm curious about typical paper assignments for a 300-level course. What do you all do in terms of length, number of references, etc.? Thanks for your help as always, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about paper assignments
Carol: In recent years I have significantly changed my approach to written assignments. I have gone to shorter assignments of greater frequency. Most are 2-3 page, double spaced reaction papers designed to emphasize critical thinking. I also have gone to a 4 of 6 approach where there are six assignments, and students must turn in 4 of them (that way I tell them I can not accept late papers at all!). If they turn in MORE than 4, I keep the four highest grades and drop the 1 or 2 lowest. I end up with fewer assignments to grade at any one time, and the papers are less painfully long to read for me and to write for them. David At 03:37 PM 3/27/2008, you wrote: I'm curious about typical paper assignments for a 300-level course. What do you all do in terms of length, number of references, etc.? Thanks for your help as always, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] faculty reading for pleasure?
Currently rereading Mysterious Island after rereading Leagues and Journey to the Center of the Earth... David W At 09:45 AM 11/20/2007, you wrote: Miguel, fiction is fiction, and non-fiction is non-fiction. If people can't make the distinction between fiction and non-fiction, well, you can't control that and shouldn't castigate the novelist for the short comings of some readers. But, in the case of science, sometimes today's fiction is tomorrow's fact. For example, take Jules Verne's From Earth To Moon, 20,000 Leagues Under The Sea and Around the World in Eighty Days written long before space, air, and underwater travel were realities. In any event, from the historians eye, the novelist offers a window into the soul of a given period of a given culture. And, quite often, as in the case of Charles Dickens or Ernest Hemmingway, is a genre used as a commentary on their societies. Make it a good day. --Louis-- Louis Schmier http://therandomthoughts.edublogs.org/http://therandomthoughts.edublogs.org/ Department of History http://www.newforums.com/Auth_L_Schmier.asphttp://www.newforums.com/Auth_L_Schmier.asp Valdosta State University Valdosta, Georgia 31698/\ /\ /\ /\ (229-333-5947) /^\\/ \/\ /\/\/\ \/\ / \ \__ \/ / \ /\/ \ \ /\ //\/\/ /\ \_ / /___\/\ \ \ \/ \ /\If you want to climb mountains \ /\ _/\don't practice on mole hills -/\ --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie ---
[tips] Two faculty positions
Psychology and Counseling Faculty Positions (2) https://www.insidehighered.com/employment/dashboard/?event=ViewJobDetailsjob_posting_id=32364bSearch=0Keywords=school%20counselingcategoryid=0bViewJobListing=0JobSearchType=DetailCFID=2357941CFTOKEN=98521177https://www.insidehighered.com/employment/dashboard/?event=ViewJobDetailsjob_posting_id=32364bSearch=0Keywords=school%20counselingcategoryid=0bViewJobListing=0JobSearchType=DetailCFID=2357941CFTOKEN=98521177 Valdosta State University Description Valdosta State University where tradition and tomorrow come together Valdosta State Universitys James L. and Dorothy H. Dewar College of Education invite applications for two ten-month, tenure track faculty positions in the Department of Psychology and Counseling beginning August 1, 2008. Position 1: Counselor Educator Assistant/Associate Professor. Doctorate in Counselor Education only preferred; ABDs with masters considered. Preference given to graduate of or teaching experience in a CACREP accredited counselor education program; public school guidance counseling experience; familiarity with data-driven school counseling programs; and college teaching and supervisory experience. A primary identification with the profession of school counseling is required, with a focus on the implementation of the ASCA national model. Position 2: Clinical Psychology Assistant/Associate Professor. Doctorate in Clinical Psychology or closely related applied field preferred; ABD with masters considered. Potential and motivation for licensure as a psychologist in Georgia is essential. College teaching and supervisory experience are desirable. Preference is for a graduate of APA-accredited programs who is eligible and would contribute to the departmental graduate programs in Clinical/Counseling Psychology, School Psychology, and School Counseling. The Department of Psychology and Counseling grants the B.A. and B.S. in Psychology, M.Ed. and Ed.S. in School Counseling, the Ed.S. in School Psychology, and the M.S. in Clinical/Counseling Psychology and Industrial/Organizational Psychology. The National Association of School Psychologists (NASP) approves the School Psychology Program and the School Counseling Program is scheduling a CACREP visit. Our 20 faculty members are actively involved in research, service, scholarship, and professional development. Valdosta State University is a regional university serving 41 counties in South Georgia. The Dewar College of Education includes seven departments and is accredited by NCATE with the University accredited by SACS. The Psychology and Counseling Department houses a NASP nationally recognized program and is currently scheduling an on-site visit from CACREP. Enrollment is approximately 11,000 students with nearly one-third majoring in education. Valdosta is a city of about 50,000 located just north of the Florida state line on Interstate 75. For more information on the university, college, and department visit our website http://www.valdosta.eduwww.valdosta.edu. To apply submit a letter of interest stating position applying for, faculty application form found at http://www.valdosta.edu/academic/documents/Faculty_Employment_APP.pdfhttp://www.valdosta.edu/academic/documents/Faculty_Employment_APP.pdf, vitae, and the names of three references to Dr. Philip Gunter, Dean, College of Education, Valdosta State University, Valdosta, GA 31698-0085. Review of completed applications will begin November 15, 2007. Positions will remain open until filled. For more information contact Ms. Sheree Hudson via email mailto:[EMAIL PROTECTED][EMAIL PROTECTED] or phone 229-333-5925. VSU is an equal opportunity educational institution. Location Valdosta, GA Employment Type Full Time Categories https://www.insidehighered.com/employment/dashboard/?event=SearchJobsCategoryID=710JobSearchType=searchkeywords=*CFID=2357941CFTOKEN=98521177FACULTY JOBS, https://www.insidehighered.com/employment/dashboard/?event=SearchJobsCategoryID=735JobSearchType=searchkeywords=*CFID=2357941CFTOKEN=98521177Social Sciences / Education, https://www.insidehighered.com/employment/dashboard/?event=SearchJobsCategoryID=741JobSearchType=searchkeywords=*CFID=2357941CFTOKEN=98521177Psychology Reply To Dr. Philip Gunter Dean College of Education Valdosta State University 1500 N Patterson St. Valdosta, GA 31698-0085 United States mailto:[EMAIL PROTECTED][EMAIL PROTECTED] * https://www.insidehighered.com/employment/dashboard/?event=JobApplyjob_posting_id=32364CFID=2357941CFTOKEN=98521177Apply Now! * https://www.insidehighered.com/employment/dashboard/?event=SaveJobjob_posting_id=32364bsaveJob=1CFID=2357941CFTOKEN=98521177Save Job *
RE: [tips] Categorizing Psychology as a major
We are classified as a social science here. We had made some push to be reclassified as a natural science a few years back, but the state of Georgia university system, if I am not mistaken, tries to keep such classifications (the core) consistent across its member institutions, so we were rebuffed. Complicating the issue further is that out department is in the College of Education. So our undergraduate BS and BA degrees are awarded by the College of Arts and Sciences, but we're administered (administrated?) by the College of Education. David W. Tipsters: Recently, with the modification of the university web page, Psychology was moved from its two category status (social science and science) now to the arts. The rationale, as stated to me, was that it was more appealing to have an Arts label than Science for 16 and 17 year old potential students. I personally find this to be the ne plus ultra example of selling out. My question to you folks: how is Psychology classified at your college or university? Mike Michael J. Lavin Professor Emeritus St. Bonaventure University [EMAIL PROTECTED] http://web.sbu.edu/psychology/lavin 914-366-8006 Tarrytown, NY 716-375-2488 SBU Office --- --- David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie ---
RE:[tips] Tremendous increase in diagnosis of bi-polar- New York Times
At the risk of betraying my own ignorance of this literature despite being a clinician, I think the increase in the diagnosis of the bipolar disorders (as there are more than one) relates back to concerns over the potential overdiagnosis of ADHD which has been postulated for years. If we define ADHD primarily in terms of energy level and distraction (not really consistent with DSM criteria, by the way), then kids with ADHD grow up with these same behavior patterns into adulthood. And ADHD isn't typically diagnosed in adults. Thus, they're shoved into the bipolar category. Keep in mind as well that the current insurance climate also encourages overdiagnosis of certain conditions in order to meet criteria for insurance copayment of treatment bills. So a client who is distractible and impulsive and energetic and having problems as a result thus gets diagnosed with bipolar disorder. As usual, the problem is systemic. David W. At 12:30 PM 9/5/2007, you wrote: http://www.nytimes.com/2007/09/04/health/04psych.html?ref=health I apologize for not sending out my class assignment where I have students scrutinize case studies for examples of potential errors in diagnoses. I'm not a clinician and, though this is a fairly casual and interesting activity, I became concerned that I might be criticized by clinicians and so have backed off my original decision to share it. Just found myself becoming too self-conscious about the activity, which is probably a good thing as I'm tuning it up. However, this article in the NYT's is an excellent example of how diagnosing has to have error factors as this type of incredible increase in bi-polar illness within the last few decades simply isn't credible, is it? I began to note a significant increase in the number of my students coming to me saying that they had been diagnosed with this illness when the label was changed from manic-depressive to bi-polar. The folks writing the DSM had the best of intentions but I suspect that by changing the label, the diagnosis now sounded less serious. An unintentional by-product could be that therapists have become more willing and more comfortable to give this diagnosis to their clients. This is simply an opinion from a non-clinician but have found a number of my clinician friends agree with this possibility. Whatever, when discussing the DSM, I feel it's articles like the one pasted above is a classic in demonstrating how the diagnostic process is not a hard and sound process but one to be used with great care and viewed with a healthy dose of skepticism. Joan Joan Warmbold Boggs [EMAIL PROTECTED] --- David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie ---
Re: [tips] ADHD
According to DSM-IV-TR, it's attention-deficit/hyperactivity disorder. But I've seen it without the slash or hyphen as well. David W. At 11:12 AM 8/20/2007, you wrote: Here's a quickie: I probably should know this, but I'm not a clinical or developmental psychologist and don't recall it written in full form... When attention deficit hyperactivity disorder is written, does/should it have a hyphen or slash between the AD and HD? Thanks for your help. Steven M. Specht, Ph.D. Associate Professor of Psychology Utica College Utica, NY 13502 (315) 792-3171 Mice may be called large or small, and so may elephants, and it is quite understandable when someone says it was a large mouse that ran up the trunk of a small elephant (S. S. Stevens, 1958) /blockquote/x-html David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Movies that deal with Psychology
There's also this one: http://www.psychmovies.com/http://www.Psychmovies.com At 11:03 AM 5/4/2007, you wrote: Thank you so much Beth! Nina Dr. Nina L. Tarner Assistant Professor of Psychology HC 219 Department of Psychology Sacred Heart University Fairfield, CT. 06825 (203)371-7915 Fax (203)371-7998 -Original Message- From: Beth Benoit [mailto:[EMAIL PROTECTED]mailto:[EMAIL PROTECTED] Sent: Fri 5/4/2007 9:34 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Movies that deal with Psychology Movies that deal with PsychologyHere you go: http://faculty.dwc.edu/nicosia/moviesandmentalillnessfilmography.htmhttp://faculty.dwc.edu/nicosia/moviesandmentalillnessfilmography.htm Beth Benoit Granite State College Plymouth State College New Hampshire - Original Message - From: [EMAIL PROTECTED] To: Teaching in the Psychological Sciences (TIPS) Sent: Friday, May 04, 2007 9:29 AM Subject: [tips] Movies that deal with Psychology Hi all, I remember in the past someone had emailed a list of the various popular movies that could be shown in class that deal with various aspects of psychology. Could someone please forward me that list as an attachment or guide me in the right direction as to where I could find it in the archives? I cannot even remember when it came across the listserv. Thank you so much in advance. Nina Dr. Nina L. Tarner Assistant Professor of Psychology HC 219 Department of Psychology Sacred Heart University Fairfield, CT. 06825 (203)371-7915 Fax (203)371-7998 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=englishhttp://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=englishhttp://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Positions Open
Hi all. We have two last-minute positions open for the coming fall semester. The first is in clinical-counseling with a child and assessment emphasis: http://www.higheredjobs.com/institution/details.cfm?JobCode=175238387 The second is for a school counselor/counselor educator: http://www.higheredjobs.com/institution/details.cfm?JobCode=175239275 Thanks! David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Kurt Vonnegut dies
This is unrelated to TIPS directly but I just saw this: http://www.cnn.com/2007/SHOWBIZ/books/04/12/obit.vonnegut/index.html I think Vonnegut was and remains a significant writer whose work could spur discussions across the social sciences. Apparently the brain injuries he suffered a few weeks ago have claimed his life. Sad day. David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Random Thought: A Quickie on Caring
Louis: At the risk of also entering this discussion more than I want to (that is, at all, really), I want to implore you to self-analyze for a moment in the same way that you challenge your students and colleagues to do. Look at the tone of your message. Do you see how if someone sent it to you it would appear sanctimonious? You fire bullets and then assume martyr status when people fire back. If you softened your tone and saw the wisdom in others' remarks the way you do with your students you'd draw more converts. If you're looking to create change you will see that and do so. If you merely wish to stir it up without really affecting change, then continue as is. (and stepping back into the educational good night) David At 03:58 PM 3/21/2007, you wrote: See Paul, you fall short again in your care and concern about your profession ;-) From my understanding of psychology (and the ethical principles of APA) and from my own years in counseling (as the client), there is something to be said for understanding and respecting boundaries in both professional and personal relationships. Go ahead if you must, tell me (and our professional ethics committee) why this attitude is inferior to yours Louis. Having a great day, -S On Mar 21, 2007, at 1:33 PM, Louis Schmier wrote: So, Paul, you just accept the very issues I have been talking about for years? To paraphrase Edmund Burke, it declines because good people remain silent. I guess that's the difference between us. I don't accept it and won't remain silent. Maybe that's why some are irritated with me. Don't know. What I do know is that I'm a There is the teaching guy and I don't accept as I once did then there is teaching. If in your opinion that be self-delusional, egregiously inappropriate, so be it. I for one just won't go quietly into the educational good night. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of History www.newforums.com/L_Schmier.htm Valdosta State University Valdosta, Georgia 31698/\ /\ /\ /\ (229-333-5947) /^\\/ \/\ /\/\/\ \/\ / \ \__ \/ / \ /\/ \ \ /\ //\/\/ /\ \_ / /___\/\ \ \ \/ \ /\If you want to climb mountains \ /\ _/\don't practice on mole hills -/ \ --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=englishhttp://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Steven M. Specht, Ph.D. Associate Professor of Psychology Utica College Utica, NY 13502 (315) 792-3171 Mice may be called large or small, and so may elephants, and it is quite understandable when someone says it was a large mouse that ran up the trunk of a small elephant (S. S. Stevens, 1958) /blockquote/x-html David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Don't you just hate this?
Just got this today. How kind of the student to tell me I should feel free to email her with what she missed. Date: Tue, 06 Mar 2007 10:06:57 -0500 (EST) From: Subject: Illness To: [EMAIL PROTECTED] Due to my illness i will not be attending class today. Please feel free to email any assignments I missed or test I have not seen. And I will do my best to get well before the next class meeting. Math:TH: 12:30 Psyh: Tues-5 David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Strange brew
Amen! At 01:09 AM 1/29/2007, you wrote: From a recent research study on taste preference after adulteration of beer with balsamic vinegar (Lee, Frederick, and Ariely, 2006): Budweiser was used in the first two experiments, and Sam Adams in the third. We switched after discovering that Budweiser is not a very popular beer among our participants, many of whom even disputed whether it deserves to be called a 'beer. Lee, L., Frederick, S., and Ariely, D. (2006). Try it, you'll like it: The influence of expectation, consumption, and revelation on preferences for beer. Psychological Science, 17, 1054-- Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 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 --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Administation bloopers
They gave me tenure, didn't they? ;) At 12:20 PM 12/12/2006, you wrote: Are there Administration bloopers? 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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Choice in assignments
I use a 4 of 6 model in most of my undergraduate classes, where there are six due dates (one for each assignment). Students must do at least 4 of the assignments (they sum to the equivalent of an exam grade), but may elect to do all 6, in which case I will take the 4 highest scores. I did it initially to reduce my grading workload by having fewer assignments handed in each due date (few students do more than 4, and maybe 2% do all six). Additionally, once I have created the rubric the first term, I retain them for the subsequent times I teach the course (except for assignments I tweak or change). Student feedback on this has been positive, and each assignment is a bit smaller than any major assignment. Plus, the assignments tend to really get in depth on segments of the course I might not be able to cover in depth in class, and they tend toward critical thinking skills. David At 02:44 PM 12/8/2006, you wrote: Hello, I teach an introductory educational psychology course, and I'm thinking of doing something new when I teach this course again this spring. I've been thinking a lot about what research has to say about giving students some choices in the different assignments they work on. This is something that comes up a lot in the current textbook that I use, and it's something we discuss in class as a way of possibily motivating students or giving them more of a sense of self-determination in the classroom. I've thought of trying to practice what I preach, so to speak, this spring, by trying to come up with different choices for each of the major assignments I choose to include in my course. Just as an example, I now currently ask that students form small groups at the beginning of the semester and work throughout the semester with their groups to create a lesson of their choice, for any grade level, that can be presented to the entire class at the end of the semester. I feel this assignment works well, and I think the students enjoy it, but sometimes I have students in class who are not necessarily planning to become teachers, and I wonder if maybe an alternative final project might work better for them. My concern is that practically, it might be harder for me to grade if I have many different types of assignments that I am collecting at one time (i.e., I'd have to create many different grading rubrics rather than one, etc.). Plus, I would have to have a way of someone ensuring that one assignment is not necessarily much easier than others. I like the idea of giving students some choices because I want the course to be meaningful (and hopefully interesting) for each student, but I'm just not convinced right now of the best way to go about this, or even if I should go this route. Do any of you do things like this in your courses? If so, would you mind sharing ideas with me, or letting me know whether this has worked well for you? Thank you in advance for your feedback! Sincerely, Michelle Everson Dept. of Educational Psychology University of Minnesota [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Choice in assignments
Actually your timing is great. I have a student whose final I just graded (literally a minute ago) who turned in two assignments and barely eked out a B in a senior-level class despite an A average on tests. I tell them assignment 1 was due on so-and-so date, etc. The added benefit of this system is that at the beginning of the term, I tell them if they turn in an assignment late, the penalty is harsh, so just do the next one (I rarely get late assignments anymore). Moreover, I strongly suggest they all do at least 1 of the first 2 (i.e., don't just wait until the last 4), so that if they, their mother, or their roommate's dog gets ill later, they still have an assignment they can blow off. Overall, I have far fewer problems than I used to with assignments, etc. David At 04:06 PM 12/8/2006, you wrote: David said: I use a 4 of 6 model in most of my undergraduate classes, where there are six due dates (one for each assignment). Students must do at least 4 of the assignments (they sum to the equivalent of an exam grade), but may elect to do all 6, in which case I will take the 4 highest scores. What do you do when it is the last week of classes, all due dates are past, and a student has turned in three assignments? (Wasn't there one for this week?) Suzi Susan J. Shapiro Associate Professor/Psychology Indiana University East 2325 Chester Blvd. Richmond, IN 47374 (765) 973-8284 [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: 40 things not to say to the prof
Rick: The following: 7, 18, 28, 29 David W. At 01:39 PM 10/23/2006, you wrote: This is the online list (at: http://www.educ.kent.edu/community/DOCWHIZ/poprof.html) of what professors don't want to hear from their students that is cited in the Orientation textbook. If you have a minute before our 3:00 class today (if not, that is fine) could you e-mail me with the numbers of the ones you really dislike. I want to mention this in class today. Thanks, Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Box 3055 x7295 [EMAIL PROTECTED] http://www.jbu.edu/academics/hss/faculty/rfroman.asp Proverbs 14:15 A simple man believes anything, but a prudent man gives thought to his steps. -Original Message- From: Ken Steele [ mailto:[EMAIL PROTECTED]] Sent: Monday, October 23, 2006 11:07 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: explanations? information? This is an urban legend that morphed into a research study. It was attributed to Cambridge University and someone at Cambridge decided to investigate the claims. Here is a link- http://www.mrc-cbu.cam.ac.uk/~mattd/Cmabrigde/ Ken Annette Taylor, Ph. D. wrote: I know we have talked about this in the past--the message below was sent to me by a student and I have seen it before as being attributed to a Harvard study. Does anyone know any more about the underlying 'facts' of this supposed study. After all, it does work! I'd like to bring it up in the chapter on language in both intro and cognition that we are just getting to as I am sure other students have seen it. One student asked me if it represents a type of Gestalt principle of organization. I'm not sure to the extent that this goes a bit beyond perception. Any better info among tipsters? = I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch by GOOFYAUCTIONS.COM, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer are in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs rpsoet it. = 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] --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang = english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: IRB-type question: Recruiting current students
Given the ambiguous nature of the need for such a procedure, I think the faculty member would need to somehow make a reasonable justification. One way to offset the potential dual role involved is for the faculty member to have a confederate come in and run the study as if it were their own, and only after students either chose or did not choose to participate have the faculty member inform them it was his/hers. That is still problematic, however, in that deception is being used in a likely unnecessary fashion, and students may feel tricked. That is, they may feel as though they will be punished for not participating even though they did not know it was their instructor's study. Would either procedure be rejected by an IRB? I am not sure, but I do think the faculty member would be asked to justify their limiting the subject pool to their own classes given the subject pool available. David W. At 10:30 AM 9/26/2006, you wrote: I am curious how tips folks would react to the following situation. We have a typical subject pool available from our introductory psych course. However, a faculty member wants to recruit only current students in classes taught by that faculty member. The reasons for this procedure remain ambiguous. My view is that this seems akin to a dual relationship situation and should be avoided. But I am unclear whether this would be an actual violation of ethical guidelines such that an IRB would not approve the procedure. What do you think? Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Ethical question
My view on this is similar. I guess the basic way to address this is simply to ask why you'd knock on the door when you already know the student is on your list? Why not simply give that student to another campaign volunteer and avoid the issue completely. Whether we call it unethical or not -- I'd lean toward not unethical, but potentially problematic -- why even put yourself in such a situation if you can avoid it? David W. At 04:14 PM 9/25/2006, you wrote: At 02:44 PM 9/25/2006, you wrote: Think of the issues that could come up later if you give the student a less-than-desireable grade. (I even voted for his candidate, because I thought it might help. I got the impression it would be helpful for my grade, but it wasn't.) And the related flip side of I got a poor grade because I did not sign the petition, agree to vote for the candidate, register to vote, etc. And, if by chance the student does not hold the same political view, this situation could really explode because of the potential for an apparent conflict of interest, whether that conflict actually exists or not. And, in this particular case, I can already hear the student the next day in class talking with other students about how the professor came to the apartment campaigning for , which in turn could influence the perceptions and/or actions of other students in the class. My general rule of thumb when I encounter a student off-campus is to treat the interaction as though I was on-campus. Just because it isn't in my office, during class, etc. doesn't change the teacher-student relationship that exists between me and the student. If/when the student talks about the interaction later, they are most likely to refer to me as their professor, and as a result, I have to keep the obligations and issues that exist because of that relationship in mind. And for me, this extends beyond the end of the class/semester as well since it is possible I could have that student in another class in the future. Of course, having said all of this, I'm not sure if I would describe someone who did knock on the door as unethical... an unwise decision perhaps because of the potential issues that could arise, but not unethical, provided it was clear that the interaction would in no way influence the grade in the course. - Marc = G. Marc Turner, PhD, MEd, Network+, MCP Senior Lecturer Technology Coordinator Department of Psychology Texas State University-San Marcos San Marcos, TX 78666 phone: (512)245-2526 email: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: They always laugh
I always look up in mock-shock at their dirty minds and tell them the fourth F stands for fornication... why what else could it be? At 12:52 PM 9/20/2006, you wrote: The hypothalamus is involved in the 4 fs: feeding,fighting,fleeing,and sexual behavior. 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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: They always laugh
Tim: Wow... sometimes I think students take us too seriously... but then I remember that most of the time I wish they'd take me more seriously. David At 01:10 PM 9/20/2006, you wrote: David- It is indeed humorous. On the other hand, you may have a student ask if that means the hypothalamus isn't involved in sex between a married couple! Think I'm being facetious? After missing the item on a test, a student once explained to me that they had understood that, since it involved fornication (what it said in the PowerPoint!) that the drive for extra-marital (or pre-marital) sex was from a different site in the brain than sex within marriage (when you couple (sorry!) this with what many folk understand about the research on differences in the hypothalamus in gay men and women this really isn't surprising). As you might guess, this student was from a fundamentalist background. He has since grown to see this incident as quite humorous. I just wonder how many student there are wandering around repeating just such a story because of the slight ambiguity we present (not that I'm for the use of the other term in a class setting). Much as I like innuendo and subtlety, sometimes it doesn't work and even backfires occasionally is my point, I guess. :) Tim -Original Message- From: David Wasieleski [ mailto:[EMAIL PROTECTED]] Sent: Wednesday, September 20, 2006 10:55 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: They always laugh I always look up in mock-shock at their dirty minds and tell them the fourth F stands for fornication... why what else could it be? At 12:52 PM 9/20/2006, you wrote: The hypothalamus is involved in the 4 fs: feeding,fighting,fleeing,and sexual behavior. 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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: what would you do...
This morning I received the following email: I am a student at . I am a Psychology major, and for one of my classes I have to interview a person with a Bachelors Degree in Psych that is in the career that I would like to pursue. I would very much like to become a college professor, and I would appreciate it if you would agree to let me interview you if at all possible. We could do it over the phone, if that would be ok? Please let me know, thank you. I replied that I would do so, and we set up a time. The idea of IRB approval never entered my mind (despite being somewhat suspicious myself), perhaps because this student is clearly completing an assignment. Like other who have replied, I would answer the five questions (none of which seem overly personal unless you choose to make it such), and maybe verify with the professor if I felt the need. But if you're not comfortable, simply say so to the student. They can find someone else (maybe from TIPS even). ;) David W. At 01:04 PM 9/14/2006, you wrote: Dear TIPSters, This morning, I received the following e-mail: Greetings! My name is ___. I am an undergraduate student majoring in psychology. I have a project that requires me to interview an experimental psychologist. I was browsing through the net and came across your profile and thought of writing to you. I won't be wasting much of your time, but I would be greatly obliged if you can kindly answer these five questions, as an experimental psychologist. How did you get started in psychology? Who was your most important mentor during the early part of your psychology career, and why? What are the current major trends in experimental research in psychology, and what should we look forward to learning more about in the coming decade? What two or three items are absolutely essential for every undergraduate student in psychology to know about experimental methods? What are the job opportunities available for a student looking forward to pursue his/her career in experimental or statistical psychology? Thank you heaps! _ . I'm not all that suspicious, and tend to be somewhat naiive, but I'm developing a cynical streak, so I answered with this: Hello, I would like to answer your questions, but cannot do so until you identify the institution you're affiliated with and whether you have IRB approval for your study. I'm sure you understand. Carol DeVolder The response I got was this: Hello, I'm studying in University of _ University College. My professor is okay with students interviewing an experimental psychologists through email. Please do reply. Thank you! I've left out the identifying names, but I'm now perplexed. I'm kind of a stickler for IRB approval, but wondering if my cynical streak is getting too big. Any comments? 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] (By the way, I'm still planning on compiling the responses I got when I posted my plea for help under the subject line My brain is fried... Things just haven't slowed enough for me to do it yet, and once I thanked you all for replying but encouraged more replies, responses dropped off dramatically. But thanks again for coming through.) --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Intellectual Property
We have had students essentially plagiarize slides from online lectures into presentations and web-based assignments. I would, in this case, contact the individual and ask them to cease and desist using those slides, or at the very least to put my name (used by permission of...) on their slides. If they ignored me, I would write their dept head. I would also be in touch with the university lawyers about options. David W. At 02:36 PM 5/15/2006, you wrote: What would we do if one of our students did something similar? I cant help but compare this to the recent threads about the student who turned in the lost-in-the-mail late paper, and the students who copied one reference (a mere few lines) from an email discussion board. Here we have a colleague who copies an ENTIRE course. For all we know, this individual is tough on student cheaters, while plagiarizing someone elses course preparation. Sigh. What is an academician to do? There must be some mechanism for being at least as tough on our colleagues as we are on our students. Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] From: Claudia Stanny [ mailto:[EMAIL PROTECTED]] Sent: Monday, May 15, 2006 1:01 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Intellectual Property A colleague of mine was revising his Power Point slides for a class he teaches. He was curious about whether the spelling of an unusual term he used in his slides was correct and decided to Google the term. The Google search brought up a link to his Power Point slides posted on the web site of a doctoral candidate at another university. The slides had been minimally altered (his name was removed, some minor graphics were removed and others were added). The verbal content was not altered and all of the slides were reproduced without attribution. The slides were presented as this persons slides for a course that he was teaching. Im curious about your thoughts as to how my colleague should respond to this use of his material. He has written to the individual and pointed out that a request for permission to use the material might have been in order. I think this raises some issues about protecting our course materials as intellectual property. We are in danger of this sort of pilfering if we post materials to our personal web sites. If we load these into secure sites such as WebCT, Blackboard, or D2L, our universities think of them as theirs. What is an academician to do? Claudia J. Stanny, Ph.D. Associate Professor, Psychology Interim Director, Center for University Teaching, Learning, and Assessment University of West Florida Pensacola, FL 32514 5751 Phone: (850) 857-6355 or 473-7435 e-mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: How Would You Handle This?
You did not state the level of the course, and in this instance, I think that would be relevant in my decision. I don't know that I'd call copying the reference from other students (I assume that they did not copy the whole paper, which would certainly cause me to go with a more severe penalty) plagiarism per se, since my experience is that many student lazily copy a reference from a published work which may not be consistent with current APA style. Nonetheless, assuming it's a relatively low-level undergrad course I would go with #3 (I assume the assignment, graded on an all-or-none basis, is not worth a ton of points anyway). and then spend some class time describing plagiarism and how such behavior may warrant a more severe penalty in the future. It might also be worth going over their need to learn HOW to do this type of activity for other psychology courses, not to mention how the message boards are and are not supposed to be used. David W. At 04:19 PM 5/10/2006, you wrote: The Situation: You have a written assignment that everyone in your class is required to do, and you require that proper APA-style referencing be used. Many students are new to APA-style referencing but you have provided instruction and examples, plus you have provided a link to APA's style site. One student, in response to questions posted to the class discussion list, and in an effort to help his classmates, posts the following message: (snip, snip) This is what I used. I hope this helps! Papalis, Diane, Olds, Sally Wendkos, Feldman, Ruth Duskin. (2004). Human Development (9th Ed.). New York, NY: McGraw- Hill Companies, Inc. (snip, snip) Slightly more than half the class submits the assignment with the textbook reference exactly as shown. The spelling of the lead author's name is not corrected. The ampersand is not added. Even the blank space in McGraw- Hill is not eliminated. My Questions: Is this a case of plagiarism by the students who obviously copied and pasted the reference into their assignments? If not plagiarism, is it some kind of other improper behavior with a specific name? Has the poster, in an effort to be helpful, committed an offense? Your response?: 1. You would ignore it. 2. You would point out that this is not a proper thing to do, but go ahead and give full credit. (Grading is on an all-or-nothing basis) 3. You would give a zero on the assignment. 4. You would give a failing grade for the course. 5. You would file charges with the Student Government committee that handles disciplinary action in cases of student academic offenses (or whatever the mechanism is used at your school). Such action might include anything up to, and including, expulsion from the school. 6. Other? -- --== ¨¨¨ ==-- Sometimes you just have to try something, and see what happens. John W. Nichols, M.A. Assistant Professor of Psychology Tulsa Community College 909 S. Boston Ave., Tulsa, OK 74119 (918) 595-7134 Home: http://www.tulsa.oklahoma.net/~jnichols MegaPsych: http://www.tulsa.oklahoma.net/~jnichols/megapsych.html --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: the continuing saga of the scantron/integrity problem
I agree. If you've already spoken with your dept head regarding this student, you will have corroboration of the two incidents being related to the same student. And as was said earlier, if he's doing this now (and so persistently), he's likely done this elsewhere. David At 01:47 AM 5/5/2006, you wrote: Rod: I think this definitely should be turned in to your academic discipline committee. I would not let such behavior pass. Best Wishes. C. Eugene Walker, University of Oklahoma (former Baylor professor) [EMAIL PROTECTED] - Original Message - From: Hetzel, Roderick D. [EMAIL PROTECTED] To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Friday, May 05, 2006 12:35 AM Subject: [tips] the continuing saga of the scantron/integrity problem It gets funnier (not really)... Earlier tonight someone in this class used Blackboard to send an email to everyone in the class--except for me. The email claimed I had told students that a certain quiz would count as extra credit towards their final course grade but then changed my mind and just counted it as a regular quiz. The author of this email urged the students to contact me immediately to request that this extra credit be restored. Fortunately, there are a number of students in this class who forwarded the email to me. Any guesses on the author of this email? You got it--the same student I had confronted earlier today about potential academic dishonesty. I took another look at his grades and discoverd that if I did in fact count this quiz as extra credit, then it would raise his final course grade from a D to a C. Interesting that he would mispresent me to the other students to raise his grade, and that he also would mislead the other students by not informing them of his true intent. He may not score high in the areas of personal integrity and academic honesty, but he certainly gets an A in persistence... From: [EMAIL PROTECTED] [ mailto:[EMAIL PROTECTED]] Sent: Fri 5/5/2006 12:19 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Follow-up on my solution to the scantron/integrity problem So he's pulled this stunt, or stunts like it, several times before? Verrry interesting. (But not funny. [Any Laugh-In fans still alive?]) Beth Benoit Granite State College Portsmouth NH -- Original message -- From: Annette Taylor, Ph. D. [EMAIL PROTECTED] Quoting Hetzel, Roderick D. : stating that he has chronic problems with bad luck and having to defend himself in front of Boards. Well, that's certainly an interesting statement! I'm so punchy from grading I think I might have burst out laughing at that one. 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] This message was sent using IMP, the Internet Messaging Pr ogram. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Learning evaluation
Aren't exams and assignments learning evaluations? At 10:03 AM 5/4/2006, you wrote: Can anyone recommend a learning evaluation instrument--one that would assess the extent of students learning in the classroom?Relevant items could be :the teacher stimulates my thinking,I am really learning alot from this course,I would recommend this course to others,I learn more in this course than my grade would indicate etc. The problem that I find with the current teacher evaluation is that it does not address issues as to how the course contributes to students learning. 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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: scantron problem or integrity problem?
Tough situation. I had a similar, although less dramatic one some years ago, and since then I have been a bit O/C studying erasures made on the scantron forms after running them through the machine (and marking on them to indicate I had checked, so students could not claim there was an error). Of course, what I do now is no help to you now. I think that you could do one of several things: 1. Run it through the scantron now. If it reads it correctly, it argues against his proposition that the scantron made an error the first time. It does not prove anything, but if you planned to not give him credit, this would support your position. 2. Give him credit. You cannot verify that he cheated, nor that the scantron machine made an error. Where's the burden of proof? I think in general in academia we have to tend to side with the student (to my dismay in a circumstance I am facing right now that I will NOT get into!). Moreover, a smart cheater (and most of the students who get caught cheating aren't that good at it, of course) would have made his erasures more likely to have been 'misread' by the machine rather than making the effort to be so thorough in erasing. 3. Give him half-credit as a compromise, which by definition indicates that neither of you will be happy. His up-and-down performance on the other exams certainly makes it difficult to ascertain his performance on this one, as either a 52 or a 66 would not be out of line with the rest of his grades. In the end, I'd probably run it through the machine again out of curiosity, but then give him the benefit of the doubt, despite my skepticism. Good luck. I'm interested to see how others respond. David At 10:00 AM 5/4/2006, you wrote: Hi folks: I have a situation that I've never come across before and wanted to get your perspective. I just finished teaching a large (120+ students) non-majors Abnormal Psychology class this semester. Because it was a large lecture class, the major assignments in the class were five multiple-choice exams, each worth 100 points, plus a few scattered quizzes. Because the class is so large and I don't have a teaching assistant, I held an optional meeting after each exam for any student who wanted to review their exam and discuss items they got wrong. During the review of exam 3, one of my students asked what he should do if the scantron marked a correct answer as incorrect. I told him to circle the item and bring it to me at the end of the meeting. When we were done, the student showed me the scantron. He had circled 7 items that he claimed the scantron had incorrectly graded. He said that he had at first filled in the incorrect answer, but when he realized his mistake he erased it and filled in the correct answer. He said that he must not have erased very well so the scantron read the incorrect answer. The student earned a 52/100 on this exam. If I were to give him credit for these 7 items, then his grade would be raised to a 66/100. This also would raise his final course grade from a D to a C. His grades on the other four exams in the class were 34, 62, 78, and 80. I told the student that I would think about the situation and get back to him. He asked me during the next class if I had made a decision. I told him to schedule a meeting with me outside of class and I would talk with him about it. I reminded him several times to do this in the following weeks, but he never contacted me to schedule the appointment until yesterday, the day after classes ended. I have never come across a situation in which a scantron machine made so many mistakes on one exam. In looking at his answer sheet, he had erased his answers very well, so well in fact that I have no clue how the scantron machine could have read them. If the student had scheduled an appointment with me, I had planned to explain my dilemma and give him an opportunity to come clean, if he had indeed cheated. If he told me that he hadn't cheated, then I was going to give him a chance to answer those 7 questions again when he took Exam 5 during the last day of class: same content but different response options. Of course, now classes are over and all the exams have been taken. Not sure how to proceed at this point. On one hand, I could take his word and give him credit for those 7 items, but if he had cheated I don't want to reinforce that behavior (not to mention his lack of follow-through on all of this) with a higher final course grade. I meet with this student later today. Any suggestions would be much appreciated! Rod [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a
[tips] Re: Many Can't Find La. on Map
Are these stats of individuals accepted into programs or just those who applied? At 12:46 AM 5/3/2006, you wrote: I'm avoiding reading the same apa style manuscript for correction over and over and over 40 times again and again; hence: I played around with these stats and here is what I found: Verbal Quantitative Analytical Writing N Mean N Mean N Mean 2001 Clinical Psych 16,862483 16,851 55610,253 4.5 2002 Cognitive Psych 1,149 5291,148 630 6924.8 2003 Commun Psych 505 444 505 500 318 4.3 2004 Compar Psych 53 522 53 577 29 4.7 2005 Counsel Psych 12,660 445 12,661505 7,959 4.3 2006 Develop Psych 1,644 477 1,644560 960 4.5 2007 Exp Psych 926492 926 573 589 4.5 2008 Ind Org Psych 3,966 4623,962 550 2,2974.4 2009 Personal Psych 183 487 183 580 109 4.4 2010 Physiolog Psych 468 498 469 589 270 4.5 2011 Psycholinguist 64 590 63 658 34 5 2016 Psychology 3,990477 3,990 551 2,4214.5 2012 Psychometrics 40 455 40 543 26 4.2 2013 Psychophrmaclgy 110 515 110 607 65 4.7 2014 Quant Psych 69508 69 649 47 4.6 2015 Social Psych 1,921 511 1,921592 1,216 4.7 2099 Psych?Oth 5,582455 5,580 529 3,5574.4 TotalN/Mean 50,192491 50,175 57330,842 4.5 3001 Educ Admin 2,791427 2,791 523 1,7134.2 3002 Educ Super 102418 102 514 64 3.9 3101 Curric Inst 2,612 462 2,611548 1,635 4.4 3201 Early Child Ed 1,418 418 1,418495 872 4.1 3301 Elem Educ 6,455443 6,454 527 3,8844.3 3302 Elem Lev Teach 368 437 368 510 212 4.3 3401 Educ Stat Res 88 485 88 635 41 4.3 3402 Educ Testing 48 489 48 595 26 4.6 3403 Educ Psych 1,259451 1,259 537 7564.3 3404 ElemSec Resch 51 480 51 560 28 4.3 3405 Higher Ed Resch 91 453 91 549 55 4.5 3406 School Psych 3,000 449 3,000528 1,902 4.4 3501 Educ Policy 424501 424 592 267 4.8 3502 Higher Educ 2,185458 2,185 539 1,4604.5 3601 Secondary Educ 7,512 485 7,511578 4,773 4.5 3602 Sec Lev Teach 820 490 820 572 506 4.5 3701 Educ Gifted Stu 119 490 119 564 73 4.6 3702 Educ Handi Stu 133 432 133 492 81 4.2 3703 Educ Stu Lrn Dis 514 429 514 489 313 4.1 3705 Special Educ 2,335 429 2,335501 1,449 4.2 3704 Remedial Educ 26 410 26 480 3799 Special Ed?Oth 647 433 647 506 370 4.2 3801 Personnel Srvcs 630 448 630 522 391 4.4 3802 Student Counsel 3,662 4243,662 496 2,2804.2 3901 Adult Cont Ed 172 452 172 511 112 4.1 3908 Agric Educ 111 408 111 513 62 4.1 3902 Bilingual/Cross 333 479 333 562 199 4.4 3903 Educ Media 197 466 196 560 102 4.2 3904 Jr High/Mid Sch 602 444 602 540 401 4.3 3909 Physical Educ 1,450 397 1,449497 838 3.9 3905 Pre-Elem Educ 35 397 35 483 27 3.8 3906 Social Foundtns 84 491 84 553 53 4.6 3907 Tch Eng 2ndLang 705 480 705 584 447 4.4 3910 Voc/Tech Educ 130 405 130 494 63 4.1 3999 Education?Oth 997 442 997 529 659 4.3 TotalN/Mean 42,106449 42,101 53426,114 4.3 0202 Biochemistry 3,256 497 3,256678 1,718 4.4 0203 Biology 4,812487 4,812 615 2,8544.4 0619 Phys Therapy 10,486430 10,478 5636,400 4.2 0808 Physics 3,785541 3,785 744 2,1224.5 0304 Organic Chem 2,258 490 2,258685 1,189 4.4 0213 Neurosciences 2,686 527 2,687665 1,594 4.6 0402 Computer Sci 20,262477 20,263 7169,566 4.2 TotalN/Mean 47,545493 47,539 66725,443 4.4 I got bored with the task, however, and stopped here. I didn't make more comparisons but bottom line: the verbal mean for psychology is 491 for education is 449 for misc sciences is 493 the quant mean for psychology is 573 for education is 534 for misc sciences is 667 the analytic writing mean for psychology is 4.5 for education is 4.3 for misc sciences is 4.4 So, I don't know if there is all that much difference; yes, it is lower for education but not sure what to make of the differences. Hence the reason why I got bored and didn't want to invest more time in playing around with this. Back to the same manuscript over and over and over again ;) Annette Quoting [EMAIL PROTECTED]: In a message dated 5/2/2006 9:43:28 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: How do I check out those GRE scores? I'd like to know differences among majors. Bill Scott Hi Bill - The first link is one of the reports provided at the ETS site (second link). _ http://www.ets.org/Media/Tests/GRE/pdf/generaldistribution.pdf_ ( http://www.ets.org/Media/Tests/GRE/pdf/generaldistribution.pdf) _ http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/ ?vgnextoid=4e6d33c7f00c5010VgnVCM1022f95190RCRDvgnextchannel=41db2ce29288 5010VgnVCM1022f95190RCRD_ (http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=4e6d33c7f00c5010VgnVCM1022f95190R CRDvgnextchannel=41db2ce292885010VgnVCM1022f95190RCRD) Sandra ** Sandra M. Nagel, Ph.D. Associate Professor, Psychology Saginaw Valley State University 166 Brown Hall 7400 Bay Road University Center, MI 48710 http://www.svsu.edu/~smnagel/research/ Office: (989) 964-4635 Fax: (989) 790-7656 E-Mail: [EMAIL PROTECTED] ** --- To make changes to your subscription go to:
[tips] Re: Prof give students retakes
In my intro class, I allow students to make up ONE of the first three (out of four total) exams. I do this because many of the students are freshmen, and they tend to be a bit overwhelmed in their first year of college. They must take the exam at the same time as they take the fourth exam (during the final exam period), and the retaken exam score counts, regardless if it is higher or lower. I do this in part to deal with makeup tests (if you miss an exam that's the one you retake), and in part to allow students who do well on all but one exam to try to salvage their grade. David At 07:55 AM 5/3/2006, you wrote: A colleague of mine told me that he always give students an opportunity to retake any exam and he takes the higher of the two scores as the definitive score. Is this a good idea? 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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: GREs (was: Many Can't Find La. on Map)
That was what I was thinking... but then I am clinical and thus horribly biased. ;) At 10:03 AM 5/3/2006, you wrote: From what I can tell on the website it seems to be the results of just those who applied. This probably explains why the number for clinical is so high but the scores are not ;) Annette Quoting David Wasieleski [EMAIL PROTECTED]: Are these stats of individuals accepted into programs or just those who applied? At 12:46 AM 5/3/2006, you wrote: I'm avoiding reading the same apa style manuscript for correction over and over and over 40 times again and again; hence: I played around with these stats and here is what I found: Verbal Quantitative Analytical Writing N Mean N Mean N Mean 2001 Clinical Psych 16,862 483 16,851 556 10,253 4.5 2002 Cognitive Psych 1,149 529 1,148 630 692 4.8 2003 Commun Psych 505 444 505 500 318 4.3 2004 Compar Psych 53 522 53 577 29 4.7 2005 Counsel Psych 12,660 445 12,661 505 7,959 4.3 2006 Develop Psych 1,644 477 1,644 560 960 4.5 2007 Exp Psych 926 492 926 573 589 4.5 2008 Ind Org Psych 3,966 462 3,962 550 2,297 4.4 2009 Personal Psych 183 487 183 580 109 4.4 2010 Physiolog Psych 468 498 469 589 270 4.5 2011 Psycholinguist 64 590 63 658 34 5 2016 Psychology 3,990 477 3,990 551 2,421 4.5 2012 Psychometrics 40 455 40 543 26 4.2 2013 Psychophrmaclgy 110 515 110 607 65 4.7 2014 Quant Psych 69 508 69 649 47 4.6 2015 Social Psych 1,921 511 1,921 592 1,216 4.7 2099 Psych?Oth 5,582 455 5,580 529 3,557 4.4 TotalN/Mean 50,192 491 50,175 573 30,842 4.5 3001 Educ Admin 2,791 427 2,791 523 1,713 4.2 3002 Educ Super 102 418 102 514 64 3.9 3101 Curric Inst 2,612 462 2,611 548 1,635 4.4 3201 Early Child Ed 1,418 418 1,418 495 872 4.1 3301 Elem Educ 6,455 443 6,454 527 3,884 4.3 3302 Elem Lev Teach 368 437 368 510 212 4.3 3401 Educ Stat Res 88 485 88 635 41 4.3 3402 Educ Testing 48 489 48 595 26 4.6 3403 Educ Psych 1,259 451 1,259 537 756 4.3 3404 ElemSec Resch 51 480 51 560 28 4.3 3405 Higher Ed Resch 91 453 91 549 55 4.5 3406 School Psych 3,000 449 3,000 528 1,902 4.4 3501 Educ Policy 424 501 424 592 267 4.8 3502 Higher Educ 2,185 458 2,185 539 1,460 4.5 3601 Secondary Educ 7,512 485 7,511 578 4,773 4.5 3602 Sec Lev Teach 820 490 820 572 506 4.5 3701 Educ Gifted Stu 119 490 119 564 73 4.6 3702 Educ Handi Stu 133 432 133 492 81 4.2 3703 Educ Stu Lrn Dis 514 429 514 489 313 4.1 3705 Special Educ 2,335 429 2,335 501 1,449 4.2 3704 Remedial Educ 26 410 26 480 3799 Special Ed?Oth 647 433 647 506 370 4.2 3801 Personnel Srvcs 630 448 630 522 391 4.4 3802 Student Counsel 3,662 424 3,662 496 2,280 4.2 3901 Adult Cont Ed 172 452 172 511 112 4.1 3908 Agric Educ 111 408 111 513 62 4.1 3902 Bilingual/Cross 333 479 333 562 199 4.4 3903 Educ Media 197 466 196 560 102 4.2 3904 Jr High/Mid Sch 602 444 602 540 401 4.3 3909 Physical Educ 1,450 397 1,449 497 838 3.9 3905 Pre-Elem Educ 35 397 35 483 27 3.8 3906 Social Foundtns 84 491 84 553 53 4.6 3907 Tch Eng 2ndLang 705 480 705 584 447 4.4 3910 Voc/Tech Educ 130 405 130 494 63 4.1 3999 Education?Oth 997 442 997 529 659 4.3 TotalN/Mean 42,106 449 42,101 534 26,114 4.3 0202 Biochemistry 3,256 497 3,256 678 1,718 4.4 0203 Biology 4,812 487 4,812 615 2,854 4.4 0619 Phys Therapy 10,486 430 10,478 563 6,400 4.2 0808 Physics 3,785 541 3,785 744 2,122 4.5 0304 Organic Chem 2,258 490 2,258 685 1,189 4.4 0213 Neurosciences 2,686 527 2,687 665 1,594 4.6 0402 Computer Sci 20,262 477 20,263 716 9,566 4.2 TotalN/Mean 47,545 493 47,539 667 25,443 4.4 I got bored with the task, however, and stopped here. I didn't make more comparisons but bottom line: the verbal mean for psychology is 491 for education is 449 for misc sciences is 493 the quant mean for psychology is 573 for education is 534 for misc sciences is 667 the analytic writing mean for psychology is 4.5 for education is 4.3 for misc sciences is 4.4 So, I don't know if there is all that much difference; yes, it is lower for education but not sure what to make of the differences. Hence the reason why I got bored and didn't want to invest more time in playing around with this. Back to the same manuscript over and over and over again ;) Annette Quoting [EMAIL PROTECTED]: In a message dated 5/2/2006 9:43:28 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: How do I check out those GRE scores? I'd like to know differences among majors. Bill Scott Hi Bill - The first link is one of the reports provided at the ETS site (second link). _ http://www.ets.org/Media/Tests/GRE/pdf/generaldistribution.pdf_ ( http://www.ets.org/Media/Tests/GRE/pdf/generaldistribution.pdf) _ http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/ ?vgnextoid=4e6d33c7f00c5010VgnVCM1022f95190RCRDvgnextchannel=41db2ce29288 5010VgnVCM1022f95190RCRD_ (http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=4e6d33c7f00c5010VgnVCM1022f95190R CRDvgnextchannel=41db2ce292885010VgnVCM1022f95190RCRD) Sandra
[tips] Re: OCD and blacks
I have taught both undergraduate Abnormal Psychology and graduate-level Psychopathology for years. My understanding is that there is no significant difference in the ethnic distribution of OCD (check DSM as well as other texts in the field). Moreover, a brief search on PSYCInfo indicated a relatively large number of recent articles concerning interventions and mediators for OCD in African American patients. Such articles would not exist if there were so few African Americans with OCD. Assuming the review of famous people with OCD had some validity, one could argue that OCD symptoms are more likely to have a more adaptive manifestation in caucasians than in blacks. But then I think we might be confusing OCD with OCPD. Of course, maybe it's my own OCD that's making me addressing this thread with any seriousness. David W. At 11:06 AM 4/24/2006, you wrote: Original Message From: [EMAIL PROTECTED] To: tips@acsun.frostburg.edu Subject: RE: [tips] Re: OCD and blacks Date: Sun, 23 Apr 2006 04:57:20 -0400 In response to my querying Michael Sylvester's impressionistic contention that there is little OCD in blacks Michael responded (22 April): It is based on naturalistic observations and a review of famous persons with OCD revealed the majority of those were white. Michael: 1. Please explain what you mean by naturalistic observations. 2. Do you think a review of famous people with OCD is an appropriate methodology on which to base your contention compared with, say, epidemiological studies? Michael wrote: I have reviewed some of the articles you posted and I am not impressed with the methodology. None of the four articles from which I quoted provided information about the methodology of the studies relevant to the statements I quoted from them. The relevant research studies cited in the articles themselves were the following: Robins LN, Helzer JE, Weissman MM et al. (1984), Lifetime prevalence of specific psychiatric disorders in three sites. Arch Gen Psychiatry 41(10):949-958. Rasmussen S, Eisen J : The epidemiology and clinical features of obsessive-compulsive disorders. In Obsessive-Compulsive Disorders: Practical Management. Edited by Jenike M, Baer L, Minichiello W. St. Louis: Mosby; 1998:12-43 Okasha A, Kamel M, Hassan AH (1968), Preliminary psychiatric observations in Egypt. Br J Psychiatry 114(513):949-955. Okasha A, Ragheb K, Attia AH et al. (2001), Prevalence of obsessive compulsive symptoms (OCS) in a sample of Egyptian adolescents. Encephale 27(1):8-14. One of the articles I cited has only the abstract online: Gangdev PS, Stein DJ, Ruzibiza JB. S Afr Med J. 1996 Dec;86(12 Suppl):1592, 1596-8. Did you consult the article itself, check the reference for the statement I quoted from the abstract and examine the methodology for the study in question? Given that it is unlikely that you consulted most (indeed any) of these research studies, Michael, can you explain what you meant by saying that I have reviewed some of the articles you posted and I am not impressed with the methodology? Please note I have no views one way or the other about the methodology of these studies (not least, of course, because I haven't attempted to consult them). I merely wanted to direct attention to several articles online which cited studies that were not consistent with your original contention. Allen Esterson Since when a few clinical cases become the norm for making projections into the population.OCD is still rare among the population of blacks just as osteoporis is.This info is gathered from a variety of sources not just epidiemological studies.It is possible to come to conclusions through naturalistic observations.Check out Jane Goodall, Desmond Morris,and Hutt Hutt. 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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
Re: [Fwd: Important information for tomorrow!!!]
Now I have to shop for some non-dielectric fiber undergarments... *dramatic sigh* ;) David W. At 10:57 AM 3/31/2006, you wrote: Aren't you a day early with this one? Nancy Melucci Long Breach City College Long Beach CA --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
[Fwd: April Fool's Gag]
Not sure how seriously to take this as well, but... on behalf of Chris: Date: Fri, 31 Mar 2006 11:17:39 -0500 From: Christopher D. Green [EMAIL PROTECTED] Subject: [Fwd: April Fool's Gag] To: [EMAIL PROTECTED] X-Accept-Language: en-us, en User-Agent: Mozilla/5.0 (Windows; U; Win 9x 4.90; en-US; rv:1.4) Gecko/20030624 Netscape/7.1 (ax) X-PMX-Version: 5.1.2.240295, Antispam-Engine: 2.3.0.1, Antispam-Data: 2006.3.31.75507 X-PerlMx-Spam: Gauge=X, Probability=10%, Report='LINES_OF_YELLING_3 0.671, __BAT_BOUNDARY 0, __C230066_P5 0, __CT 0, __CTYPE_HAS_BOUNDARY 0, __CTYPE_MULTIPART 0, __CTYPE_MULTIPART_ALT 0, __HAS_MSGID 0, __LINES_OF_YELLING 0, __MIME_HTML 0, __MIME_VERSION 0, __SANE_MSGID 0, __TAG_EXISTS_HTML 0, __USER_AGENT 0' Original-recipient: rfc822;[EMAIL PROTECTED] David, It turns out that my quota of TIPS message has run out for the day, so the following one did not make it through. Would you please send it for me (lest the unthinkable happens)? Thanks, Chris Green Original Message I shouldn't have to say it but if I don't, some one person somewhere will do something silly and I will get sued. THE LAST E-MAIL (ABOUT CLEANING THE INTERNET TOMORROW) WAS AN APRIL FOOL'S DAY GAG SENT TO ME BY A FRIEND. DO NOT DO ANY OF THE THINGS IT SAID TO DO. Regards, -- 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/ . David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: IRB question
My understanding is that most conceptualizations of an emancipated minor include marriage as a somewhat automatic qualification. But I am not sure if that is a state-designated definition, which would more or less mean you need to check state law to see if that is the case. David W. At 08:11 AM 3/30/2006, you wrote: Like I said, we have no information about emancipation (and can't get it). What I need to know is whether a married 17 year old is considered emancipated. Marie your On Thursday, March 30, 2006 7:48 AM, [EMAIL PROTECTED] wrote: Date: Thu, 30 Mar 2006 07:48:07 -0500 From: [EMAIL PROTECTED] To: Teaching in the Psychological Sciences tips@acsun.frostburg.edu Subject: Re: IRB question Good question :-) !! Has she been emancipated, i.e., legally designated as an adult? That's the question we'd have to ask in Maine -- I don't know if being married in PA defaults one to a status of being an adult... cjb * Colleen J. Burnham Information Resource Specialist Thomas College [EMAIL PROTECTED] http://www.thomas.edu/library/burnhamc 207.859.1256 * Quoting Marie Helweg-Larsen [EMAIL PROTECTED]: I'm supervising a student doing her honors research this semester. She is collecting data among women in a domestic violence shelter. The questionnaires are anonymous so we only have the information that we collected (no way to go back and gather more information). Now to my question. One of the participants is 17 years old and married. Is a married person an adult and therefore does not need permission from his/her parents to be a research participant? That is, can she give her own consent to participate? Marie -- * Marie Helweg-Larsen, Ph.D. Associate Professor of Psychology Dickinson College, P.O. Box 1773 Carlisle, PA 17013 Office: (717) 245-1562, Fax: (717) 245-1971 Webpage: www.dickinson.edu/~helwegm * --- 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] * Marie Helweg-Larsen, Ph.D. Associate Professor of Psychology Dickinson College Carlisle, PA 17013 * --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Clinical CEUs
I am a clinical psychologist in Georgia, and I have done the AP reading since 2000. The CEUs earned there are not approved for clinical licensure hours, to my knowledge. I would be very pleased if they were (or are). The AP reading is a wonderful experience, both socially and professionally, and I recommend it to anyone who hasn't done it. But I don't believe the credits count for licensure. David W. At 08:43 PM 3/7/2006, you wrote: You can also get CE credits by becoming an AP psych exam reader. You can get more information about that by surfing around the ETS website. It's a single week, usually the first week of June, and lately has been relatively in your neck of the woods, in Daytona. Despite the extreme intensity of the reading week, it's a lot of fun. Annette Quoting [EMAIL PROTECTED]: I am presently an adjunct at a community college in Florida. I also maintain an active clinical practice and according to my licensing requirements, I have to earn a certain number of Continuing Education credits every biennium. I am able to find ample opportunities for continuing education in clinical areas but never seem able to find any that might help me with teaching, a professsion to which I feel equally committed. Am I poorly informed, isolated, or both? Any suggestions? Dr. Jack Mihalovich Indian River Community College Ft. Pierce, Florida [EMAIL PROTECTED] ( mailto:[EMAIL PROTECTED]) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] 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] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: soda causes obesity
Sometimes a post to this board just makes me crumple to the floor under my desk in a fetal position... At 12:54 PM 3/8/2006, you wrote: A correlation is good enough for me.Correlation does not necessary mean causation,but it sure indicates an influence. What else do you need?Let us not forget interaction. The good thing about correlation is that it may assume a multiplicity of factors whereas causation is restrictive. Michael J.Sylvester,PhD Daytona Beach,Florida Sent via FalconMail e-mail system at falconmail.dbcc.edu --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Abnormal psychology textbook recommendation
We use the Comer text and have for some time. It includes research, applied areas, and is written cogently. Support materials are also pretty good. David At 11:04 AM 2/1/2006, you wrote: After using two other texts over time, I have gone back to Sue, Sue, and Sue and their 8th edition of their text. The primary reason is because they handle cultural diversity as an integrated part of the text, not a special section or chapter, and they do a good job of it. On 1 Feb2006, at 10:25 AM, Carroll, M. DR BSL wrote: Hi all, I'm usually a lurker who enjoys reading the postings to this list. I'm in need of recommendations for an Abnormal Psychology textbook. I'd appreciate any feedback on texts that folks have found to be effective. Thanks. Margie Marjorie Carroll, Ph.D. Assistant Professor Department of Behavioral Sciences and Leadership United States Military Academy West Point, NY 10096 e-mail: [EMAIL PROTECTED] Dr. Bob Wildblood Lecturer in Psychology Indiana University Kokomo 2300 S Washington St PO Box 9003 Kokomo, IN 46904-9003 765-455-9483 [EMAIL PROTECTED] Those who would give up essential Liberty, to purchase a little temporary Safety, deserve neither Liberty nor Safety. Benjamin Franklin, 1775 We are what we pretend to be, so we better be careful what we pretend to be. Kurt Vonnegut Well, I think if you say you're going to do something and don't do it, that's trustworthiness. George W. Bush -- CNN online chat; August 30, 2000 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: astonishing Psy.D. dissertation
For a PsyD program to receive APA accreditation, they may need a research requirement of some kind (since APA still follows the scientist-practitioner model). In many states, to be licensed, you need to come from an APA accredited program. David At 03:10 PM 1/19/2006, you wrote: -Original Message- From: Christopher Green [ mailto:[EMAIL PROTECTED]] [snip] Perhaps we're debating ideals vs. realitites, but it seems pretty clear to me that anyone who gets a PsyD does so precisely because they want to a clinician, rather than a scholar, first and foremost. (Not that one couldn't be both, but many have no interest in being both, even within clinical PHD programs.) This, in my previous experience, is true of nearly all PsyD students. Which makes me wonder: why do PsyD programs have dissertations at all? m --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: astonishing Psy.D. dissertation
They were very dissimilar at the start, but once APA accreditation became more and more necessary for licensure, the similarities were reduced. Still, there is a WIDE variety of experience and quality among PsyD programs, even moreso than PhD IMHO. David At 04:02 PM 1/19/2006, you wrote: Ah. Thanks. I always wondered about that. I've long considered the PhD to be at root an academic degree, and assumed the PsyD was more the pracitioner track. So I couldn't really understand why the programs were so similar in structure. m From: David Wasieleski [ mailto:[EMAIL PROTECTED]] Sent: Thursday, January 19, 2006 2:20 PM To: Teaching in the Psychological Sciences Subject: RE: astonishing Psy.D. dissertation For a PsyD program to receive APA accreditation, they may need a research requirement of some kind (since APA still follows the scientist-practitioner model). In many states, to be licensed, you need to come from an APA accredited program. David At 03:10 PM 1/19/2006, you wrote: -Original Message- From: Christopher Green [ mailto:[EMAIL PROTECTED]] [snip] Perhaps we're debating ideals vs. realitites, but it seems pretty clear to me that anyone who gets a PsyD does so precisely because they want to a clinician, rather than a scholar, first and foremost. (Not that one couldn't be both, but many have no interest in being both, even within clinical PHD programs.) This, in my previous experience, is true of nearly all PsyD students. Which makes me wonder: why do PsyD programs have dissertations at all? m --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: need help from clinical folks
Annette: I have had students diagnosed with mental disorders argue with me as well about things said in class. Often it involves a misunderstanding by the student of something I said, or something their counselor said, or a misstatement by the professional seeing the individual. Other times, it is my own oversimplification that gets caught, but that does not sound like the case here. Often patients in a manic phase demonstrate psychotic-like symptoms, such as the derailment/loose associations, and a degree of grandiose thinking. It sounds like the student took a statement by the therapist about such similarities as becoming schizophrenic. Were I in class, I would try to convince the student of this, and have them check with their therapist at their next meeting. Alternatively, I have done the well, I have never heard of such a pattern before... as a compromise to the individual student while still suggesting to the class that such is far from typical (and in fact, wrong). Now, it is possible the student has a bipolar disorder with psychotic features that most manifest themselves during his manic phase (particularly if he doesn't enter a depressive phase), but even so, he does not become schizophrenic, like a werewolf during the full moon. Hope this helps. Good luck. David W. At 12:04 PM 12/5/2005, you wrote: Hi All: I'm addressing tipster clinies for some advice on a student in intro psych. This student told me the first week of classes that he has rather severe ADHD and is on meds and may occasionally miss classes during the semester. This week we covered psychopathology in class and as we discussed bipolar disorder he announced in class that he has biploar disorder. Well, then he went on to make the blanket statement to the whole class that in the manic phase he becomes schizophrenic! I didn't want the whole class to believe this so I tried to suggest that he was misinterpreting something but he was adamant that his therapist said it was so. Oh dear. I have a whole class listening to this exchange and am wondering what to do about it. He has been a fairly good student all semester long and has done fairly well on exams, although he is the only one who constantly raises his hand to ask questions and thinks he knows a lot about psychology. However, I tried to tell the rest of the class that becoming schizophrenic as a result of a manic phase in bipolar disorder, and having the schizophrenic episode pass when the manic phase passes is a misconception of sorts, all without getting this person's ire. Any suggestions are welcome. This is my first encounter with this problem. Annette 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] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: movies for personality assignment
Off the top of my head... Forrest Gump might work... had another in mind too but can't recall it... At 03:16 PM 11/1/2005, you wrote: I'd like to have my Personality Psychology students watch a movie depicting characters' lifespan development, in order for them to apply different personality perspectives. Trouble is, I can't think of many movies that show all (or most) of characters' lives. Can anyone suggest movies that match this criterion? Julie Julie A. Penley, PhD Assistant Professor El Paso Community College PO Box 20500 El Paso TX 79998-0500 (915) 831-3210 Yahoo! FareChase - Search multiple travel sites in one click. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Clinical Psych Texts
I love this book: Nietzel, M.T., Bernstein, D.A., Kramer, G.P., Milich, R. (2003). Introduction to Clinical Psychology (6th ed.). New Jersey: Pearson Publishing. It's efficient, readable, and has a great appendix re: graduate school. David W. At 05:20 PM 10/10/2005, you wrote: Hi A colleague would like recommendations for current Clinical Psych texts. She will be teaching the course in Jan 2006 to undergraduates. Thanks Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Course on Forensic Psychology
I taught a Psychology and Law course at the senior level several years ago, and I will be teaching one at the junior level this spring. I plan to use Bartol's text because it is the one I used last time, and I liked it. At the time, it got more quickly and directly into applied topics than did the Wrightsman text (Psychology and the Legal System), which was important because it was a summer course at the time, and thus time was limited. I think it's a clear read, and it covers a broader array than does Wrightsman. Wrightsman's text seems to do better at covering research, taking a more scientific and less applied approach (this was true some time ago; if someone feels otherwise now, please correct me) than Bartol. I guess I want to capitalize on student interest by being more applied and focusing on the legal background as well. At the same time, I want to cover career info, so students recognize the realities of the field, rather than the tv view of forensic psychology (see old TIPS thread). As for the newer Wrightsman text, I have not reviewed it much, but it seems comparable to the Bartol text, more applied I mean, and immediately getting into applied topics. It is shorter than either of the first two texts, and I took it to be aimed at a higher level student, at the least a senior in college, although again, others may correct me. Given your background,. the Wrightsman Legal System text might suit you best (by which I mean suit what you are more likely familiar with), but that's obviously up to you. I have an old syllabus online from the senior-level summer course: http://chiron.valdosta.edu/dtwasieleski/Psylaw.html I can also send the in-progress syllabus for the junior level course offlist if anyone is interested (keeping in mind it is far from finalized or even fully developed. Good luck! David At 01:20 PM 9/15/2005, you wrote: 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 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] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: forensic psychology
I received my training at University of Alabama. The other traditionally strong programs in clinical forensic psychology are Florida State and Nebraska. John Jay in NYC is also a good program. Sam Houston State has a new program still awaiting APA accreditation, but that seems like an up-and-coming one as well. There are some master's level programs specifically in forensic psychology, but my understanding is that career options are limited without the doctorate, unless the student just wants to be a psychometrician or correctional counselor. As these are all clinical programs first, they should be psychology majors, although sociology or criminal justice are decent minors. David At 01:17 PM 9/7/2005, you wrote: This seems to be my day for questions I cant answer. I have one student interested in forensic psychology and another interested in criminal psychology. Can you recommend any graduate programs in these areas (and also what undergraduate majors if not plain old psychology) offer the best preparation? Thanks Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: forensic psychology
Primarily assessment of mental status at the time of the offense (for insanity defense), and competency to stand trial. As such they may offer testimony to the court regarding these issues, make treatment recommendations, and/or engage in treatment interventions with those in the juvenile justice or criminal justice system. Naturally many engage in research in courtroom factors (eyewitness testimony, jury decisions, etc.). The field is broader than this, but the core is as I've described it. David At 02:37 PM 9/7/2005, you wrote: Apologies for my ignorance, but what do forensic psychologists really do? Kris -Original Message- From: Scott Lilienfeld [mailto:[EMAIL PROTECTED]] Sent: Wednesday, September 07, 2005 1:35 PM To: Teaching in the Psychological Sciences Subject: Re: forensic psychology In my experience, one of the most important misconceptions to debunk for such students is that most forensic psychologists become criminal profilers (perhaps it's just my idiosyncratic sampling experience, but something like 80-90% of the undergraduates I meet who want to become criminal psychologists are actually interested in becoming FBI profilers). They don't, and the entire field of criminal profiling is shrouded in more than its share of scientific controversy (some research evidence, to be sure, but considerably more art than science at this point in time). Incidentally, I'd also encourage these students to look at the University of Arizona (and David's suggestions are also excellent ones). ..Scott ...Scott ...Scott Scott David Wasieleski wrote: I received my training at University of Alabama. The other traditionally strong programs in clinical forensic psychology are Florida State and Nebraska. John Jay in NYC is also a good program. Sam Houston State has a new program still awaiting APA accreditation, but that seems like an up-and-coming one as well. There are some master's level programs specifically in forensic psychology, but my understanding is that career options are limited without the doctorate, unless the student just wants to be a psychometrician or correctional counselor. As these are all clinical programs first, they should be psychology majors, although sociology or criminal justice are decent minors. David At 01:17 PM 9/7/2005, you wrote: This seems to be my day for questions I cant answer. I have one student interested in forensic psychology and another interested in criminal psychology. Can you recommend any graduate programs in these areas (and also what undergraduate majors if not plain old psychology) offer the best preparation? Thanks Linda Tollefsrud, Ph.D. Professor of Psychology University of Wisconsin - Barron County 1800 College Drive Rice Lake, WI 54868 (715) 234 8176 ext. 5417 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Scott O. Lilienfeld, Ph.D. Associate Professor Department of Psychology, Room 206 Emory University 532 N. Kilgo Circle Atlanta, Georgia 30322 (404) 727-1125 (phone) (404) 727-0372 (FAX) Home Page: http://www.emory.edu/PSYCH/Faculty/lilienfeld.html The Scientific Review of Mental Health Practice: www.srmhp.org The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him he is always doing both. - Zen Buddhist text (slightly modified) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently
Re: forensic psychology
Sorry, I was trying to keep myself from getting too expansive. I did jury decision research, which is admittedly more social psych than clinical But as an academician, the research end I mentioned was more my own than representative of the field. Many forensic psychologists work in private practice, either as the whole of their practice or (more likely) part of their broader practice. Ohers work for mental health agencies, and some choose to work in prisons themselves, usually supervising counselors and conducting groups as well as evaluations within the prison system. In sum, forensic psychologists typically work in the settings you'd often find a clinical psychologist, and some may specialize in one aspect of the process (assessment or treatment) much like any other clinical psychologist. Keep in mind that the clinical psychologist is less and less involved in treatment these days given the nature of managed care. Hope this clarifies. David At 03:23 PM 9/7/2005, you wrote: (Knowing nothing about this, I ask...) It seems to me that the eyewitness testimony and jury decisions research part of this doesn't fit with the rest, and in particular, isn't a good fit with the earlier comment that (I understood to mean) forensic psychologists first get clinical training. In addition, I'm also curious about who forensic psychologists work for. Is assessing mental competency a fulltime position? Or is the treatment part the major part of the job? Paul Smith Alverno College David Wasieleski wrote: Primarily assessment of mental status at the time of the offense (for insanity defense), and competency to stand trial. As such they may offer testimony to the court regarding these issues, make treatment recommendations, and/or engage in treatment interventions with those in the juvenile justice or criminal justice system. Naturally many engage in research in courtroom factors (eyewitness testimony, jury decisions, etc.). The field is broader than this, but the core is as I've described it. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Personality textbook recommendation
I used an older edition of Phares, but I have not seen the newest edition. I don't tend to like any Personality Theories book a great deal, although I currently use Burger's text. I would be interested to know what you decide, as I plan to switch next year. David W. At 11:33 AM 5/5/2005, you wrote: Good morning folks. I may be teaching a Theories of Personality course this summer and I am looking for recommendations for a traditional text in this area. I have not taught the course since the late 1990s and when I did I used Phares, E.J. (1997). Introduction to Personality, 4th Ed. If you have used Phares' text in the past, would you still recommend the newer edition? Any other recommendations? TIA Miguel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: IRB question
Our university does require IRB approval for student research in courses. Primarily their projects meet criteria for expedited review, but the logjam at the IRB has led them to consider having a departmental-level IRB to handle such projects (as long as they in fact meet criteria for an expedited review). To my knowledge APA has not specifically addressed this question, but it does stand to reason that all research projects utilizing human subjects would be subject to the same guidelines, regardless of the educational level of the researcher. David W. At 11:59 AM 12/2/2004, you wrote: Hello TIPS members, The following question came up in my department and I was wondering how other departments handle this issue. Currently, student research projects conducted in classes for instructional purposes do not need IRB approval. The question is, do these projects need IRB approval if the student wants to present the research at our department's annual research symposium? We have been informed by the IRB that approval is now required, since the symposium is a public forum outside the confines of a classroom. Do you know of any APA guidelines that address this issue? I know that IRB issues have been discussed in this forum in the past, so my apologies if this question has been raised before. Thanks, Pat Santoro Frostburg State University --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski I left a tip but it was never a donation I took a trip but it was never a vacation I took a seat but I refused to take a number And so, defeated, I proceeded unencumbered... Spanning all ages and turning all the pages The history of me is incomplete... --Barenakedladies Unfinished --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Fwd: Vacancy Announcement
Deadline for applications is 15 May 2004. From Valdosta State University Assistant Professor, Psychology Application Due: 5/15/2004 Posted: 04/15/2004 Location: GA Type: Full Time The Department of Psychology Counseling in the College of Education invites applications for a ten-month, tenure track faculty position at the rank of Assistant Professor. Appointment date is August 1, 2004. Teaching includes courses in specialty areas; other courses that may be taught include introductory, social, development, or industrial/organizational psychology. Commitment to teaching, advising and enhancing the undergraduate and graduate degree programs in department; conducting a research agenda that includes publications, presentations, and grant writing; providing service to the University and region. PhD, ABD with masters considered, in Psychology and college teaching experience preferred. Preference will be given to those applicants with specialty areas in industrial/organizational or developmental psychology. Interested candidates should send a letter of application, faculty application form, resume, and names of three references by May 15, 2004. Apply for this position with eSearchManager Apply To Mail: Dr. Philip Gunter, Dean College of Education Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0085 Phone: 229-333-5925 Fax: 229-333-7167 Online App: http://chiron.valdosta.edu/academic/forms/fac_employment_app.pdf Via Email: [EMAIL PROTECTED] VSU is an equal opportunity educational institution. Descriptions: The 19-member department http://coefaculty.valdosta.edu/psych/ provides programs of study at both the undergraduate and graduate levels. The degrees granted are the B.A. and B.S. with a major in psychology and the M.S. in Clinical/Counseling Psychology or Industrial/Organizational Psychology. The department also offers programs of study leading to the M.Ed. and Ed.S. in School Counseling and the Ed.S. in School Psychology. The National Association of School Psychologists (NASP) approves the School Psychology Program. Valdosta State is a Regional University http://www.valdosta.edu/ serving South Georgia and the State. The College of Education includes eight departments and is accredited by NCATE with the University accredited by SACS. Valdosta State University s enrollment is approximately 10,500 students and was ranked by Yahoo! as One of the Nation's Most Wired Colleges http://www.valdosta.edu/it/yahoo.shtml. The city of Valdosta http://www.valdostatourism.com/about.htm has a population greater than 50,000 people and is located just north of the Florida state line on Interstate 75. It was recently designated a Statistical Metropolitan Area (SMA). Robert Bauer, Ph.D. Professor and Head Department of Psychology and Counseling 1500 North Patterson Street Valdosta, GA 31698-0100 Voice- 229.333.5930 Fax- 229.259.5576 http://coefaculty.valdosta.edu/psych/ David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski Withdrawal in disgust is not the same as apathy... --R.E.M. What's the Frequency, Kenneth? --- 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] inline: 47d7f1a5.jpginline: 47d7f1a5.gifinline: 47d7f1b5.gif
Re: not exactly psych related ....
Oh that is funny. At 10:47 AM 4/2/2004 -0500, you wrote: http://www.google.com/ David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski Withdrawal in disgust is not the same as apathy... --R.E.M. What's the Frequency, Kenneth? --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Student Question on OCD
If you check DSM you'll see that the presence of obsessions or compulsions is sufficient for the disorder. If I recall correctly, the it's a slight majority of the time that both are present. David At 03:45 PM 3/29/2004 -0600, you wrote: Hi folks, Enjoying the name thread, but I've got a question from a student I'd like help on before my next class! In talking about OCD today, I described it as a disorder in which repetitive actions (compulsions) are essentially reactions to repetitive thoughts (obsessions). The action (repeating the alphabet over and over) helps divert thinking away from the frightening or inappropriate sexual or aggressive impulse, or whatever the case may be. A student asked if one could only have half? In reading the textbook over the text does seem to describe OCD as an either/or phenomenon, with the person experiencing either unwanted repetitive thoughts or unwanted repetitive, ritualized, stereo-typed behaviours. Can anyone enlighten me on this question? Thanks in advance! -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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski Withdrawal in disgust is not the same as apathy... --R.E.M. What's the Frequency, Kenneth? --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Ethics of Teaching Casebook
I suppose I am long after the first six who will send you postage, but I guess I will just have to buy the book like most people should! :) David At 02:47 PM 2/3/2004 -0800, you wrote: Whew--I received a lot of requests for a free Ethics of Teaching Casebook. I do have a few extra copies, which is why I made the offer to Beth. Tell you what. The first 6 people who say they will send me $4 for the postage (I no longer teach, and do full-time survey research from my home, which is 3,000 miles away from my employer, so I can't use the mail room) can have them. (I will respond with my address.) The book is rather expensive, so that's a bargain. (Beth--yours is still a full freebie on me, since I promised.) Patricia Keith-Spiegel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski Dr. Phil isn't even a medical doctor. He's a clinical psychologist. And as any viewer can tell you, he sucks at that too... --Lewis Black --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Talk Like a Pirate Day
My great great grandfather was a pirate (you know all about those Polish Pirates, I presume?), and I am offended by this stereotyping of pirates. Excuse me, I have to go feed my parrot and clean my pegleg. David At 11:25 AM 9/19/2003 -0400, you wrote: Well, shiver me timbers! Ever wonder about how much of supposedly pirate talk is far more Treasure Island type literature and second-rate seafaring yarns than true speak? Make it a good day. --Louis-- Louis Schmier www.therandomthoughts.com Department of History www.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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski You get your PhD How happy you will be When you get a job at Wendy's and are honored with Employee of the Month... --Barenakedladies Never is Enough --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Future TIPSter
Thanks for all the well-wishers. Sorry I did not send back individual replies, but we were blessed with many emails. :) For those interested, we have some images of the little angel online at: http://chiron.valdosta.edu/dtwasieleski/Katrina.htm I do hope to email all of you back at some point. David David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski You get your PhD How happy you will be When you get a job at Wendy's and are honored with Employee of the Month... --Barenakedladies Never is Enough --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: NOT teaching related re: future tipster
Actually, that's something Deb made for her parents for when Katrina visits them. It contains a couple diapers, lotion, baby soap and shampoo, a light brush, etc., etc., etc. I laughed when I saw you noticed that, though. (I can't say it made my day though, since my new daughter does that for me now). :) David An Exhausted but Smiling Father At 11:19 AM 9/19/2003 -0700, you wrote: Great pictures! Looks like Grandpa Briihl bought the little angel her first fishing tackle box already! Annette Quoting David Wasieleski [EMAIL PROTECTED]: Thanks for all the well-wishers. Sorry I did not send back individual replies, but we were blessed with many emails. :) For those interested, we have some images of the little angel online at: http://chiron.valdosta.edu/dtwasieleski/Katrina.htm I do hope to email all of you back at some point. David David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski You get your PhD How happy you will be When you get a job at Wendy's and are honored with Employee of the Month... --Barenakedladies Never is Enough --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] 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] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski You get your PhD How happy you will be When you get a job at Wendy's and are honored with Employee of the Month... --Barenakedladies Never is Enough --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Future TIPSter
No, this isn't psychology related, so sue me. I wanted to announce that myself and my wife, colleague and fellow TIPSter Deb Briihl, had our first child yesterday. Welcome to the world, Katrina Jean Wasieleski... Proud Papa and non-CIA agent David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski You get your PhD How happy you will be When you get a job at Wendy's and are honored with Employee of the Month... --Barenakedladies Never is Enough --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: student request
I would tell the student that the terms are in the subject index. It is not your place to look them up, and the student will learn how to use a subject index to do so. David W. At 09:43 AM 2/25/2003 -0800, you wrote: A student just send me this email in regard to preparing vocabulary terms for a test tomorrow. The odd thing is that all of these terms are listed in the subject index at the end of the book. Do you think this student is lazy or just does not know how to operate a textbook? Is it my obligation to look up these page numbers for the student? I would appreciate any of your quick replies. Thanks, Lenore Frigo [EMAIL PROTECTED] Dr. Frigo: Here's the vocabulary words off the list that I couldn't find, or must have just skipped over in the book. For chapter four, contrast effects, opponent process theory, perceptual set. Chapter five, nominal fallacy, role playing of hypnosis, psychoactive. Chapter six, BF Skinner, primary/secondary reinforcers, behavior modification. If you could tell me the page they're on, or just the general definition, that would be great. Thank you so much. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski It's funny in this age of illusion It's hard to tell what's fact or fiction... --Tom Cochrane Friendly Advice --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Secure Letters of Reference
This will not answer your question, but to be honest, I actually show students a copy of the letter I write. If I ever have a question about whether they will really want me to write one (as in cases when there is an issue with a student that I feel I MUST include, and I tell the student this ahead of time), I show it to them before sending it. 99% of the time (actually it's more like 99.999% of the time), there's no problem. Part of the reason I do that is because if you cannot send a perfectly supportive letter, students have a right to know that. At least that's my opinion. Another part of the reason is because ultimately you can't be sure how secure the letter is. David W. At 10:45 AM 2/13/2003 -0500, you wrote: As you undoubtedly know, a number of graduate institutions require their applicants to submit all their application materials together, including letters of reference, which are to be placed in envelopes, sealed, and signed by the author. What I would like to know is, how can I be sure the reference remains confidential? What is to stop a student from requesting along with a legitimate reference, a reference letter to another institution they do not plan on applying to and opening that reference letter? I had a reference form to fill out recently which asked me if I would hesitate to send a relative or a friend for counseling to this applicant (once they had received the proper credentials). I would, but I didn't trust giving that information in a letter of reference I did not personally mail to the Admissions Office. Does anyone else see any problems with this method? Kathy Dillon, Western New England College --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski It's funny in this age of illusion It's hard to tell what's fact or fiction... --Tom Cochrane Friendly Advice --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Vacancies
VACANCY ANNOUNCEMENTS Psychology: Valdosta State University invites applications for two ten-month, tenure track faculty positions in the Department of Psychology and Counseling to begin August 1, 2003. Both positions are at the rank of Instructor or Assistant Professor. Position #1 The successful candidate will teach graduate courses in assessment, child intervention, practicum, and appropriate undergraduate courses related to specialty. Advise majors and serve on thesis/dissertation committees. Commitment to teaching, advising, and enhancing the graduate programs in psychology; conducting a research agenda that includes publications, presentations, and grant writing; and providing service to the University and region is expected. Qualifications include a doctorate in Clinical or Counseling Psychology or closely related applied field. ABD with Masters considered. Because of the nature of the position, potential and motivation for licensure as a psychologist in Georgia are essential. College teaching and supervisory experiences are desirable. Preference is for graduate of APA-accredited programs with emphasis in child-clinical intervention, who are license eligible and could contribute to department graduate programs in Clinical/Counseling Psychology, School Psychology and School Counseling. Position #2 The successful candidate will teach introductory psychology, experimental, sensation and perception or other capstone courses. Commitment to teaching advising and enhancing the undergraduate program in psychology; conducting a research agenda that includes publications, presentations, and grant writing; and providing service to the University and region is expected. Qualifications include a Ph.D., ABD with masters considered, in Psychology. College teaching experience preferred. SALARY: Commensurate with experience. APPLICATIONS: To apply for either position send a letter of application, resume, and the names of three references to: Dr. Thomas Reed, Acting Dean College of Education Valdosta State University Valdosta, Georgia 31698-085 Phone : (229) 333-5925 Fax : (229) 333-7167 or e-mail [EMAIL PROTECTED]. Deadline for application is March 19, 2003. VSU is an equal opportunity educational institution. For more information on the University visit our Web site at www.valdosta.edu. David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski It's funny in this age of illusion It's hard to tell what's fact or fiction... --Tom Cochrane Friendly Advice --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Fwd: Re: Fwd: psychological testing
Rod: A colleague of mine who teaches a graduate-level personality assessment course recommended the following sites. Hope these help! David W. David, These web sites are good. Mostly I use reports I have on hand which I think are good. http://www.msresource.com/format.html http://www.msresource.com/theory.html Evelyn David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski Do you accept what you are told without even thinking? Throw it all and make your own and give me something Something to believe in --The Offspring Something to Believe In --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: (Fwd) The Wisdom of Steven Wright
Other Wrightisms: The other day I put instant coffee in a microwave oven and I almost went back in time. I went on a job interview the other day. Before he could ask me any questions I said, I have a question of my own. If you are traveling in a car at the speed of light and you put your lights on, do they do anything? He said, I don't know. So I said, Never mind then, I don't want to work for you anyway. The other day I took my dog for a walk around my apartment building... on the ledge. I named my dog Stay. Drove him crazy when I said Come here, Stay. Come here, Stay. It's a small world, but I wouldn't want to paint it. At 10:26 AM 11/22/2002 -0600, you wrote: A little pre-turkey humor: I woke up one morning and all of my stuff had been stolen...and replaced by exact duplicates. I'd kill for a Nobel Peace Prize. Borrow money from pessimists - they don't expect it back. Half the people you know are below average. 99% of lawyers give the rest a bad name. 42.7% of all statistics are made up on the spot. A conscience is what hurts when all your other parts feel so good. A clear conscience is usually the sign of a bad memory. All those who believe in psychokinesis, raise my hand. The early bird may get the worm, but the second mouse gets the cheese. I almost had a psychic girlfriend but she left me before we met. OK, so what's the speed of dark? How do you tell when you're out of invisible ink? If everything seems to be going well, you have obviously overlooked something. Depression is merely anger without enthusiasm. When everything is coming your way, you're in the wrong lane. Ambition is a poor excuse for not having enough sense to be lazy. Hard work pays off in the future, laziness pays off now. I intend to live forever - so far, so good. If Barbie is so popular, why do you have to buy her friends? Eagles may soar, but weasels don't get sucked into jet engines. What happens if you get scared half to death twice? My mechanic told me, I couldn't repair your brakes, so I made your horn louder. If at first you don't succeed, destroy all evidence that you tried. A conclusion is the place where you got tired of thinking. Experience is something you don't get until just after you need it. The hardness of the butter is proportional to the softness of the bread. To steal ideas from one person is plagiarism; to steal from many is research. The problem with the gene pool is that there is no lifeguard. The sooner you fall behind, the more time you'll have to catch up. The colder the x-ray table, the more of your body is required to be on it. Everyone has a photographic memory, some just don't have film. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski Whoever said there's nothing new under the sun Never thought much about individuals (but he's dead anyway)... --The Refreshments Down Together --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Textbook ethics question
Nancy: I don't see a conflict of interest. You might want to be clear to the students (perhaps on the syllabus) that they are not required to purchase the study guide, nor do you have any financial interest in it. That avoids even the appearance of a conflict. David At 10:04 AM 7/17/2002 -0400, [EMAIL PROTECTED] wrote: Dear Tipsfriends, I am in the process of ordering my textbooks for my classes at Long Beach City. I would like to use Zimbardo/Weber/Johnson's intro psych book there, but I wrote the study guide and I am concerned that ethically it is dubious for me to order the book for this reason. For the record, I always RECOMMEND but not require the purchase and use of the study guide. I would do the same in this case. I have no financial interest in the study guide so I would not be receiving royalties for this (I was paid in a lump sum for the project.) I like the textbook AND if some students do buy and use the study guide I would probably get a little useful feedback (although I am ambivalent about this ; )) What are your respective and collective opinions? Nancy Melucci Long Beach City College --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University 229-333-5620 http://chiron.valdosta.edu/dtwasieleski I'm a product of my environment So don't blame me I just work here... --The Offspring Americana --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: late for exams (was:info)
I allow students to arrive late for exams, with the following stipulations: 1. They only have whatever time remains in the class. That is, if the class has an hour for the exam and the student arrives ten minutes late, they have the remaining 50 minutes. 2. I will only allow a student to begin taking the exam if someone else in the class hasn't already left after completing the exam. I recognize that it's unlikely a student can really improve performance in a postexam consultation, but it puts a limit on such latenesses. Keep in mind that our biggest psych classes here are 50 students, so enforcement of these guidelines is easier than at places with 300+ students in a course. David W. At 01:26 PM 2/4/2002 -0600, [EMAIL PROTECTED] wrote: do you require students be on time for exams? Often I have a few straddlers coming in midway of the exam period. I havw known teachers who require that a student be seated in place for the first ten minutes of the class or else this prof will not give the student the test. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University 229-333-5620 http://chiron.valdosta.edu/dtwasieleski All I ever wanted to do was to learn how to break this world in two To teach it all the tricks I wanted it to learn To teach it how to do what I want it to do No one really understands how simple and plain and predictable I am... --Everclear Short Blonde Hair --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Sports (was Proof of God's existence?)
I don't pretend to be speaking for all sports-obsessed persons (heretofore referred to as sops), but as a rabid (complete with foaming mouth at a bad official's call or boneheaded play by someone I'm rooting for) sports fan, I can explain why I spend so much time watching Sportscenter and checking out ESPN.com. For me, there's an identification with the competitive spirit of athletics. The drive to win even through a substitute (Yay! We won! even while I sat on my fat rear watching TV) is compelling. I can complain when we play poorly, and I can feel superior when we win. Vicarious experiences can be very powerful. Or maybe I'm pathetic. Either way, the emotional highs and lows of following sports are likely no different than individuals who identify (overidentify? if sops are guilty of same) with tv shows (Survivor is a great example) or movies, or even books. We lose ourselves in a compelling story, and sports provide stories with every game, and even between them. I gotta go check ESPN.com to see if Bill Parcells (former NY Giants -- my team-- coach) was hired yet by Tampa Bay. David W. At 10:43 AM 1/15/2002 -0500, you wrote: Can someone please explain to me why/how presumably intelligent people become so obsessed with the activities of a professional sports team with whom their only connection is that the team plays 1/2 of its games in a city close to where you live or have lived. I just don't get it. And don't tell me about how much you appreciate the athletic ballet, etc. because the fact of the matter is you are happy when your team wins and miserable when they lose, regardless of how ugly was the quality of the play. Help me out here. Ed Edward I. Pollak, Ph.D. Graduate Coordinator, Holocaust and Genocide Studies Department of Psychology, West Chester Univ. of Pennsylvania Office: 610-436-3151; Home: 610-363-1939; Fax: 610-436-2846 ~~~ Husband, father, grandfather, biopsychologist, bluegrass fiddler and herpetoculturist ( http://www.adcham.com) Shameless self promotion: The Mill Creek Bluegrass Band performs every Tuesday night at Dugal's Inn, Mortonville, 8 miles west of West Chester, PA. Call 610- 486-0953 for directions. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University 229-333-5620 http://chiron.valdosta.edu/dtwasieleski This is a song about the everyday occurrences that make me feel like letting go Yes I'd say we've got a problem So much for the afterglow... --Everclear So Much for the Afterglow --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Twas the night before grades due
Michael: Ignore the F and give the above student a B.?? That still calculates to roughly a C. The suggestion of separate norms is not a bad one, but that assumes a large enough sample of non-English speakers to suggest the ability to create meaningful norms. I faced this very issue in the spring. A student from Cuba was struggling with English, and I allowed him to use a Spanish-English dictionary during exams. He even had someone translate his paper for him (i.e., he wrote it in Spanish, and had someone else translate it into English). While not fully supportive of the latter, I allowed it. He still earned a D, and accused me publicly of unfair treatment (he has/had some characterological issues manifested in many classes with many profs, so I wasn't exactly singled out). The issue of how much to accommodate a non-English speaker is one I raised at the time, with a wide variety of responses. I think you have to give each student every opportunity to succeed, but in the end, one cannot have too much individual discretion in grading (think inter-grader reliability). In the end, the student transferred to another institution with a larger Latino population and a better system in place for ESL students. (double-checking my grammar before posting) David W. At 11:23 AM 12/13/2001 -0500, you wrote: On Wed, 12 Dec 2001, Harry Avis wrote: Michael - there is eurocentrism and there is poetic license. I have students that speak 6 different languages (not counting Spanish) in my classes. I could not pass my own exam in my second language - Spanish. The wide distribution of grades reflects their ability as well as the problems inherent in taking an exam in your second (or in two cases, third) language. Snide comments aside, what grade would you assign to a non native speaker of English who got BDCF on four different exams? Give them a break because of the difficulties of mastering technical language or grade them the same as my students who have been exposed to English since childhood? By the way, the Sarah I referred to is really Carolina Es***-Ga but it doesn't rhyme. Re grading diverse populations. You may want to utilize relative grading. In other words you may want to use different norms for Anglos and the International students.I find that using comparative norms as a functional way to control the artifacts of Eurocentric bias. There is more to intelligence than Anglo linguistic skills. Ignore the F and give the above student a B. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University 229-333-5620 http://chiron.valdosta.edu/dtwasieleski This is a song about the everyday occurrences that make me feel like letting go Yes I'd say we've got a problem So much for the afterglow... --Everclear So Much for the Afterglow --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: The LAS (Love and Adore your Students)
At 11:36 AM 12/13/2001 -0600, Mike Scoles wrote: Michael Sylvester wrote: which is the proper term is it the Reticular formation,RS or RAS? The reticular formation is physical. The RAS is a description of one of its functions. And while we are on the topic of love, what part of the body can increase to10 times its size when stimulated? uhh the Grinch's heart? Merry Christmas, Happy Hanukkah, Festive Kwanzaa etc., etc., etc., everybody! Associate Professor Department of Psychology and Counseling Valdosta State University 229-333-5620 http://chiron.valdosta.edu/dtwasieleski This is a song about the everyday occurrences that make me feel like letting go Yes I'd say we've got a problem So much for the afterglow... --Everclear So Much for the Afterglow --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Student Blooper Season (fwd)
There's mean-spirited humor and then there's just fun. I have no doubt that there would be students hurt if they knew that an excerpt from their papers was the object of humor in such a forum as this or a conference, but others would likely be the first to laugh. When I teach, I laugh at myself; I let my students see that seeing humor in our errors goes a long way toward not taking ourselves too seriously, and to learn from those errors, because having them pointed out in a good-humored way might make the students more receptive to critical feedback. When with friends, don't we all occasionally tease or mock a friend's errors? And if it hurts, and we're reasonably sensitive, we apologize. Mostly my friends give as well (or better!) than they get. Does my mocking a friend's error (in a non-mean-spirited way) imply a negative attitude toward my friend? On the contrary, the friends I am most comfortable with are the ones I'm most able to have conversations that are essentially a trade of (at times crude) insults. Now I know that making fun of students' inability to understand or apply a concept isn't quite the same thing, but I have no doubt that my students have fun at my expense, with my back turned (in the room or not!), and moreover, I hope they do. At least I know they've paid attention. (staying way too late giving exams) David W. PS: I also give disclaimers throughout the term that I will be picking on students in class (as well as myself), and that it's meant in fun, and that if they take offense, to let me know ASAP so that I can apologize and make restitution. (note run-on sentence; if i was in a paper, I'd circle it in red) At 06:28 PM 12/12/2001 -0500, you wrote: The fact that you laugh at yourself doesn't make it right to laugh at others, nor does the fact that a lot of colleagues at a conference do it make it right. The truth is that whether anyone wants to recognize it or not, the attitudes that generate those words can hurt. Make it a good day. --Louis-- Louis Schmier www.therandomthoughts.com Department of History www.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, GA 31698 /~\/\ /\ 229-333-5947 /^\ / \/ /~\ \ /~\__/\ / \__/ \/ / /\ /~\/ \ /\/\-/ /^\_\/__/___/^\ -_~/ If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ -- Forwarded message -- Date: Wed, 12 Dec 2001 15:49:05 -0500 (EST) From: Louis_Schmier [EMAIL PROTECTED] To: Donald H. McBurney [EMAIL PROTECTED] Subject: Re: Student Blooper Season Well, Don, it's not right. And, why the crying in the first place, and why the laughing necessitates the laughing at? Besides, that's not what the saying means. Make it a good day. --Louis-- Louis Schmier www.therandomthoughts.com Department of History www.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, GA 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 T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University 229-333-5620 http://chiron.valdosta.edu/dtwasieleski This is a song about the everyday occurrences that make me feel like letting go Yes I'd say we've got a problem So much for the afterglow... --Everclear So Much for the Afterglow --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Let's pick on David! (Actual education content:)
Paul: Hmm... I think it is a run-on. Two subordinate clauses (and that...and that...)? (sentence fragment). Seriously, I see the same thing, the confusion of sentence length being correlated with run-on sentences (correlation is not causation, and all that). And I see the sentence fragments too: The application of these interventions clearly made a difference. Although the results were not significant due to insufficient power and small sample size. David W. PS: I won't take liberties and assume that Paul and I can trade insults in a non-mean-spirited way at this point in our discourse. ;-) At 06:53 PM 12/12/2001 -0600, you wrote: David Wasieleski wrote: PS: I also give disclaimers throughout the term that I will be picking on students in class (as well as myself), and that it's meant in fun, and that if they take offense, to let me know ASAP so that I can apologize and make restitution. (note run-on sentence; if i was in a paper, I'd circle it in red) Is that technically a run-on? It's a long sentence, but that doesn't necessarily make it a run-on. I'd take issue with that last construction, as I think that If they take offense, to let me know isn't grammatical (shouldn't it be If they take offense, that they should let me know...?). But I'm not sure that makes it a run-on. I only mention this because of the types of sentence structure problems my students typically have. Both run-on sentences and sentence fragments in my students' papers are typically the result of misuse of conjunctions. For example, a typical sentence fragment might read like this: While the other group was given the placebo, which was a neutrally-worded questionnaire that contained 75 multiple choice items on a topic unrelated to the purpose of the study, 13 true-false items and one free response question. I picture the student's bewilderment when she reads my feedback pointing out that a sentence that long is nonetheless a fragment (okay, I admit it - I get a bit of perverse pleasure from that). At the same time, a typical run-on sentence might look like this: Subjects were divided into two groups one group received the treatment. The point: I do not find that my students' run-on sentences are typically longer than their sentence fragments. In fact I would bet that their run-ons average _fewer_ words than their fragments. The problem seems to center around the use of words like while, because, and, but, however etc. Furthermore, the problems seem to be the kinds of things that arise partly because in spoken language we do not have clear sentence boundaries (i.e., we don't say stop at the end of each sentence the way we did with telegrams). While I enjoy the bloopers keep 'em coming. Paul Smith Alverno College Milwaukee --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University 229-333-5620 http://chiron.valdosta.edu/dtwasieleski This is a song about the everyday occurrences that make me feel like letting go Yes I'd say we've got a problem So much for the afterglow... --Everclear So Much for the Afterglow --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: to submit
I submit. I submit that we have long since passed beyond the realm of Teaching in the Psychological Sciences into a philosophical, sociocultural, and (dare I say it) moral debate. While I've been entertained and provoked (both thought-wise and emotion-wise) by some of the posts here (and all sides have raised good points), am I alone to suggest that all sides submit by ending it, at least in this list-wide forum? If I am in the minority, I will, of course, submit Submissively offered, David At 09:20 AM 10/26/2001 -0500, James Guinee wrote: Submit! Why is submit such a bad thing? Is it just something that culturally, psychologically, tends to produce a reflexive reaction that says No way I submit to anything or anyone. Granted we may differ in the extent, degree, and to whom we do this to, but certainly we dont see submission as the beast itself? Do we? Isnt submission putting your own agenda aside for someone elses, whether for a moment, or for a certain amount of time? Isnt that part of healthy relationships? Is there something psychologically terrible that some see in the act of submission??? We submit all the time, dont we? When my government sends me a 1040, I submit to the law and complete it accurately. When the light turns red, I submit to the local authorities and stop. When my boss asks me for a report I submit to his leadership and do it. And dont couples mutually submit to each other, in some sense? Havent you ever did something for your wife or husband, even if you didnt want to, for the greater good of the family? Isnt that part of the problem with marriages today each person wants it his/her way, and wants a spouse that will bend and conform to his/her desires. I do a fair amount of marriage counseling, and see a lot of conflicted couples who refuse to submit to the greater good. Each wants the other one to grow up, to accede to their wishes, etc., but is often unwilling to respond in kind! Marriage is not just about finding the right person, it is being the right person. It is giving and loving and serving. Non-religious marriages may be more egalitarian, and therefore preferable, but isn't there mutual submission occurring there too? After all, the biggest change in my marriage was learning to submit to my wifes needs and desires, and she to mine. When my wife asks me to take the kids to the grocery store because shes had them all day I submit to her wishes for the greater good of the family. When my wife asks me to take the trash out every night because she simply doesnt want to, I submit to her request. I submit to my wife all the time, esp when I see her needs as greater in that situation than mine. Any time she goes through a period of unhappiness it may be partly due to my inability, perhaps unwillingness, to ascertain how to fulfill some of her needs. Certainly were not haggling over submission itself, are we? I submit the world becomes a better place with more of this thang, not less. Jim Jim Guinee, Ph.D. Director of Training Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) No one can make you feel inferior without your consent -Eleanor Roosevelt ** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] David T. Wasieleski, Ph.D. Associate Professor Department of Psychology and Counseling Valdosta State University 229-333-5620 http://chiron.valdosta.edu/dtwasieleski There's a lot of people saying we'd be better off dead. Don't feel like Satan, but I am to them... --Neil Young Rockin' in the Free World --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
