Re: Student Led Discussions

[Deb Briihl]

I think there are a few reasons for this. First of all, for many students
leading the lecture, it is their first time really getting into the
material, so they are not as familiar, comfortable, etc. For me anyway,
the more I know, the better I become at explaining information because I
can use several examples to get the point across. Second, students are
often uncomfortable presenting in front of others, so this may interfere
with the teaching. To compensate, many students read directly from their
notes, failing to make good eye contact, reading too fast and/or too
softly to be understood well. Third, few students have had much
experience with teaching. This lack of experience presenting information
could mean that information is not being presented as effectively as
possible. For example, students, when using powerpoint, often make the
font too small for effective reading or it may be too cluttered. 
I spend a day going over what makes a good, effective presentation. I
start with some short clips on public speaking (which are mocked by the
MST3K guys) and then move on to a class discussion about what makes a
good presentation.
At 04:09 PM 1/7/2003 -0500, you wrote:
Last
semester I had students lead discussions for a portion of the semester.
Many of my students said that they did not "learn much" from
the student-led discussions. I have heard other students also complain
about other professors that use this technique. From my perspective, I
thought that they would be a good way for students to learn oral
presentation skills and it avoids constantly lecturing. Does anyone have
any insight on how to make these more effective or has anyone had
students report enjoying student-led groups?

Cheri 
** 
Cheri A. Budzynski, Ph.D.

Assistant Professor of Psychology 
Heidelberg College 
310. E. Market Street 
Tiffin, Ohio 44883 
(419) 448-2000  ext. 2251 
(419) 893-1986 ext. 4005 
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
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Re: Student Led Discussions

[Deb Briihl]

I use the posture short from Red Zone Cuba and the speech short from
Earth vs. the Spider. My students just about fall out of their chairs
laughing over the comment "use plenty of lip and tongue
action." BTW, if you do plan on using these shorts, there is one
thing I should warn people about. One of these shorts makes reference to
the Clark and Clark doll study (preferring the white doll because it is
more pretty) that you should explain to your students before they see the
clip.
At 10:22 AM 1/8/2003 -0500, you wrote:
In
a message dated 1/8/2003 7:16:07 AM Pacific Standard Time,
[EMAIL PROTECTED] writes:
. I start with
some short clips on public speaking (which are mocked by the MST3K guys)
and then move on to a class discussion about what makes a good
presentation.

Can you tell me which episode of MST3K these are from? I have a lot of
those tapes - maybe I have the episode.
Thanks for any help you can give to me.
Nancy Melucci
Long Beach City College ---
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
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lot in life

[Deb Briihl]

Hello all!
I have my students work on the "lot in life" project, however, when I 
switched computers, I lost my list of different "lots!" If anyone has a 
list that they could send me I would really appreciate it.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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honors option in Cognition

[Deb Briihl]

Hello all!
One of my students asked me if he could do Cognition as an Honor's option. 
I already have my students do experiments and write up papers in addition 
to tests - any ideas that could make it an Honor's option without 
overloading the student?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: lot in life

[Deb Briihl]

Basically, students are given different life issues, such as Your
5-year-old son was just diagnosed with attention deficit disorder, and
your physician is strongly 
recommending that he be placed on Ritalin. or 
Your spouse has become an alcoholic and begun beating and verbally
abusing your two grade-school age children (as well as yourself). Each
student has a different issue.
Students then write a paper,
defining their lot in more detail and then discussing the possible
choices that are available. They may write this paper as the person in
question, as a therapist or helper, etc. (I had one student write it from
the perspective of the family dog). They are required to use the
following - (1) traditional library sources (book, journal articles), (2)
Internet sources, and (3) Outside agency (can include government,
religious, self-help groups, etc.).


At 10:54 PM 1/14/2003 -0500, you wrote:
Pleaseexplain the
"lot in life" project.  I never heard of it before. 
Also, if anyone has the list of lots you are requesting,  please
post it to the list.
Thank you .
Riki ---
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: Need easy t-test data

[Deb Briihl]

You could do a basic Stroop experiment - and they can test each other. Have 
students name 15 words that match the color and 15 that don't match and 
time how long it takes to name the color for all 15 words. Usually using 
that large a number will generate obvious differences. Works well if you 
have a clock in the room with a second hand.

At 09:42 AM 1/28/2003 -0600, you wrote:
Hey Tipsters - I'd like to analyze some kind of fun, easy data that I can 
collect quickly in my research methods class on Thursday. I have 10 
students, so a within-subjects design is preferable (although I suppose I 
could do a between-subjects test as well, albeit with little power). Does 
anyone have any ideas?
Cheers,
Traci
--


   \\|||//
   ( o o )
-o00-(_)-00o--

Traci A. Giuliano
Associate Professor of Psychology
Southwestern University
Georgetown, TX  78627
[EMAIL PROTECTED]
(512) 863-1596;fax (512) 863-1846
 http://www.southwestern.edu/~giuliant



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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Student Study

[Deb Briihl]

I have a student who is interested in differences in clothing choices 
between Caucasian and African-American women and how those clothing choices 
are viewed by men (particularly, are African-American women viewed as 
dressing more provocatively). It seems she did a quick survey last term in 
a sociology class and found that quite a few males claimed this statement 
was true. We have found a number of studies on body image and sexual 
behavior, but are having problems locating information more closely related 
to this topic. Any suggestions?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: Student Study

[Deb Briihl]

Based on a previous suggestion, I did a search of clothing and racial and 
ethnic differences in PsychInfo and found quite a bit. There is the 
Clothing and Textiles Research Journal that has published a number of 
articles on this.

At 03:09 PM 2/10/2003 -0500, you wrote:

So, where do you begin to look this stuff up? In what catalogs, if not
PsycInfo, the Sociology one (whatever it's called), etc.? It sounds
fascinating--I've long been interested in the psychology of clothing and
disappointed at the slender amount of research that's been done on it.

**
Robin Pearce Abrahams
Boston University
[EMAIL PROTECTED]

On Mon, 10 Feb 2003, Susan Freedman wrote:

> Oh - I love tips - I have just the suggestion.
> I'd suggest that the student go interdisciplinary and venture into the
> Clothing/Textile Research body of literature.
> In seeking research on perpetrators and thei process of choosing whom to
> victimize, I ran into a body of research/literature which I guess is  best
> described as Textile/Clothing Research - totally outside of the more
> familiar areas of psychology, sociology, womens studies, and law.
> best,
> susan freedman
>
> At 01:24 PM 2/10/2003 -0500, you wrote:
> >I have a student who is interested in differences in clothing choices
> >between Caucasian and African-American women and how those clothing
> >choices are viewed by men (particularly, are African-American women 
viewed
> >as dressing more provocatively). It seems she did a quick survey last 
term
> >in a sociology class and found that quite a few males claimed this
> >statement was true. We have found a number of studies on body image and
> >sexual behavior, but are having problems locating information more 
closely
> >related to this topic. Any suggestions?
> >
> >
> >
> >Deb
> >
> >Dr. Deborah S. Briihl
> >Dept. of Psychology and Counseling
> >Valdosta State University
> >Valdosta, GA 31698
> >(229) 333-5994
> >[EMAIL PROTECTED]
> >http://chiron.valdosta.edu/dbriihl/
> >
> >Well I know these voices must be my soul...
> >Rhyme and Reason - DMB
> >
> >
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>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: test exceptions

[Deb Briihl]

I've given up trying to determine a good excuse from a bad one, so here is 
my policy.
In my intro class, if students take the exam in class, they get a multiple 
choice test and a chance to make-up some the points missed on the exam. If 
they miss the test for whatever reason, they are given an essay test 
instead and are not given the option for the make-up points. The difficulty 
level between the two tests is similar (students can pick from several 
essay questions), but the idea of doing an essay test is considered just 
unpleasant enough that students make sure that they are there in class on 
test day.
In my upper level classes, if a student misses, they have until I hand back 
the test to take the make-up. I don't change it - they get the same test as 
those in class (short answer and essay). Quite frankly, I really haven't 
seen a massive improvement in the grades of the students when they take it 
in class or later on - many seem to do worse. In fact, I just had a student 
who took the test 5 days after the test was given and she made one of the 
lowest scores in the class. So, it appears that extra days to these 
students doesn't really make much of a difference.


Jessey Bernstein wrote:


Hi everyone!

...I just received a

question from a student that leaves me not sure what to do:

"I have a concern regarding the upcoming exam in psychology. On that 
very same day, I am taking two other exams, ... Is it possible to move 
the PSY101 exam for me, preferably later than the scheduled date?"

lots of work to do. What do people think about allowing him to take the
midterm on the very next day (i.e., Friday), which gives him a night to
recuperate?

Thanks for any input,
Jessey

Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Re: IRB woes and class projects

[Deb Briihl]

We have the same issue here - any use of human participants requires IRB 
approval. For my course that is 15 weeks long, the students do submit their 
materials to the IRB and we have an exempt category. Someone from the IRB 
reviews the materials and the turnaround is usually about 1 week (sometimes 
even less). If that isn't possible (like in my 6 week summer course), I 
come up with an idea and run it past the IRB before the semester starts or 
we develop one in class during the very first week and, since everyone is 
doing the same project, I write it up for IRB approval.

At 12:38 PM 2/19/2003 -0500, you wrote:
Tipsters:

I teach introductory research methods almost every quarter, and as part of
the course, students design and perform an original piece of research.
They write a full APA style paper on this research, and present the
research in a poster session. The poster session used to be public, but
our local IRB has decided that any research presented outside the
classroom must go through full IRB review. Unfortunately, as we have only
ten weeks and this is an introductory class, there is not time for
students to go through the full review. All research is minimal risk,
frequently involving nothing more than an innocuous survey. While students
are nervous about the poster session prior to its start, they have a good
time once they realize they know their stuff.

I am upset that we no longer may hold these public poster sessions. Has
anyone else encountered similar roadblocks? How have they been handled?
Any advise would be greatly appreciated. If there is enough response, I
will compile the responses and forward them on to TIPS, so please send
responses directly to me.

Thanks,

Marte Fallshore
Department of Psychology
Central Washington University
Ellensburg, WA
[EMAIL PROTECTED]

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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Re: Student question on vision

[Deb Briihl]

I don't have the references right in front of me, but one of my students 
last year did a study comparing performance on a task to eye color. Seems 
that there are mixed results in this area - some studies do show 
differences and some studies don't. I don't believe that she found any 
differences.
BTW - another study we ran into while looking up these references related 
to alcohol and eye color - seems that people with light colored eyes tend 
to drink more than those with dark colored eyes. There were loads of others 
on Psychlit looking at personality factors as well.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Seeking temp people

[Deb Briihl]

Valdosta State University Psych Dept. is hiring 2 people for temp positions 
for next year. At least one of these jobs will be advertised as a full time 
position (in Clinical Psych) the next year (not so sure what is happening 
with the other).

http://www.higheredjobs.com/faculty/facultySearch.cfm?JobCat=91
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: recommend book on reconciling religion/science/academia?

[Deb Briihl]

I also work with students who are Southern Baptist, so I have heard some of 
these issues. I think one point that the student should realize is that she 
is not alone at trying to deal with these issues - so are many churches!

At 09:14 AM 7/14/2003 -0500, you wrote:
I hope I don't open up a can of worms here :-), but I was wondering if any 
of you could recommend a book (or two or three) for a student who is 
struggling with reconciling her traditional religious upbringing (in this 
case, Southern Baptist) with her newly evolving attitudes on topics such 
as feminism, tolerance of homosexuality, science, academia, etc. I think 
she would ideally like to find some kind of a middle ground here, some way 
to remain spiritual but also be true to her new attitudes.

Thanks in advance!
Cheers,
Traci
--
   \\|||//
   ( o o )
-o00-(_)-00o--
Traci A. Giuliano
Associate Professor of Psychology
Southwestern University
Georgetown, TX  78627
[EMAIL PROTECTED]
(512) 863-1596;fax (512) 863-1846
 http://www.southwestern.edu/~giuliant


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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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RE: Random Thought: A Cause To Pause

[Deb Briihl]

My first thought when reading this was that this student really needs to 
transfer to a school that better suits her needs. I know that when I 
applied to college that I wanted someplace smaller with smaller class 
sizes, etc. - but that is only because my parents forked out some extra 
cash to pay for a consultant to help me with my college choices. I received 
information that students are too often NOT given when applying to a 
college or university. Students should be aware that they will be walking 
into classes the size of small cities.
When I got to college, in addition to not feeling like a number, I acquired 
other valuable skills that other places may not have been able to give me - 
such as class participation and essay writing. I also was able to get to 
know my profs pretty well (and they were able to get to know me). Of 
course, this meant that I couldn't be "one in a crowd" - when there are 
only 7 people in the class, the prof knows when you are missing or haven't 
read the material ahead of time! Also, when the profs got to know me well, 
I was told information that I didn't want to hear from time to time.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
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RE: Random Thought: A Cause To Pause

[Deb Briihl]

At 10:45 AM 7/29/2003 -0400, you wrote:
Deb, when I read this letter, I felt the institution had to change to meet
her needs.  After all, it does exist to serve the student.  After all,
Majorie is right.  Even the great flagship research universities couldn't
exist without the students--and sports.
No offense, but why does the institution need to change? There are many 
students that come from these flagship research universities and feel very 
satisfied with their college experience (if not, the alumni office would 
have a rather tough time raising $). Some students don't care if they have 
a close, meaningful, personal relationship with their profs and they don't 
want to have one either. They see school as a stepping stone to get further 
in life/job/whatever and don't share your personal philosophy. You yourself 
have admitted on this listserv to having students in your class who have 
respectfully (or perhaps, not so respectfully :) disagreed with your 
teaching methods and emphasis on personal growth.

There is a variety of different types of schools available - if everyone 
wanted the same thing, all schools would be the same. But not everyone has 
the same values. I view picking a school like picking a job. Sure, there 
are a wide variety of jobs that I could work at, but I choose a regional 
state university, because it suited my needs better. I could go elsewhere, 
but it may not suit my needs and I wouldn't be happy.

I am always amazed how so many of us are so quick to place the onus on the
student and so often so slow to accept responsibility.  Even here at VSU,
I am always amazed at how the overwhelming majority of students are amazed
when they discover that someone, especially a professor, really cares
about and for them.  So many of us think we care, so many of us proclaim
that we care, but our care is so often so conditional.  So many of us
don't really know or understand whom it is we care about.  We fall back on
stereotypes, assumption, presumptions, etc that often bear little reality
to the individual student.
The student does have to have some responsibility - it shouldn't be a 
one-way street in EITHER direction. The student that you mentioned does 
appear to have tried to change things, but doesn't feel as if she has 
accomplished her goal. Her needs are not being met at that school. I think 
it is sad that she can't find someone that could be a mentor for her. 
However, she can sit there and complain (because it doesn't seem as if 
anyone at the school is willing to change for her), or she can find a 
school that better suits her. That was my point.

I believe that most of us on this listserv do care about their students - 
if they didn't give a rat's behind, they wouldn't be on here trying to find 
ways to better get points across, improve their teaching and advising, or 
find out the best way to handle difficult situations. Sure, I get 
frustrated with students, but it is on an individual student basis, rather 
than holding some stereotype or assumption about a group of students. And 
it certainly doesn't mean that I won't help a student out - even one that 
just makes me want to scream.

Make it a good day.

   --Louis--

Louis Schmierwww.therandomthoughts.com
Department of Historywww.halcyon.com/arborhts/louis.html
Valdosta State University
Valdosta, Georgia 31698/~\/\ /\
(229-333-5947) /^\/   \  /  /~ \ /~\__/\
  /   \__/ \/  / /\ /~  \
/\/\-/ /^\___\__\___/__/___/^\
  -_~ /  "If you want to climb mountains, \ /^\
 _ _ /  don't practice on mole hills" -\


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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Voluntary Subject Pools

[Deb Briihl]

I know we have covered this before (sorry!), but a group of individuals in 
our dept. are thinking about creating a subject pool. We don't want it to 
be mandatory, but are thinking about making it for extra credit. We are 
having a few issues we are trying to clear up.
1. Multiple people teach Intro to Psych (and therefore, the average weight 
of each assignment can also vary). So, my class may have a total of 600 
points and someone else's may have a total of 500 points. How do you deal 
with that?
2. How many experiments do students get a chance to do? Do you use a 
weighting system (based on length of time)?
3. Do you have a system in place to prevent a glut of students looking for 
extra credit experiments at the end of the semester?
4. What do you use as an alternative to the experiments?
5. Can students participate in more that just experiments. For example, we 
have a Masters in Clinical/Counseling and students in that program are 
required to take classes that train them to give Intelligence and 
Personality tests. Could Intro students be participants in this?
6. How do students sign up for experiments? How do you keep track of all of 
the points?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: Serotonin production in the colon

[Deb Briihl]

My first thought was that there are a number of neurotransmitters that are 
both in the brain AND in the body and that they do separate things. 
Acetylecholine and norepinephrine are two examples that I remember.


1) What do you know about serotonin in the gut? Other than being the
same chemical, is it related to serotonin in the brain? How?
2) The Web site above also makes the claim that "inadequate levels of
serotonin and norepinephrine precursors in the diet are the number one
cause of neurotransmitter depletion" from extended use of SSRI
medications and argues that proper nutrition can keep depression from
happening in the first place and can keep SSRIs effective in patients
for a longer period without incremental dosage increases. So, is it the
case that extended use of SSRIs depletes neurotransmitters? And is it
the case that diet has a measurable effect on neurotransmitter levels in
the brain?
Nat

*
Nathalie Cote', Ph.D.
Assistant Professor of Psychology
Belmont Abbey College
100 Belmont - Mt. Holly Rd.
Belmont, NC  28012
Tel 704-825-6754
Fax 704-825-6239
[EMAIL PROTECTED]
> -Original Message-
> From: Stephen Black [mailto:[EMAIL PROTECTED]
> Sent: Friday, March 31, 2000 4:44 PM
> To: TIPS
> Subject: Brainy bowels
>
>
> You know how people are always telling you your brains are in
> your behind? Well, they could be right. Check out this
> instalment of mystery neuroscientist's newsletter.
>
> (I wasn't going to make a habit of these posts. But I found
> this so interesting yet off-the-wall I had to share it.)
>
> -Stephen
>
> -- Forwarded message --
> Date: Fri, 31 Mar 2000 05:27:37 -0800
> From: Mystery neuroscientist
> Subject: BioPsych/ Neurogastroenterology
>
> U.S. News & World Report
> Science & Ideas 4/3/00
>
> The wisdom of the gut Those butterflies in your stomach are
> not just in your mind
>
> By Rachel K. Sobel
>
> For reasons that still mystify researchers today, the
> stunning results of this experiment went into hibernation for
> nearly half a century and are only now receiving fresh
> validation. Indeed, no one in medicine paid attention again
> until a fledgling neurobiologist began touting its clinical
> value in 1965. "The idea that the gut can be operating its
> own nervous system was shocking," recalls Michael Gershon,
> now chair of the department of anatomy and cell biology at
> Columbia University and author of The Second Brain, a 1998
> account of the acceptance of this scientific idea. Since the
> 1980s, Gershon's colleagues have zealously embraced the
> notion of "the little brain in the gut," as it's
> affectionately known. "What Mother Nature had done, rather
> than packing all of those neurons in the big brain in the
> skull and sending long lines to the gut, is distribute the
> microcomputer, the little brain, right along with the gut,"
> says Jackie Wood, a neurobiologist at Ohio State University.
>
> Now a full-blown renaissance in neurogastroenterology, the
> nine-syllable code word for the study of the nerves
> entrenched in the lining of the esophagus, stomach, small
> intestine, and colon has researchers probing the depths of
> the digestive nervous system with feverish intensity and
> surfacing with remarkable insights. This new breed of
> neuroscientist, 300 strong, and counting, is shaping a novel
> notion of the gut and deriving innovative ways to treat its
> ailments. Last month, for example, the first drug ever
> designed for irritable-bowel syndrome (IBS), called Lotronex,
> arrived in doctors' offices. It's based on this new
> understanding of the sentient gut and may, in fact, change
> the way physicians handle this and related disorders.
>
> Daily chores. By peeling away the layers of padding that
> surround the digestive tract, scientists have indeed
> unearthed some of the buried secrets of the little brain.
> This miniature central processing unit, whose 100
> million-plus nerves number more than those in the spinal
> cord, carries out many of its daily chores without guidance
> from the brain. "Suppose the gut gets a message that the
> pressure is up in the stomach. The brain doesn't get its
> hands dirty with that kind of nonsense so the gut takes care
> of it," explains Gershon. Not only does the gut direct its
> own show, he adds, but its spidery projections trickle into
> neighboring organs, commanding the pancreas and gallbladder
> to aid with digestion.
>
> Though able to run itself, the little brain does stay in
> close touch with the big brain via 1,000 or so nerve fibers.
> Scientists studying this relationship have discovered that
> the gut-brain connection is at the heart of some of the most
> visceral human emotions. A "gut feeling," for example, isn't
> just a poetic conceit used to convey intuition. It arises
> from the biological interplay between these two intimately
> connected brains, says Emeran Mayer, a gastroenterologist and
> professor of physiology at the University of California-Los
> Angeles. Wh

Re: New Military Image

[Deb Briihl]

My knowledge is based on my discussion with individuals in the Air Force 
(there's a base here). I've received a variety of responses, but I don't 
think any one actually said it was the movies that convinced them (or their 
spouses) to join (movies today are much more negative about the military 
than as compared to the John Wayne type).
BTW, many of the military families find the Army's new slogan "An Army of 
One" to be untrue - one of the first things that they pound into your head 
is that you are a cohesive unit not an individual.


Paul Smith wrote:

   Here's a completely unrelated question I was wondering about this
morning. It seems to me that the advent of war films has produced something
that didn't really exist a hundred years ago: a popular image of "soldier"
("sailor", "airman", etc.) based largely on fictional ideals (pretty uniform
depictions, if you'll pardon the pun) rather than on our interactions with
the real thing (surely far more varied). I wonder what effect, if any, this
has had on the actual behavior and attitudes of those entering the military.
I imagine that people come to the military with certain fiction-based ideas
about the role they're going to take on. But I could be completely wrong -
perhaps the contact with reality overwhelms the fictional ideals
immediately, or perhaps people who actually enter the military these days
have enough contact with real military before entering that the fictional
role is already replaced by a more realistic one.
Paul Smith
Alverno College
Milwaukee
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: flagellation (was religious question, was IQ)

[Deb Briihl]

Ah, that minor in Middle Age history helps sometimes :).
These are all mortification of the flesh and have various reasons for
occurring. They were probably linked to people trying to become closer to
Christ by experiencing all that he experienced (the whippings,
crucifixion, the carrying of the cross). Individuals also did this to
gain control over their physical bodies (the spirit is stronger kind of
thing - often also seen with fasting, hair shirts), show humility, and
prevent a more horrid punishment from God (such as those individuals who
practiced flagellation during the time of the Black Plague) or perhaps to
even gain "gifts" from higher up. 
My guess is that in a group practice, the mob syndrome kicks in.
Individuals who practice this also probably get a kind of
"high" from it (push yourself past the pain - a sort of
"second wind"). There is probably a sense of pride, as in
"See what I will do for my God" (so much for humility:). Peer
pressure could also play a role (see others doing it, do it
yourself).
I often ask myself these questions of why people would do this for other
practices. I often wondered about that mob mentality - why would you want
to destroy the area of town that you live in? What about athletes that
continue to play through the pain - through broken bones, torn ligaments,
etc? Why do they do that? Just some thoughts.
At 08:31 AM 9/11/2003 -0700, you wrote:
What I would like to find out is
the purpose that such rituals fulfills in so many peoples' lives. Be it
flagellation, crucifixion, walking up hundreds of stone stairs on one's
knees... This has been going on for a long, long time. Why? What does it
bring to people? And as you ask Beth, is there a certain personality type
associated with such practices? You mention personality disorders, which
should not be excluded. But I wonder if your guess of social conformity
might not best apply?

Cheers!
Jean-Marc


Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: Recommendation on brain video

[Deb Briihl]

I have one that I really like called "A New Life for Andrew" - it was part 
of a 20/20 series and sent as a package of videos for an intro book (ABC 
News/Prentice Hall). Andrew has epilepsy. The video shows an EEG of him 
going through a seizure then goes through the brain surgery to remove the 
damaged tissue (included in this video are shots of brain mapping). My 
students have always responded very well to this video.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: Freud-Plato Question

[Deb Briihl]

While I understand that these concepts do not directly map on to each 
other, I believe that they are similar enough that one could make the 
argument that they do seem to be very similar to each other. When I teach 
history of psych, I spend more time discussing other individuals who had 
concepts similar to Freud's (even if Freud didn't actually develop his 
concept from that person) because it makes Freud's theory less weird.

At 02:15 PM 9/12/2003 -0400, you wrote:
This is from one of my online students...

"Is Freud's id, ego and superego based on Plato's three part soul which
consists of reason, emotion and appetite?"
Thanks for any help,

Lenore Frigo
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: Grad School Percentage

[Deb Briihl]

We went through the issue of % of students going on to grad school here a
while back. I believe that the numbers are higher than 10% because
students go on in many areas that may or may not be in psychology dept.
and I have not been able to find a count for that (for example, school
counseling, social work, marriage and family therapy, business
administration, public administration). Certainly there are students who
go into grad psych programs who do not have undergrad psych degrees. Most
students do NOT go on to grad school (for example, Master's programs on
average take at most 10-20 students per year and the research suggests
that Doctorate programs take even fewer). As to the number of different
types of schools, here is the breakdown from the survey on Master's level
programs that David and I ran
Out of the program advisors who
responded, 57% were from faculty from master’s level colleges and
universities, 37% from universities also offering doctoral level
programs, 3% from 4-year schools, and 3% from specialized institutions,
such as professional schools.
BTW, 3 APA websites with some of the numbers are
http://research.apa.org/gen2.html
http://research.apa.org/gen6.html
http://research.apa.org/gen5.html


Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: Student questions about breast feeding

[Deb Briihl]

As the mom of bottle-fed Katrina (pics can be found linked off my website), 
I can answer some of these questions.

At 01:53 PM 12/2/2003 -0800, you wrote:
Tipsfolk,

Two student questions:

1.  A student claimed that she was referred for speech therapy because she
was bottle fed instead of breast fed and therefore lacked some ability to
formulate certain sounds.  Does anyone know of any difference in speech
development because of breast vs. bottle feeding?  I already know about
the overall merits of breast feeding, immunity, and IQ.
As far as I know, no differences have been found (and, btw, this also 
includes early pacifier use or thumb sucking, which was thought to mess up 
the teeth). If so, there would be a lot of children who have problems with 
speech because of this.

2.  A student wanted to know if there are any developmental detriments to
extended breast feeding for several years?  I do not know of any negative
results from breast feeding through toddlerhood.
While the US culture has a problem with breast-feeding past the first year 
of life, many other cultures do not. I haven't read anything about negative 
results.

Thanks,

Rob

Rob Weisskirch, MSW, Ph.D.
Human Development Program
Department of Liberal Studies, Building 15
100 Campus Center
California State University, Monterey Bay
Seaside, CA 93955-8001
(831) 582-5079
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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New Building designs

[Deb Briihl]

Hi!
We are getting the chance to design a section of a new building for our 
Psych dept. and are interested in what other people really like (and really 
don't like) about their buildings. Besides office space, we will be having 
some space for labs, animal room, classrooms, etc. Suggestions? Anyone with 
plans on line?

Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: Going to the well once too often

[Deb Briihl]

I have taken my students to a mental hospital on occasion. I think it is 
good for them to see one - just to get rid of some of the stereotypes or 
assumptions that the students may have. I don't see it as a "trip to the 
zoo" because I make sure that the students talk to the psychologists, 
aides, etc. that work there to get an idea of what it is like (it is a 
possible job opportunity for some students at the Bach. level). Most of the 
time, the patients are acting like normal people - so students see that it 
isn't a zoo. The biggest problem I ever had was when the class went to an 
adolescent ward. The boys acted, well, like adolescents, around the girls 
in my class.


1) Almost every semester I have a request on my evaluations in abnormal 
psychology to go on a field trip to a psychiatric hospital. This is a 
lower division introduction to abnormal psych, not a capstone B.A/S or 
Master's level course for potentially serious counselor or future 
clinician types. I always balk at the idea because it 1) seems like a 
"trip to the zoo" which is very dehumanizing and possibly unethical from 
my perspective and 2) I have excellent video resources such as HBO's 
Bellevue documentary and Litchtenstein Media's West 47th Street chronical 
of patients in a halfway house for the purpose of acquainting them with 
the issues of institutionalization and deinstitutionalization. But I do 
have colleagues who have taken students on such field trips, and don't 
seem to have issues with the ethics of it. Should I reconsider my opinion 
on this one? I am not opposed to field trips with college students - I 
have taken classes to movies and would consider museum trips or trips to 
research laboratories etc.





Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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RE: merit pay

[Deb Briihl]

Our (past) pay raises are sort of linked to merit. We get so much allotted 
to the department. Then higher amounts go to people that have done more 
work (as we show in our annual evaluation).

At 02:55 PM 2/25/2004 -0500, you wrote:
TIPsters,
I am a part of a campus committee that is considering, at the
President's request, how to institute merit pay increases.  Have any of
you had experiences with merit pay plans?  I am particularly interested
in aspects of plans that you feel have worked at your schools.
Thanks, in advance, for any help,
Marcia
Marcia J. McKinley, JD, PhD
Assistant Professor of Psychology
Mount St. Mary's College
Emmitsburg, MD  17325
301-447-5394
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Special Topic Classes

[Deb Briihl]

We are developing a special topics section for our students - a class that 
would be rotated through 6 or 7 faculty members. What special topic classes 
have you taught for your students that you have found to be successful?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: Slater's book in hand

[Deb Briihl]

This isn't a story that I have heard before - is this part true? If so - 
does anyone have the details?


Julie then goes on to tell Slater:

"You know, if my father made one mistake, it was in the words he chose.
People hear the word 'control' and they think fascist...He was a pacifist.
He was a child advocate.  He did not believe in ANY punishment because he
saw firsthand with the animals how it didn't work.  My father is responsible
for the repeal of the corporal punishment ruling in California, but no one
remembers him for that."
Beth Benoit
University System of New Hampshire
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Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: What is the place of Piaget in a History and Systems course?

[Deb Briihl]

I don't teach about Piaget because I just run out of time. I also tend to 
focus on people that contributed to psychology that other courses are not 
likely to mention and/or are important for starting that particular 
movement. For example, I cover over Hall and Baldwin as beginning 
developmental psych. I really don't cover Freud too much, but focus on the 
factors that influenced his thinking.

At 11:28 AM 3/24/2004 -0600, you wrote:
TIPsters,

I am curious to hear your opinions about the place of Piaget in a History 
and Systems course.  My immediate reason for asking is because of a 
(relatively friendly) argument with my department chair.  I have been 
teaching History and Systems for years, and I do not include Piaget.  My 
chair, a developmentalist "cannot conceive of a course in H&S without 
Piaget."  The fact that many H&S textbooks do not include Piaget does not 
seem to sway him.

Here is my justification for excluding Piaget:

1)  It don't think Piaget fits the structure of my course.  I teach a very 
traditional (E.G. Boring influenced) course in which I trace the "main 
line" of psychological history, but I do not trace the history of the 
branches.  In my own area, I of course cover Watson and Skinner, but I 
would never cover Herrnstein.  Watson and Skinner are main line, 
Herrnstein is speciality material belonging in a behavioral course but not 
an H&S course.   I similarly view Piaget as being out of the 
mainstream.  He belongs in a development course, but not a mainstream H&S 
course.

To this. my chair responds that Piaget has had a tremendous influence in 
mainstream psychology - for example, he cites Piaget as a major 
contributor to the cognitive revolution.  Which brings us to argument #2:

2)  Piaget's work was "discovered" by mainstream psychology far too late 
to have had a real historical influence.  Piaget's work wasn't really 
recognized until the mid 1960s, by which time the cognitive revolution was 
well under way.  Though some Piagetian terms do show up in cognitive (for 
example, schema) they often mean very different things.

This is not a really big deal - there isn't anything riding on the 
resolution.  I am just curious to hear opinions.

-- Jim Dougan

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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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RE: Student question

[Deb Briihl]

I've actually had this happen - in fact it just happened this semester. A 
senior student was writing a research paper and he asked me to look it over 
before he handed it in. One point that I made was that in the discussion 
section he needed to explain WHY he thought the particular effect occurred 
and how it may be related to this other effect. About 1 page of discussion 
had statements such as "My theory is...", "I think that ...", "This stuff 
never really interested me," and "In my opinion, the 2 points aren't 
related at all." When I took off points and wrote that he needed to give 
research to back up his statements, he sort of tried to argue that I didn't 
say that. I plan on rephrasing that statement in the future.

At 11:45 PM 3/31/2004 -0600, you wrote:
I am sorry to leave you hanging so long on the answer to this riddle (see
original message below).
The student arbitrarily chose one of the answers and said "I chose that
answer because it seemed right to me." She didn't get any points for that.
She thought she should get credit for her reason because the question said,
"What makes you think so?" which she claimed to have interpreted as a call
for her opinion. I intended it as a request for reasons to support her
choice. I wasn't initially surprised that she tried to get a point for that
answer; I was surprised that she started to get angry when I refused and she
made quite a demonstration right in front of the rest of the class (who
didn't seem too sympathetic to her cause). It was a unique experience.
Rick

Dr. Rick Froman
Associate Professor of Psychology
John Brown University
Siloam Springs, AR 72761
(479) 524-7295
e-mail: [EMAIL PROTECTED]
web: http://www.jbu.edu/academics/sbs/rfroman.asp
-Original Message-

I asked the following question on a test after providing a scenario. "What
was the dependent variable in this study? What scale of measurement did the
dependent variable use (interval, nominal, ordinal or ratio)? What makes you
think so?" Although it was pretty clearly set up as a ratio scale in the
scenario, I gave credit for any of the scales of measurement if they
provided a reasonable justification for the answer (like, "it is interval
because there are equal intervals on the scale"). I received a complaint
from a student about the way the question was worded. Can anyone guess what
it was? Send me something.  Sleep tight; I will give you the answer
tomorrow.
Rick

Dr. Rick Froman
Associate Professor of Psychology
John Brown University
2000 W. University
Siloam Springs, AR  72761
[EMAIL PROTECTED]
(479) 524-7295
http://www.jbu.edu/academics/sbs/faculty/rfroman.asp
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Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: Student Advising

[Deb Briihl]

Like many others, we also have computer registration and an advising hold 
(the student needs to see an advisor before the hold is lifted). Advising 
week is the week before registration - so students can get the flag lifted 
so they can log in at 12:01 (which is necessary at times to get into some 
of our Psych courses!). Of course, there are always students who do not get 
to their advisor (and it is usually the same students each term). The one 
problem that I run into is that other holds can be put on the students and 
I cannot lift the flag until those (usually parking ticket) holds are 
cleared).
Some of our faculty do advising by e-mail or make up a year long plan with 
the student. I like to meet with the student every semester to go over 
his/her progress and discuss future plans - and a surprising number of 
students do prefer this. I have had a number of them switch to advisors 
that do more than just tell them the classes they need to take. It may be 
coercive, but it seems that once the students are made to come in for 
advising, then they realize the usefulness of it.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: critical thinking texts

[Deb Briihl]

I would recommend this website

http://www.kcmetro.cc.mo.us/longview/ctac/psychology/commonsense1.htm

It goes over "common sense", gives a quick quiz (and then explains each 
answer), and then some fallacies of thinking. It's not very long (I use it 
as a homework assignment in intro).



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: students' concerns

[Deb Briihl]

What a nice thing to read from all of you!! Thank you!!
As to the AP reading - I plan on being coming down to visit David sometime 
(and bring Katrina with me).


Having said that, David and his wife are indeed fine folks. I have also met
them at AP readings, and look forward to seeing that cute little baby this
year! (Are you both coming to read? and will we see that little one?)
Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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RE: e-mail,handouts or both

[Deb Briihl]

Some of my lectures are in Powerpoint and some are not. I just haven't 
retyped everything into Powerpoint yet. The advantage to this is that I can 
put all of my lectures on-line for students to see and use. The 
disadvantage is that I feel tied to go in one direction in a lecture. For 
example, a few weeks ago, I covered over some material earlier in a 
presentation because of a question someone asked and I wrote the notes on 
the board. When I came to the slide related to that section, I just clicked 
through it quickly, stating that we already covered that material. A few 
students became annoyed and wanted me to let them copy that slide even 
though the exact same material was on the board (and, for that matter, 
on-line).
I prefer to have students use technology outside of class. A common problem 
is that if students have computer access in class, then a good percentage 
will be checking e-mail, chatting, surfing the web, playing games, etc. 
rather than listening to the lecture. All of us who have taught in a 
computer lab would love to have a power kill switch at our desks to be able 
to turn off the monitors.
As to the handouts - I just put them on my website if I am not using WebCT 
for my class.

At 09:51 AM 4/29/2004 -0400, you wrote:
I would like to broaden this discussion by asking how you use technology 
in class. I am early in my career, but prefer chalk to PowerPoint. Our 
administration wants us to use more technology in the classroom and is 
going to provide us with a student assistant to help out. All of our 
students have laptops and my classes meet in rooms with internet 
connections at each desk. What do you do that is really worthwhile and not 
just glitzy?


Thanks,
Joe

Joseph J. Horton Ph. D.
Faculty Box 2694
Grove City College
Grove City, PA  16127
724-458-2004
[EMAIL PROTECTED]

In God we trust. All others must bring data.
-Original Message-
From: Michael Lavin [mailto:[EMAIL PROTECTED]
Sent: Thursday, April 29, 2004 9:26 AM
To: Teaching in the Psychological Sciences
Subject: Re: e-mail,handouts or both

E-mail is critically important in my classes. I will be discussing that
exact topic at APA this summmer--cheap plug. Whatever, I create a web page
for each of my classes which includes the course syllabi and summary notes
for each class lecture. Summary notes are sent before each class as
e-mailed attachments prior to being downloaded on the course site.  When
course papers are required, they send them to me as an attachments at
which time I review, comment and grade and send back to them as
attachments (no paper). This semester, I am currently coordinating our
senior seminar capstone course which requires a research thesis and
terminates witha faculty and peer reviewed poster. From the early stages
of senior seminar until completion, email is used extensively. We also
have what we call peer partners who provide e-mailed feedback reviews to
me and their partners during the initial idea, first draft and final draft
of that thesis. My students check their email before they have their
coffee in the morning. I am not sure if students have coffee anymore.
Mike Lavin
[EMAIL PROTECTED]
http://web.sbu.edu/psychology/lavin

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Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: sensation and perception text

[Deb Briihl]

I've have been using Goldstein for a few terms. I used to use Matlin and 
Foley (sigh, but they aren't updating it anymore).
If you are looking for a few good websites, I have a page of them.

http://chiron.valdosta.edu/dbriihl/S&Psyl.html
At 08:19 AM 6/11/2004 -0400, you wrote:
Hi all,
I will be teaching Sensation & Perception for the first time in the fall 
and was wondering if anyone can suggest a text they liked using in the past?

Thank you,
Nina
ÿÿØ¢æ«yË«­éí—+.nÇ+‰·¶‹b¦Æ¬ýÖëŠ(eþö¥v‹-k÷¹:.žË›±ÊâmëÖ›•©äzf¢­Ú%y«ÞþØ©³þ|ÛRÿiË.Ÿ÷ë¢Ë[º¸ÿ
Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Recommendation letter question

[Deb Briihl]

I received an odd request from a student.
Here is part of her e-mail: ...I have an opportunity to teach Special 
Education in k-5 for the County school system. The only dilemma is the 
person that is helping me get the postion says that I will need a letter 
stating that I have been accepted into the Masters program for Psychology. 
They understand that I will not be attending but they( Personnel 
department) need to see that I have the potential to futher my education on 
a Masters level...
I asked if this meant that she was in a grad program or that she COULD be 
accepted into a grad program. She stated that it would be that she could, 
if she wanted to, get into a graduate program - not that she is in one or 
plans on going to one (it seems odd, but she assures me that is what they 
want).
 However, she wasn't the strongest student (her GPA is around a 2.0) and 
she has not taken any test (like the GRE). I'm not sure what to say. I 
guess that she MIGHT be able to get into a grad program someplace. Suggestions?

Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Recommendation letter question

[Deb Briihl]

More on the odd request for a letter stating that this student could be 
accepted into a Master's program. I found the personnel director at that 
school and called her and that person said that this student NEEDS to be in 
a Master's program (and has 3 years after being hired to get one). A letter 
from me is worthless. To top it off, this student hasn't even finished 
college (she is working on obtaining a 2.0 so she can graduate). I thought 
something was a bit weird, but just wanted to check with others to see if 
anyone else had ever gotten such a request. Thanks to all that responded.

Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: warm but quality undergrad programs

[Deb Briihl]

Well, I don't know about good, but we definitely fit the warm category 
right now. It's been over 90 degrees (and it is not a dry heat) for a 
while. However, you need to define warm. I think it is pretty warm year 
round (but I grew up south of Pittsburgh). My Caribbean students do NOT 
think it is warm in the wintertime (when the high is around 50-60).

At 09:02 PM 6/18/2004 -0400, you wrote:
Tipsters:  Just returned from a jaunt to Hawaii and a friend there asked
me for some help regarding quality undergrad psych programs.  His
daughter wants a warm climate (what a surprise?) and a smallish psych
program.  I noted that most undergrad programs provide a good
foundation.  In discussing quality liberal arts programs, I stressed a
good scientific foundation, effective stats and experimental psych
sequences, and opportunities for field experience as well as working
with faculty on research/scholarly projects.  Nationally, my
understanding is that about 12% of psych majors go on to grad school in
psych areas.  A school/program where more are successfully entering grad
psych programs might also be a valuable feature.  Obviously, I was not
touting my own program or others in the midwest, but thinking about the
southwest.  I told him that tipsters might have some places to suggest.
Sodo y'all have any ideas for some good psych programs in warm
climes?  Mahalo, thanks in advance!  Gary Peterson

Gerald L. (Gary) Peterson, Ph.D.
Professor, Psychology
Saginaw Valley State University
989-964-4491
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: senior capstone experience

[Deb Briihl]

We have 3 options for students
1. A senior thesis project
2. Take a history of psychology course
3. Take senior seminar (a critical thinking style course)
At 09:33 AM 6/25/2004 -0400, you wrote:
TIPS folks. I would like to ask what the nature of your senior captone
experience might be? A brief response would be appreciated.  mlavin
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Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: GRE

[Deb Briihl]

A few years ago, a group of us did a small presentation on this at SEPA 
(around the time they were moving to just computer testing and including 
the writing component). I have the outline of the part that I gave about 
computerize testing AND information on the writing part of the test 
(including sample test items). The questions are actually questions that 
were given to me by someone in the GRE office. In addition, I also have 
parts about the psychology test (that Dr. Wasieleski gave) and some other 
pieces of information. Hope this helps!
http://chiron.valdosta.edu/dbriihl/sepa.html

At 12:10 PM 10/1/2001 -0700, Cynthia Miller wrote:
>Tipsters,
> Has anyone had recent experience with the GRE (both general and
>psychology),  in terms of the following:
>Is there a writing component?
>Is it done on computer or on bubble sheets?
>How long does it take (is it all done on one day)?
>Is it timed per section or for the whole test?
>
>Can you tell it has been a long time since I have done this?
>
>Thanks,
>Cindy Miller
>[EMAIL PROTECTED]
>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: Oedipus, Electra, Freud (and Jung)

[Deb Briihl]

That's the point - women don't. Women were viewed as being morally 
inferior, so the question was, how did they get that way? Answer, they 
don't go through the Oedipus complex, so they have a weaker superego than 
men do. It's a bit more complex that that, but that is the basic answer.



>I know this is true and teach this to my classes.  I do have a question, 
>however.  What is the Freudian mechanism for females developing their 
>superego and feminine identity since they have no counterpart to the 
>Oedipus conflict?
>
>Jeff Nagelbush
>[EMAIL PROTECTED]
>Ferris State University
>
>_
>Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: Student evaluation predictors

[Deb Briihl]

I really don't think this is the case. First of all, we have discussed the 
issue about student knowledge of their grades (and I think most of us 
conclude that the students really aren't sure). I know that our course 
evals a while back asked the question about expected grades in the course 
and NO ONE put anything lower than a "C" on the ones that I saw for my 
classes. In addition, I believe that is has to do with fairness. I would 
not say that my classes are easy or, for that matter, filled with topics 
that my students all find wildly fascinating. In my Cognitive class, 
students have to complete 13 different on-line experiments (writing up the 
hypothesis, independent variables with levels, and dependent variables for 
each one), write 3 short experimental papers, and complete 4 essay tests in 
1 semester and I have pretty good student evals. I would like to think that 
it is because I try to be enthusiastic, I invite questions, I encourage 
students to seek me out if they do not understand the material, I give the 
essay questions out before the test, I give extensive feedback on every 
assignment exactly what I took points of for, and I try to be fair and 
objective.
I have been thinking about why this might be for a while and I think it is 
really is all the stuff behind the product. I know that I am willing to 
spend a bit more, drive a bit farther, do more in general if that means 
that the product I am getting is backed by great service or if the person 
helping me really was helpful. Many of my recommendations to others about 
various products are based on how I was treated, so why not apply this 
philosophy to class?
Sure I have students that whine and complain to me (hey, I didn't say my 
student evals were perfect :), but the majority of the students in my class 
don't and are quite willing to take the blame when their grades aren't as 
high as they had hoped.
My 2 cents anyway.

At 08:17 AM 10/18/2001 -0700, you wrote:
>I am interested in knowing what the research says or
>what many of you think about the level of difficulty
>of course and instructor evaluations. In other words
>if you give "easy A's" AKA "inflating grades" is this
>related to higher positive student evaluations?
>Another way to say this is if you give a lot of work
>i.e., assignments, papers, exams, homework, etc., does
>this lead to higher stress and student frustration
>which in turn influences "scapegoating" against the
>instructor or students displacing their frustration of
>"a lot of work...this is unfair...this is
>unreasonable.." on the instructor's evaluation forms.
>My theory and hypothesis is YES. All this is related
>to student evaluations. In other words if you are an
>"easy" instructor and give easy exams and assignments
>to students they tend to think this is what you should
>give them and leads to higher evaluations in
>comparison to more challenging exams and assignments.
>What do all of you think about this? Do you agree or
>disagree and why? I would appreciate all your
>feeddback and your experiences regarding this issue.
>And if you know of any research that discusses or
>provides data on this topic I would appreciate the
>information.
>
>Payam Heidary, M.A.
>
>
>
>--- Rick Froman <[EMAIL PROTECTED]> wrote:
> > TIPSters interested in student evaluation research:
> >
> > My division chair is interested in knowing if it is
> > true that, "the
> > student's anticipated grade is one of the most
> > influential factors in course
> > evaluations?"  Citations would be helpful if you
> > have any available. Thank
> > you.
> >
> > Rick
> >
> >
> > Dr. Richard L. Froman
> > Psychology Department
> > John Brown University
> > Siloam Springs, AR 72761
> > e-mail: [EMAIL PROTECTED]
> > phone and voice mail: (501)524-7295
> > http://www.jbu.edu/sbs/psych/froman.htm
> >
> >
> > ---
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>
>
>__
>Do You Yahoo!?
>Make a great connection at Yahoo! Personals.
>http://personals.yahoo.com
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: more animal research/desperately seeking controversy

[Deb Briihl]

Another web site that is for the idea of False Memory is 
http://www.jimhopper.com/memory/
It appears to be quite thorough and he does start out by saying that there 
are a few issues that he does not address and presents words of caution. If 
your students are looking for information supporting this idea, this is 
probably one of the better web sites out there.

At 03:00 PM 10/23/2001 -0500, you wrote:
>Stephen Black wrote:
>
>One side of the recovered memory movement is at the False Memory
>Foundation website at http://www.fmsfonline.org/. For the other,
>I don't have a handy website, but the paper that provoked the
>controversy is:
>
>
>Ken Pope has an excellent article discussing the false memory debate
>that takes a scientifically sound critical approach to the issues and
>arguments. I have used this article with my (junior level) social psych
>students. It is lengthy and very carefully explicated (in other words,
>they complained alot) but they did seem to get a lot out of it with some
>work and discussion in class. A free reprint of the article can be
>requested from the author via his website: http://kspope.com/
>or it can be found in American Psychologist, vol. 51, no. 9, pages
>957-974.
>
>Ken's website also provides a list of other articles and resources for
>those interested in this debate.
>
>Deb Hume
>
>Deborah L. Hume Ph.D.
>Assistant Professor in Psychology
>Stephens College
>1200 East Broadway
>Columbia, MO 65211
>Phone (573) 876-7141
>Email: [EMAIL PROTECTED]
>
>
>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: more animal research

[Deb Briihl]

I have also received another book
Fernandez, L. (2000) Readings in psychology: A debate and issues approach. 
Kendall/Hunt.
It contains many of the same issues (some with different articles). It also 
gives forms after each section to help with the debate. For example it 
gives an audience prep form that I think I will be using this year. It asks 
the reader to state the issues in their own words demonstrating that they 
understand the topic and its relevant arguments, discuss 2 points on the 
yes side, 2 on the no, give their opinion, factors that contribute to the 
development of their views on this topic, and asks what information would 
be necessary to change their thinking. It also gives questions on rating 
the debaters such as listing a quote they thought was significant and why, 
side they felt was most convincing, and how has their thinking been affected.

At 03:44 AM 10/24/2001 +0800, you wrote:
>tasha howe wrote:
> >
> > thanks for responding so quickly to my original post. i don't think i
> > was clear in my request. i want students to address a controversy WITHIN
> > psychology. We could choose any number of topics that are controversial
> > in the country or between psychologists and citizens (e.g. spanking,
> > homosexuality), but they need to present on a controversial issues
> > WITHIN psychology and from the articles they showed me, it seemed that
> > there is no controversy. some want stricter regulations than others do,
> > but there's no "pro/con" animal research, is there? thanks.
> >
>
>
>Hi Tasha,
>
>You might want to take a quick look at Taking Sides books.  I've pasted
>info about few of them below.  The URLs link to the publishers web site
>which includes a listing of the debates.
>
>Taking Sides: Clashing Views on Controversial Issues in Abnormal
>Psychology (Taking Sides) by Richard P. Halgin (Editor) - 
>http://www.mhhe.com/catalogs/0072371935.mhtml
>
>Taking Sides: Clashing Views on Controversial Psychological Issues
>(Taking Sides) by Brent Slife - http://www.mhhe.com/catalogs/0072480645.mhtml
>
>TAKING SIDES: Clashing Views on Controversial Issues in Educational
>Psychology by Leonard Abbeduto - http://www.mhhe.com/catalogs/0072350768.mhtml
>
>
>Linda
>
>
>--
>Linda M. Woolf, Ph.D.
>Book Review Editor, H-Genocide
>Associate Professor - Psychology
>Coordinator - Holocaust & Genocide Studies,
>Center for the Study of the Holocaust, Genocide, and Human Rights
>Webster University
>470 East Lockwood
>St. Louis, MO  63119
>
>Main Webpage:  http://www.webster.edu/~woolflm/
>mailto:[EMAIL PROTECTED]
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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RE: animal research

[Deb Briihl]

Umm, I'm going to have to disagree with you on that one. I use debates all 
of the time in my Senior Seminar class and I have seen the pics from PETA 
when we do this debate more than you can imagine. Hey, they are some VERY 
powerful pictures and those puppy/kitten pictures with those soulful eyes 
just break my students' hearts (I have had a few students start crying). I 
do stress that students need to present more than just the emotional part 
in their debate, but being against animal research can be a tough side to 
argue.


>I have to disagree with Stephen that students couldn't be trusted to visit
>the actual PETA site without be warned about its distorted view. Anyone who
>can't tell PETA's view is distorted is too far gone to benefit from a
>warning. When I recently visited the site, I first thought that it must have
>been hijacked by parodists. I guess the picture of the dog in the gas mask
>was what gave me that initial impression. Then there was the American flag
>(very common on websites these days) with the caption, "Proud to be a
>Vegetarian American" and the word vegetarian was actually in larger print
>than American. Then I clicked on the list of other PETA sites and it was
>very humorous (but evidently not a parody). The real problem with the site
>is that it will provide no useful ammunition in a reasoned debate on using
>animals in research.
>
>Rick
>
>Dr. Richard L. Froman
>Psychology Department
>John Brown University
>Siloam Springs, AR 72761
>e-mail: [EMAIL PROTECTED]
>phone and voice mail: (501)524-7295
>http://www.jbu.edu/sbs/psych/froman.htm
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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RE: worldviews and educational models

[Deb Briihl]

At 08:23 AM 10/29/2001 -0600, you wrote:
>At 7:37 AM -0600 10/29/01, jim clark wrote:
>>Saying that someone is courageous for a particular act does not,
>>to my knowledge, imply agreement with how they acted in every
>>respect.  I was referring simply to his speaking out publicly
>>against religious beliefs, which are often viewed as sacrosanct
>>in our institutions and cultures.  There was a newspaper or
>>magazine article to that effect on TIPS or the PESTS lists
>>sometime in the past year.
>
>But Jim, _I_ speak out against some of my students' religious beliefs 
>(like an animating soul--it _really_ gets in the way of careful thinking 
>about psych) in my classes here at a church-connected school.  I do not, 
>however, ridicule or symbolically throw their religion in the trash can.
>
>I think it is the sneer, animus, ill-will, and sotto-voce slurs against 
>intelligence or open-mindedness that gets people's goat in these 
>conversations. These come from both sides in the conversation, partly 
>because people see the issues as central to important world views.  There 
>is a great deal at stake and people find it difficult to be calm and 
>rational about these things. I myself was offended by your praise for this 
>person's actions, which was given without stint (at the time) and only 
>later modified.
>
>I think the professor in question showed both a kind of courage in 
>speaking his belief and either poor judgment or cowardice (depending on 
>how you parse his motivations) in doing it in that manner.  The courage 
>bit borders on recklessness given the way it was expressed.

I agree with Chuck's comments here. IMHO, to openly mock someone else's 
beliefs in this way does nothing to persuade the student to listen to you. 
Quite frankly, _I_ wouldn't really have listened to the person past that 
point and I am not what you would call a religious person. I often have 
discussions of a religious nature in my History of Psych and Senior Seminar 
courses and have explained why we must use the scientific approach in psych 
and not a religious one. I also stress that I am not mocking their beliefs, 
but that the student must understand that psychology follows a 
proof-required scientific approach not a faith-based religious approach. I 
think that I have been able to get the same point across as that prof tried 
to without resorting to tossing the bible in the trash.



>>Reactions such as this probably help to explain why people (and
>>students?) are reluctant to speak out against academics or others
>>with a religious agenda.  Janis probably has a term for it.

No, reactions such as this indicate a disliking for what is, again, IMHO, 
rude behavior. How about if I took something of value from you and tossed 
it in the trash and told you it was pretty much worthless? Would you sit 
there and say "Of course, absolutely right, gee, why didn't I see the light 
before?" Or would you be upset and not want to listen to me any more?
I'm not saying that you shouldn't speak out against people with an agenda 
(religious or otherwise) - I'm just saying that there are better ways to do so.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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RE: Adjuncts - Working for Peanuts!

[Deb Briihl]

OK, wait a minute here - I'm reading this e-mail and, quite frankly, this 
sounds like my job now! I pay out-of-pocket expenses for my health 
insurance (the university picks up some, but not all), I pay for a parking 
sticker (I have YET to understand how this happened)! I do get some moneys 
for travel, but it does not pay for the entire trip (and there were a few 
years in which we were told it was not available). And I don't get 
sabbaticals either. There are some advantages - I do get paid sick leave 
(at least I'm signing something each month that suggests this) and the 
university does contribute some money to my retirement package. True, our 
adjuncts are paid miserably (it's an embarrassment, IMHO) - however, VSU 
seems to be going against the trend of hiring adjuncts. What this means is 
that we, as a dept., are more short-staffed. My classes are constantly 
overloaded. Hmmm, maybe you're right Louis, we might need a union :).

At 12:48 PM 10/31/2001 -0500, you wrote:
>Just wanted to throw in my 50 cents on this thread.
>
>I can see the argument for successfully working as an adjunct by teaching
>enough classes to make a decent living.  I can see that it is flexible and
>can be as secure as you make it, with the exception of those "low
>enrollment" years when full-timers can (and do) exercise their option of
>taking over an adjunct's class at the 11th hour because their courses did
>not fill up (happened to me more than once last year - and, overnight, my
>course-load was reduced by 50% at one institution - ouch).
>
>Sure, we can make a nice living as the teaching gypsies that we are. And, on
>the surface, it can look good to make 40 or 50K - but upon further
>examination, that is not our reality. I think that the real disparity is in
>the area of those "perks" that are taken for granted with full-time work.
>The full-timers enjoy a certain kind of peace-of-mind in that area that we
>do not.
>
>When you add up the costs of these perks, which I must provide for myself,
>my annual income seems quite lacking.  For example, many of us do without or
>pay high out-of-pocket fees for individual Health Insurance benefits (which,
>depending on age can be as high as $500 per month in my area for an HMO!)
>and retirement plans/funds.   Less important but very "perky" are the paid
>holidays, vacations, sabbaticals, and college-sponsored continuing education
>opportunities.  As adjuncts, wouldn't it be nice to know that, if we were
>suddenly disabled or ill, we could keep a roof over our heads?
>
>I have no answers here.  I have only the "wish" that we would move more
>swiftly toward organizing or unionizing nationally, so we can create these
>safety-nets for ourselves.  If and when we do, just tell me where to sign
>up.
>
>
>Haydee Gelpi
>Broward Community College
>Florida
>
>-Original Message-
>From: pakindle [mailto:[EMAIL PROTECTED]]
>Sent: Wednesday, October 31, 2001 12:27 PM
>To: Teaching in the Psychological Sciences
>Subject: Re: Adjuncts - Working for Peanuts!
>
>On Wed, 31 Oct 2001, Louis Schmier wrote:
>
> > She works for a lot of scattered peanuts.  She reminds me of the pigeons I
> > used to feed at a kid on the sidewalks of NYC:  runing helter-skelter
> > pecking a peanut here, another there, still another over there.
>
>She does not give this impression in person.  She does what she prefers to
>do - teach.  Few of my tenured professors have her enthusiasm.
>
> > Not sure
> > her form of personal freedom is as free and nourishing as it seems.  What
> > happens to those not in the situation where the peanuts are scattered
> > about in close proximity or where there is only one peanut on which to
> > nibble?
>
>She addresses this issue in her "How to Survive . . . " and admits that one
>must be in an urban area where there are adequate peanuts to go around.
>
>There are few secure jobs anywhere in America today.  Every business person
>knows that the only way to have job security is to continually provide value
>to their employer.  Carroll has embraced the contemporary business climate
>and applied it to education.  That she has done so successfully, with a
>strong focus on limiting her work to that which she most enjoys, is
>commendable.  Her proactive approach seems preferable to lamentations.
>
>Peter A. Kindle
>4722 Silverlake Dr.
>Sugar Land, TX  77479
>281-565-1134
>832-541-9469 (cell)
>[EMAIL PROTECTED]
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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RE: Adjuncts - Working for Peanuts!

[Deb Briihl]

We used to have tons in the psych dept - then it was decided to get rid of 
them all. I was here then and Dr. Bauer responded by cutting out almost 
every Intro to Psych and Human Growth and Development course - we got them 
back that term, but no more. We have 1 full-time part-time person now, but 
that's it with no moves for any more.

At 01:34 PM 10/31/2001 -0500, you wrote:
>Deb, VSU going against the adjunct trend?  Are we at the same University?
>We're hiring five course per semester "permanent temps" left and right in
>A & S.  Then, again, you've been banished to the School of Ed :-))
>
>
>
>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" -\
>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: discussion questions

[Deb Briihl]

I use discussion in my history class. I give all of the questions that we 
will be covering that term ahead of time in the syllabus (it helps when you 
teach it a few years) and I've noticed a greater degree of preparedness.

At times, I would like a more deeper thinking about the material, but I 
think that this is difficult for the students to do since, for many, it is 
their first encounter with the material and they may not know what the 
deeper issues are about or be able to make those connections that we find 
so obvious.

On a side note - I modified someone's idea of objectifying class 
participation and I want to thank whoever that was. This year in History, 
all of the students received an index card that they pick up as soon as 
they come to class. Whenever they participate, a special pen is passed to 
them and they get to make a check on the card. I bought some funky colored 
pens and rotate the colors. The students have gotten very good at passing 
the pen around (I have about 25 students in this class) and they have hard 
evidence right in front of them of their frequency of participation. Class 
participation has never been so high! Thanks again.

At 07:15 AM 11/9/2001 -0600, you wrote:
>Hi everyone:
>
>Does anyone here require their students to develop and submit potential
>discussion questions on the assigned readings to be used as a basis for
>discussion in a given class period?  I've done this occasionally in the
>past on a somewhat sporadic basis that wasn't integrated very well into
>the entire course, but am thinking about making this a more central part
>of my course.
>
>My goal for doing this is to get students to read the material before
>the class session, to process the information deeply enough so that they
>can pose thoughtful and intelligent questions for futher discussion in
>class (not just "What is psychoanalysis?" but rather "What are the
>similarities and differences between psycholoanalysis and more
>contemporary object-relations therapies?"), and to help create a
>classroom environment that encourages greater participation and
>discussion.
>
>For instance, if a class meets weekly on Tuesday, I would require that
>each student read the material and submit two thoughtful discussion
>questions by Monday afteroon.  I would then review the questions and use
>that as a springboard for the class session on Tuesday.  This way I
>wouldn't be presenting a dry lecture on material that they may or may
>not have read, but I would be helping them to learn the material by
>facilitating a discussion on particular questions and issues that
>intrigued them.
>
>Some questions I have for you:
>
>How to I encourage students to actually read the material and develop
>thoughtful question instead of just skimming through the chapter and
>turning the headings into questions?
>
>Do I make this part of their grade?  If I do, should I give more points
>for questions that demonstrate a deeper processing of the material?
>
>Has anyone here ever done something like this on a regular basis with
>your courses?  How did it work out?  Any pitfalls I should be aware of
>or things I should do to help ensure the success of this activity?
>
>Thanks in advance for your help with these questions.
>
>Rod Hetzel
>
>__
>Roderick D. Hetzel, Ph.D.
>Department of Psychology
>LeTourneau University
>Post Office Box 7001
>2100 South Mobberly Avenue
>Longview, Texas  75607-7001
>
>Office:   Heath-Hardwick Hall 115
>Phone:903-233-3312
>Fax:  903-233-3246
>Email:[EMAIL PROTECTED]
>Homepage: http://www.letu.edu/people/rodhetzel
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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RE: purchasing books for library

[Deb Briihl]

I think you might want to look at what classes would require students to 
read these books. Others have given great examples - but, if this is more 
for students than faculty, would they actually ever read these materials? 
My guess is no - not unless they were required for a paper (and not even 
then). My students typically go for journal articles when they write their 
papers and do research for various projects. Just a thought.


> > -Original Message-
> > From: Lisa Hager [mailto:[EMAIL PROTECTED]]
>
> > Do any of you have any recommendations for current books in
> > the areas of
> > cognition, gender, learning, development, social, and
> > biological psychology?
> >   Thanks in advance for your suggestions.
> >
> > Lisa D. Hager
> > Springhill College
> > Mobile, AL
> > [EMAIL PROTECTED]
> >
> > _
> > Get your FREE download of MSN Explorer at
> > http://explorer.msn.com/intl.asp
> >
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Admission requirements for Masters programs

[Deb Briihl]

I know that David will be discussing VSU's program specifically, but I
want to make a few comments about Masters programs in general. David and
I sent out a survey a while back to Terminal Masters and Ed.S./post
Master certificate programs. Here is a quick summary of the entrance
requirements (this is our SEPA abstract - we will be including info about
length of programs, removal from programs, use of distance learning,
practicum issues, and frequency into a doctoral program in the APA
version):
This study summarizes the admission
characteristics of Master level graduate programs housed in psychology
departments throughout the United States. Data were obtained from 243
individual programs from 163 colleges and universities. The modal minimum
undergraduate GPA was a 3.00 and the modal minimum GRE score was 500 per
section (with 42 schools not listing minimum GPA requirements and 134 not
listing minimum GRE requirements). Sixty-six schools use the analytical
component of the GRE, 40 use the Psychology GRE, and 122 use other exams
(such as the MAT). Most schools rated letters of recommendation and the
personal statement as being very important and research experience and
practical experience as being somewhat important. While the majority of
programs did not use an interview, schools that do use the interview
typically rated it as very important. Many programs required students to
have taken some psychology courses; however, the number of hours and the
required and preferred courses varied. Approximately two-thirds of the
programs do not have a strict deadline for admission (or will admit
students after the deadline) and also have some type of probationary
admission. Most programs will only accept students in the fall; however,
93 programs admitted students any term. 



Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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RE: Difficult letter

[Deb Briihl]

I think that the problem may be whether the student would still "get it." I 
have to write quite a few letters of recommendation (I teach 4 upper level 
courses) and I have run into this problem a few times. Usually I try to get 
the student in my office to have a chat with them about any concerns that I 
may have with the student. In at least 2 cases, after my chat, the forms 
for the letter of recommendation have shown up under my door.
I wouldn't include the information about the Psych Club since much of the 
information you have appears to be second-hand - not at least until you 
talk to that student. I hear a lot about students from other faculty 
members and I try to base my letters of recommendation on how they acted 
around me rather than around others.
For example, I had an advisee (who also was in 2 of my courses and active 
in the Psych club, of which I am co-adviser) who wanted a letter of 
recommendation. How could I say no? The problem was that I believed that 
this girl has undiagnosed Tourette syndrome (I kid you not - tics, odd 
outbursts, etc.). I had overheard from a few other students about an 
incident in another class in which this student had practically gotten into 
a fist fight with another student because the other student was sitting in 
"her" seat. She was a good student - I really couldn't fault her in that 
area. While she was rather socially inept, I didn't notice any really 
severe problems with how she interacted with other students - in fact, I 
had to chastise two of my other students for mocking her in class!
I tried to explain my concerns to her at least 2 or 3 times, but she didn't 
get it at all - and she was applying to a Community Counseling program. I 
wrote her a letter of recommendation, stating she was a good student, but 
that she could use some work on her personal skills. I kept the letter as 
bland as possible.
If the student keeps pushing even after you have said that you can't write 
a good letter of recommendation, then write the letter and offer to show it 
to the student. If the student still wants you to send the letter, then 
send it. That's what I did with the student.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: posting grades

[Deb Briihl]

No offense - but do students _really_ do this? I know that grades were 
posted at the schools that I went to and I looked for my grade and that's 
about it. I checked out the grade distribution to see in general how others 
did, but quite frankly, I never really cared how a particular person did in 
my class - certainly not enough to put in that kind of time.
I hand back everything. In my intro class, the students get back both the 
scantron and the test questions and in my upper level courses I hand back 
the essay test with descriptions of what they missed and why. I see the 
students getting together and discussing their grades - I know a few lie 
about their performance, but most are pretty honest with each other. If the 
idea is not to post grades because the students who are performing poorly 
will become embarrassed - well, isn't the secret is out the next term when 
they have to repeat the class because they received either a D or an F?

At 03:41 PM 10/11/2001 -0500, you wrote:
>I have been posting exam and quiz grades, via a link on my course web
>site, using student-created 4-digit codes.  I was talking to to a fellow
>faculty member who expressed concern about confidentiality in that
>students could, by process of elimination and other methods, figure out
>each other's four digit codes.  I sure like that "handiness" of posting
>scores this way.  The alternative is to periodically pass around a sheet
>during class, showing students their progress.  They could see the other
>codes this way, but they wouldn't have time to "study" them.  This
>wouldn't be as handy, but would reduce the possibility of this possible
>confidentiality problem.
>
>Opinions?
>
>Jerry Henkel-Johnson
>The College of St. Scholastica
>[EMAIL PROTECTED]
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
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Re: Posting Grades

[Deb Briihl]

I use the points system to help students understand and calculate their 
grades since I give a number of assignments with different weights. This 
also helps with the issue of "Gee, I was so close to a "C" - I'm only 2 (%) 
points away!" If the class has 500 points and the student is told that they 
missed by 10 points, there are fewer arguments.
The problem is that many of them are positive that they will pull up their 
grade even when I clearly let them know what their grade is - that, somehow 
behaviors will change and they will no longer fail exams, they will 
actually turn in assignments, begin participating in class, etc. and be 
able to make that passing grade.
The other problem is that students don't view the grades in terms of points 
or percentage - rather the grade. For example, I had to explain to a 
student why she received a "B" when she had made 3 "A"s and 1 "C". I told 
her she just barely made the "A"'s (around 90% on each test), but also 
barely made a "C" (70%) and that dropped her to a "B". I have had students 
argue for 1 point on a test so it brings it up to the next grade, but not 
even think about arguing for the point if it doesn't or that this student 
wants the extra credit applied to one test because it wouldn't change the 
grade on the other test (again, even though I have explained how a point is 
a point - they are added together anyway).



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: class participation

[Deb Briihl]

For the capstone courses (which I teach), I require class participation. 
Here is what is in my syllabus for my history course:
This class is designed to be a capstone senior level course in which you 
show your understanding of
psychology. Course participation is a requirement. You will be graded on 
your participation level While I don’t require attendance, obviously if you 
are not here, you are not participating. However, attendance does not equal 
participation- that is, for you to earn a good grade in this area means 
more than showing up and breathing or asking me to explain something over 
again. When you do make comments, make sure they are relevant to the 
discussion at hand. You have the questions before class – that will be the 
discussion we will be having. Go through the two books and make an outline 
of the response that would answer the question. There will be some answers 
that will not be found in the book but the majority of the information is 
there. Make sure to bring your answers and both books to class with you 
every day.
Points for class participation
90-100 - Actively participates in almost every class period.
80-90 - Some class participation (has contributed approximately once or 
twice a week).
70-80 - Minimal participation (has contributed a few times to class 
discussion).
60-70 - Came to class regularly but has only participated once or twice.
<60 - Does not attend class regularly and has not participated.


I also am doing something a bit different in history to ensure that people 
participate - and, I must say, it has been VERY successful. At the 
beginning of the term, everyone was given an index card. I use funny 
colored pens (I have 6 different types I picked up at Walmart) and, 
whenever someone makes a comment or contribution (even if not right), I 
give them the pen and they put the date and a checkmark on their card. I 
gave the pen to individuals for about 5 weeks - now, the students just pass 
the pen around in class (I have one student who has put herself in charge 
of the pen). This is an easy way to mark attendance by looking at which 
students don't pick up their card and the students can look at their card 
and see how much they have participated. Class participation has 
skyrocketed - almost everyone wants that checkmark. I still have a few that 
are not attending and a few that attend and don't participate - but mostly 
it is working out just fine. I thought the pen thing might be awkward - but 
it really isn't (and I have a class of 25). Students aren't checking their 
card if they haven't participated either. If they participated and didn't 
get the pen in class, they come up after class and ask if their cards can 
get a checkmark. Really useful if you have one or two students who dominate 
the class discussion - once they get the checkmark, they wait for others to 
respond so others can get their checkmark.



At 04:41 PM 11/29/2001 -0600, you wrote:
>Does anyone on the list assign grades for class participation or offer
>any types of incentives to help motivate students to participate in
>class discussions?
>
>I'm planning my courses for next semester and am trying to be more
>intentional in creating a learning environment that fosters greater
>group discussion and collaboration among students.  A number of you have
>responded to my previous posts on similar topics and I have appreciated
>your help.
>
>I look forward to your responses.
>
>Rod
>
>__
>Roderick D. Hetzel, Ph.D.
>Department of Psychology
>LeTourneau University
>Post Office Box 7001
>2100 South Mobberly Avenue
>Longview, Texas  75607-7001
>
>Office:   Heath-Hardwick Hall 115
>Phone:903-233-3312
>Fax:  903-233-3246
>Email:[EMAIL PROTECTED]
>Homepage: http://www.letu.edu/people/rodhetzel
>
>
> > -Original Message-
> > From: Rod Hetzel
> > Sent: Thursday, November 29, 2001 3:53 PM
> > To: Teaching in the Psychological Sciences
> > Subject: alcoholism predisposition
> >
> >
> > Hi everyone:
> >
> > One of my students told that research has found that women
> > can not have genetic predispositions for alcoholism, only men
> > can have a genetic predisposition for alcoholism.  The
> > student made a further distinction between Type I and Type II
> > alcoholism.
> >
> > Have any of you read or heard anything about sex differences
> > in genetic predispositions for alcoholism?  I've also never
> > heard of differences between Type I and Type II alcoholism
> > and would appreciate some insight on that as well.
> >
> > Thanks in advance!
> >
> > Rod
> > __
> > Roderick D. Hetzel, Ph.D.
> > Department of Psychology
> > LeTourneau University
> > Post Office Box 7001
> > 2100 South Mobberly Avenue
> > Longview, Texas  75607-7001
> >
> > Office:   Heath-Hardwick Hall 115
> > Phone:903-233-3312
> > Fax:  903-233-3246
> > Email:[EMAIL PROTECTED]
> > Homepage: http://www.letu.edu/people/ro

Teaching Position

[Deb Briihl]

   JOB VACANCY ANNOUNCEMENT

POSITION TITLE: Assistant or Associate Professor in 
Physiological/Biopsychology/Experimental Psychology
for the Department of Psychology and Counseling. This is a ten-month, 
tenure track position beginning August,
2002.

RESPONSIBILITIES: Teaching includes physiological, experimental, 
statistics, learning, or other capstone
courses, and introductory psychology. 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: Ph.D., ABD with Masters considered, in Psychology. College 
teaching experience
preferred.

DESCRIPTION: Valdosta State is a regional university serving 41 counties in 
South Georgia. The College of
Education includes eight departments and is accredited by NCATE with the 
University accredited by SACS.
VSU enrollment is approximately 9,000 students with nearly one-third 
majoring in education. The College of
Education is seeking colleagues willing to serve in a dynamic professional 
community of P-12 educators,
faculty of the Colleges of Arts and Sciences, Fine Arts, Business 
Administration, and Nursing, community
agencies, and fellow teacher educators. The faculty in the College of 
Education participate in a number of
initiatives focusing on educational reform in our region, including action 
research, program evaluation, and
technology training collaboratives. Valdosta is a city of about 50,000 and 
is located just north of the Florida
state line on Interstate 75.

SALARY: Commensurate with experience.

APPLICATIONS: Send a letter of application, resume, and the names of three 
references to:

Thomas Reed, Acting Dean
College of Education
Valdosta State University
Valdosta, GA 31698

CLOSING DATE: The departmental search committee will begin reviewing 
applications Monday, January 21,
2002.



  An Equal Opportunity Educational Institution



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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: cumulative finals

[Deb Briihl]

I have cumulative finals in 2 courses - intro to psych and history. The 
intro course is not a test, rather a question that they get asking them to 
integrate ideas they have learned over the semester. The history test is 
cumulative - but the students work in groups. This term, for the first 
time, I have given my Sensation and Perception class a bonus question which 
requires them to integrate material.

At 07:05 AM 12/7/2001 -0500, you wrote:
>Dear TIPsters:
>
>since I began teaching 10 years ago I have always done cumulative finals.
>Some other instructors seem to think this is cruel of me, but I have always
>figured if students couldn't remember the basics for a couple of months
>they'd never remember if in the long term. I don't ask terribly detailed
>questions about older material, but figure they should know Erikson's
>stages, what OCD is, etc. How common is it to use cumulative finals?
>
>Craig Cowden, Ph.D.
>Northern Virginia Community College
>
>---
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Grading those experimental papers

[Deb Briihl]

For those of you who have students write experimental papers - do you any 
of you use a system of different weights for various levels of difficulty? 
In one of my classes, students must do an experimental paper - however, I 
have never really had guidelines about difficulty level of analysis. I am 
thinking about giving extra points in the future to those students who 
develop more complex experiments and telling the students up front that the 
paper is worth 100 points with extra points (I don't know how many) for a 
more complex analysis. My reasoning behind this is that a student who runs 
an experiment with 2 groups, runs the t-test (or chi square), gets it 
somewhat wrong should get a lower grade than a person who attempts a 2x3 
mixed design and gets it somewhat wrong. Maybe I've just watch too much 
gymnastics or diving in my life.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: Grading those experimental papers

[Deb Briihl]

Well, the problem is that many of those complex papers are done by the 
weaker students (and I suspect the only reason why they are not doing 
something easier is because they haven't a clue what they are getting 
themselves into). I tried to fix this problem by having the students write 
me proposals in which they are instructed to tell me their hypothesis and 
give me a specific research design section, but that hasn't been working 
very well. I was thinking more along the lines of the base rate of the 
paper is worth 100 points and Bonus points will be added based on design 
complexity (up to 10 extra points), with clear guidelines about what gets 
the extra points. Hmmm, it was just a thought (too many papers to grade 
with bloopers makes the brain go numb). Thanks for the advice.

A
>Deb:
>
>I would argue against this idea because I don't believe that it
>will be the better students who come up with the complex
>designs. Many of my weaker students want to have the more
>complex designs because they get tangled up in side-issues and
>want to start adding  subject attribute variables (such as sex,
>ethnic group, educational status, religion background)and other
>conditions vaguely related to their independent variable.
>
>I weight positively those papers in which such tangles are
>avoided.
>
>Ken (who believes that MANOVA is shorthand for Muddled ANOVA)
>
>--
>Kenneth M. Steele, Ph.D.[EMAIL PROTECTED]
>Dept. of Psychology
>Appalachian State University
>Boone, NC 28608
>USA
>
>
>
>
>---
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: Color Vision in Dogs

[Deb Briihl]

Got it.

http://www.uwsp.edu/psych/dog/LA/davis2.htm

And, for those cat lovers out there, same thing...

http://videoforcats.com/catvision.htm

At 02:48 PM 1/24/2002 -0500, you wrote:
> I recall obtaining here, a good while back, a link to a page that
>showed what it might be like to see colors with a dogs' visual apparatuses.
>I seem to have lost that link.  If any of you all have it, I would greatly
>appreciate your sending it to me.  Thanks.
>
>  ~~~
>Karl L. Wuensch, Department of Psychology,
>East Carolina University, Greenville NC  27858-4353
>Voice:  252-328-4102 Fax:  252-328-6283
>mailto:[EMAIL PROTECTED] 
>http://core.ecu.edu/psyc/wuenschk/klw.htm
>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: Course evaluations: 2nd try

[Deb Briihl]

Wow! I really like that! We have a section that asks the student the grade 
they expect to receive, but I think that is much better.

At 02:44 PM 1/31/2002 -0500, you wrote:
>We have discussed adding a section for the student to write "What have I
>contributed to the classroom?"  -- we want to get students to realize they are
>not passive sponges and that they have as much responsibility as we do for how
>a class turns out and how enjoyable it is. Evaluations right now just focus on
>how they can criticize or compliment us. So we thought this might be a nice
>addition so that when it's been around for a few years, students will realize
>they will be asked what role they have played in the success or failure of a
>class and maybe start to take on more ownership.
>
>"FRANTZ, SUE" wrote:
>
> > Hi all,
> >
> > Last week I sent out a message about our department's attempt to redesign
> > our course evaluation form.  I've only heard from one person (Thanks again,
> > Jeff!), so does that mean that no one is happy with their course evaluation
> > forms?  =)
> >
> > If you have anything that even remotely works for you, it would be a big
> > help to us...
> >
> > Thanks!
> >
> > Fax: (206) 870-3767
> >
> > --
> > Sue Frantz  Highline Community College
> > Psychology  Des Moines, WA
> > 206.878.3710 x3404  [EMAIL PROTECTED]
> > http://flightline.highline.ctc.edu/sfrantz/
> >
> > ---
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> >
> > E-mail scanned by McAfee.
>
>--
>***
>Tasha R. Howe, Ph.D
>Assistant Professor of Psychology (Developmental)
>Transylvania University
>300 N. Broadway
>Lexington, KY  40508
>Phone: (859) 233-8144
>FAX: (859) 281-3507
>Email: [EMAIL PROTECTED]
>Website: http://www.transy.edu/homepages/thowe/ftpdpages/index2.html
>Another website I created: http://www.scbwi-midsouth.com/
>
>
>
>
>---
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: rethinking sin

[Deb Briihl]

At 06:49 AM 2/19/2002 -0800, you wrote:
>Another interesting take on this is  notion that 'sin' has been erased from
>everyday language is the concept of 'shame'. If you ask most kids today 
>(middle
>school and below) what the hand motion of rubbing one index finger opver the
>other in a motion like peeling potatoes, I think they will be clueless about
>what it means. I think most of us adults have a strong sense it means 
>'shame on
>you'. Somehow I think there is a connection here between the discusison on 
>sin
>and this concept of shame.
>

Hmm... Here's a way. From what I have read, the concept of guilt with sin 
(in terms of your actions taking you to heaven or hell), has _not_ been 
around forever in the Christian faith. There was more of an emphasis on the 
action rather than the reasons behind the action. However, when society 
moved to the concept of individualism (critical for the field of 
psychology), personal sin became an issue.


Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: Student question: From today's headlines

[Deb Briihl]

Actually the problem that Georgia is dealing with is that there ISN"T a law 
against corpse abuse - just desecrating a grave. And, since they weren't 
technically IN a grave, it's not against that law. What is against the law 
is taking people's money, telling them that you are cremating the body, and 
then giving a jar of wood ashes or cement dust. That is the current charge. 
However, from what I understand, Georgia is trying to pass some laws since 
there are a lot of upset relatives who can't believe that there isn't a law 
to prevent this.

At 10:11 PM 2/20/2002 -0500, you wrote:
>Today our discussion turned to the situation in Georgia where bodies are
>being discovered that were supposedly cremated. Although he hasn't been
>charged with this particular crime (yet), one student asked: Why is "abuse
>of a corpse" illegal, but not abortion? My dead grandma is just a sack of
>bones, so why can't I hack her up like abortionists do to a fetus? Does a
>fetus or a corpse deserve more protection from the law?
>
>This automatically triggered a memory of some TIPS messages from this
>week, so I told her that corpses really don't "deserve" protection. It's
>just that various powerful religious institutions have convinced us that
>we should respect the dead, so we've created these laws in response.
>
>I don't think they bought it. Any other ideas?
>
>Al
>
>A. B. Shealy
>Columbia State U.
>
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Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: Promotion and Tenure

[Deb Briihl]

Here is the info from VSU.

http://coe.valdosta.edu/coeii/docs/FacultyEvaluationProcess.asp?doctitle=Faculty 
Evaluation Process

At 02:02 PM 2/22/2002 -0500, you wrote:
>Our department is trying to develop criteria, preferably quantifiable and
>defensible, for making decisions about promotion and tenure. Have any of you
>develop such criteria or know where we can find such work?
>
>
>Stephen A. Truhon
>Department of Social Sciences
>Winston-Salem State University
>Winston-Salem, NC 27110
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Intro Book Materials

[Deb Briihl]

Hello all!
VSU is in the middle of reviewing intro to psych texts and, besides the 
books, I have asked for the book reps to provide us with the book 
supplements. Well, my office is overflowing with these materials from about 
10-15 different intro books. I have test banks, instructor manuals, study 
guides, CDs, transparencies, etc. as well as the intro books themselves. We 
will be making our final decision near the end of March, but is there any 
one out there who wants some of these supplies when we are done? If you are 
willing to pay the postage, I'm willing to ship them out. I can compile a 
full list close to the end of March when the last book rep has given her 
presentation.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: non-mainstream courses

[Deb Briihl]

I am reading about these courses with envy. How many of you (and how often) 
do you get to teach something a little different? How do you get the time? 
We have proposed a number of different courses here, but, with the number 
of majors (and minors) that are trying to get through our program, we 
barely have the faculty to teach the courses required for the major!



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: more thoughts on "quiet" students

[Deb Briihl]

  I teach two classes that require participation and one is in a debate 
format. Students are required to present issues and the students in the 
class are to ask them questions. I know that some of my students don't like 
the debate format. What I tell my students is that this is a skill that 
they should learn in college - just like writing, reading for content, etc. 
If you ask students, most of them probably aren't really keen on the paper 
writing or test taking or oral presentation or any number of things we ask 
them to do - this is just another activity. Like it or not, people are not 
going to be able to go through their lives never having to deal with a 
confrontational person. Why not learn this skill in a relatively safe 
environment (such as a classroom)?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: "I took M&F to be a good husband..."

[Deb Briihl]

>
> > > Well, this student never came to see me individually, but he did send me
> > > a lengthy email.  Here is a snippet of his email (with identifying
> > > information removed):  "I took M&F in hopes that I could learn more
> > > about how to be a good husband to my wife.  So far I have not learned
> > > anything that has helped me in our relationship from the text material,
> > > and from the direction we're taking in class, I don't think I will.[...]"
> >

I think this is a very common response from students. How many times have 
students asked you "How does this apply to my life?" or the equally 
annoying one "Gee, it took a study to figure THAT out?" If it fits our 
students' world view, then it is seen as obvious. If it doesn't, then it 
doesn't apply to them (and therefore is garbage). The issue comes back to 
how do we get our students to think critically or not reject anything that 
doesn't fit with their perceptions?


Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: more thoughts on "quiet" students

[Deb Briihl]

At 12:29 PM 3/6/2002 -0500, you wrote:


> > At 10:21 AM -0500 3/6/02, Deb Briihl wrote:
>
> > "Like it or not, people are not going to be able to go through their
> >lives never having to deal with a confrontational person.
>
>Debate or discussion need not be synonomous with confrontation

No, it should not - good point. A good discussion should not be considered 
a confrontation. But, in response to the question concerning that 
particular student, I think that student felt that it was. My opinion on 
the e-mail. And students should learn the distinction between the two.


> >Why not learn this skill in a relatively safe environment (such as a
> >classroom)?
>
>What makes you think the students think a classroom is a safe environment?

Good point. Notice I said "relatively safe environment." Just like you (and 
your students) set down rules at the beginning of the semester for your 
classes, so do I. For example, if students are presenting, other students 
must show appropriate respect (that is, not doing other work, sleeping, 
etc.). Full out negative attacks are not permitted either (so you can't 
call someone else "stupid" or any other host of names you may feel about 
that person) - you must focus on the issue. And I act as a moderator. If a 
discussion starts getting really out of hand, I step in and try to bring it 
back to the topic at hand.
Not everyone feels "safe" - as a matter of fact, I have had discussions 
with students about this issue. Sometimes I can fix the problem, sometimes 
I can't.



>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" -\
>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Intro to Psych - books and classes

[Deb Briihl]

Hello All!
We are busy selecting an intro book for the next few years (everyone in the 
dept. must use the same book and we keep it for the entire length of the 
edition). Here are my questions:
1. How many of you use an essential (briefer, etc.) book? What are the 
advantages/disadvantages to using one?

2. How many of you take into consideration cost of the textbook?


3. Do you have separate classes for majors and non-majors of psychology? If 
you do, do you use different books?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Chatting research

[Deb Briihl]

Hello all!
I have a student who is doing a research project on perception of 
individuals who use chat rooms. We are a bit stumped in finding some 
background research. We have found a few studies, but would like to find a 
bit more. Anyone with suggestions?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: Split brain ( was: still drilling us cranially)

[Deb Briihl]

The surgery for epilepsy is typically a last resort - used if meds aren't 
working or are becoming toxic. Surgery usually removes the active tissue 
(tissue causing the seizure). Part of the problem is that, in order to do 
the surgery, you must find where the seizures are coming from and the brain 
usually doesn't hold up a big sign saying "here I am!" While in the 
hospital (with the proper equipment hooked up), the patient must have a few 
seizures in order to pinpoint the damaged location - not as easy as it 
sounds. If anyone wants more details, I can give you some sketchy 
descriptions (I have worked with a number of girls in Scouts that have 
epilepsy and some have tried to get the surgery).



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

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Re: research ethics questions

[Deb Briihl]

We are required to give our names on the consent form here at VSU. You 
might want to find out if you need to include at your university. My gut 
reaction to anything that is just shoved in my mailbox without 
any  discussion from a student is to just not do it. Before I start handing 
out material to my class, I want to know what the study is about and what 
the researcher expects to find so that way I can tell my class why they 
were doing the survey.

At 11:27 PM 4/3/2002 +, you wrote:

>Greetings:
>
>I just got an email from a colleague asking for my guidance in a potentially
>unethical situation in his department involving research and informed
>consent.  I told him that I would like to submit this question to TIPS and he
>gave me permission to do so.  Please respond to me on the list and I will
>forward all of your responses to him.  Thanks for your help with this!
>
>Rod
>
>Here are the relevant comments pasted from his email:
>--
>--
>Earlier today I received an envelope in my mailbox containing a number of
>blank surveys and a cover letter requesting my participation in the research
>project.  The researcher is a undergraduate student in an Experimental
>Research and Design course and is conducting this study as part of the course
>requirements.  In the cover letter, the student researcher requested that I
>distribute the surveys to the students in one of my classes, allow them class
>time to anonymously complete the survey, and return the completed surveys to
>our department chair (who is also the instructor of the course).  The cover
>letter had all the standard elements of an informed consent form, including a
>comment that the research had been approved by the appropriate university
>review boards, but the letter did not include the name of the student
>researcher.  Instead of the signature, it read:  "Name Withheld (to prevent
>bias in people responding)".
>
>After receiving this packet I spoke to the department chair about whether or
>not this sort of anonymous informed consent form was customary for this
>course.  The department chair stated that the student researcher was
>concerned that some faculty and students might not comply with the research
>if they knew the identity of the student researcher.  Apparently, the student
>researcher was concerned that some of the faculty and students did not like
>her and thus would choose to not participate in the study.
>
>Question #1:  Is the identity of the researcher something that is ethically
>required to be included in an informed consent form?  That is, can
>participants truly give informed consent if they don't know who is conducting
>the research?
>
>Question #2:  If this research is not considered ethical because of the
>anonymity of the researcher, should I still distribute these surveys to my
>students?  Would I be acting unethically if I did this?
>
>Question #3: If this research is not considered ethical because of the
>anonymity of the researcher, is the department chair acting unethically by
>allowing this type of research to be conducted by her students?  Should I
>approach the department chair about my reasons for not distributing the
>survey to my students?  Keep in mind that I am an untenured, junior faculty
>and the department chair will play a major role when I go up for tenure.  If
>I approach the department chair about my concerns with this research, am I
>jeopardizing my own future at this university?
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Re: A New Kind of Intro Textbook

[Deb Briihl]

At 03:53 PM 4/8/2002 -0500, you wrote:
>Is anyone in TIPSterville familiar with Franzoi's Psychology - A Journey
>of Discovery, published by Atomic Dog Publishing?
>
>I am seriously considering adopting this textbook, in the absence of any
>counterindicitive (??) information, for three primary reasons.
>
>1. Cost -- The online version costs the student only $17.95.  For those
>who prefer the comfort of having a few pounds resting in their lap, the
>traditional printed text costs $36.95. That price includes access to the
>online version.  Students can purchase the textbook online, or the
>textbook (online, or both, versions) can be sold by the college
>bookstore.  Presumably, the bookstore will add a markup to these prices.

If cost is an issue, ask your book reps if your intro book can be published 
in an alternate format (such as paper back or spiral bound). The pictures 
are still in color and the cost is considerably cheaper (although not as 
much as the book you were mentioning). I believe that before mark-up these 
books (with the paper back) can be only $45-48.
We looked at on-line formats here and found out that our students were just 
printing out on-line readings because they felt more comfortable reading 
the materials that way (and it was costing our dept. quite a bit in ink and 
paper!).
Just some info in case you didn't know.


>--
>
>--==>> ô¿ô <<==--
>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
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Re: Student question

[Deb Briihl]

Not necessarily. That MAY have been the original purpose, and chances are, 
foods that someone does not like or have acquired a conditioned taste 
aversion to, probably smell bad to that individual. We also learn to like 
foods that others would think smell awful. Humans eat a large number of 
things that smell bad - think of all the different types of "stinky 
cheeses", sauerkraut, fish oil, etc.

At 06:21 AM 4/11/2002 -0400, you wrote:
>Tipsters:
>
>As the student below indicates, I have discussed the interconnectedness of
>smell and taste, BUT I do not know the answer to her question for 100% sure.
>Intuitively I would think that yes, since the molecules that produce smell
>also produce taste, if it smells bad it MUST taste bad, but can any of you
>verify this for me?
>
>"In Philosophy we were talking about smelling and tasting... If something
>smells bad, shouldn't it taste bad too, and/or vice versa? Our smell is
>connected to our taste is it not? I remember you saying something about this
>but I don't remember if what I have asked is correct or not."
>
>Thanks!
>
>Nancy Melucci
>LACCD
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Bacteria and virus that make temp go down

[Deb Briihl]

I'm covering temperature perception in S&P and a student asked me if there 
was any type of illness that could make our temperature go down - and not 
necessarily just a little but a lot (like people can spike fevers of 105- 
could it go down to 93). One student said she thought that the virus equine 
something (her words, not mine) could cause this. Anyone know?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Re: Honors programs

[Deb Briihl]

Hello Greg
I'm on the Honor's council here at VSU. Our Honor's program starts out with 
an introductory seminar, 5 honor's classes, and then a capstone class. 
There are set honor's classes - which are modified introductory courses (I 
occasionally teach the Intro to Psych version). If having separate classes 
isn't feasible, you might try having your students do what we call an 
Honor's option. Students go to the prof and work out how a class might 
count as an Honor's course - usually they do an extra project or something 
along those lines.

See this website for more info.
http://www.valdosta.edu/honors/

At 03:03 PM 9/25/2002 -0500, you wrote:
>Hello,
>
>We are developing a new honors program with an emphasis on scholarship and 
>critical thinking in co-curricular activities and leadership development.
>
>My question is how do other colleges and universities operationalize 
>activities that constitute a rigorous undergraduate 4-year honors 
>program?  Some ideas I've kicked around is semester abroad, 
>service-learning, published research, an undergraduate thesis, and so 
>on.  But there must be many more opportunities and activities than that 
>and if so I'd like to know what other institutions have in place that are 
>considered to be effective and achievable "enrichment activities."
>
>I'm also looking for advice on how such enrichment projects are 
>evaluated.  We are trying to raise the standards and totally revamp the 
>honors program at my institution.  I'll be interested in any advice 
>regarding the above question in addition to what departments, such as 
>psychology, have in place that will enable gifted students to have an 
>advanced academic experience. In other words, demonstrate scholarship.
>
>Sincerely,
>
>Greg
>
>Dr. Greg Bohémier
>
>Associate Professor of Psychology
>Culver-Stockton College
>Canton, MO 63435
>217-231-6422
>Academic URL: http://homepages.culver.edu/faculty/gbohemier/
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Re: Feedback on incoherent essays

[Deb Briihl]

What I have done is encourage the students to come talk to me before the 
next test. If the student is so far off the answer, I quickly jot the 
points that I was looking for on that test. When I had back the exams, I 
stress that I am willing to look over answers to essay questions (I give 
out my essay questions a week or so before the exam). I tell them I am 
always amazed at the number of students who come to me during the exam to 
ask questions about the essay - the time to ask those questions is BEFORE 
the test, not DURING. I also stress that this quick review of their answers 
will not guarantee all points, but at least they will know if they are on 
the right track (or are completely off).

At 06:23 AM 10/4/2002 -0400, you wrote:
>OK, Tipsters, I'd like to hear some advice about giving feedback on essays.
>Maybe this will make a good "Friday discussion starter."
>
>Although there are times that the most appropriate response to a student
>essay seems to be "Huh?!?", as an educator I don't think that this would
>fulfill my teaching responsibility. In other words, some students' writing
>is so incomprehensible that there don't seem to be points in what they've
>written that one can use as a starting point for feedback that will help
>them. I'd like to learn what others on the list have found to be an
>effective strategy for cases where, after reading what a student has
>written, you don't know where to begin.
>
>At this point in my career, I am comfortable enough with my intuitions to
>use them in making the distinction between disinterested students ("blah
>blah blah woof woof woof gimme some points") and earnest but truly clueless.
>I'm talking about the latter.
>
>Thanks,
>Michael Renner
>
>P.S. Yes, NOW would be a good time to offer this advice; I have a pile of
>exams on my desk and some of them mystify me...
>
>
>Michael J. Renner
>Department of Psychology
>West Chester University
>West Chester, PA 19383 USA
>
>[EMAIL PROTECTED]
>Telephone: +1.610.436.2925
>Fax: +1.610.436.2846
>Fall 2002 Office Hours: M 12-2 pm; T/Th 8-9:30 am
>"The path of least resistance is always downhill."
>---
>
>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
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Override forms

[Deb Briihl]

Do any of you use override forms for classes - the class is full, students 
need to get in, fill out a form, etc.? If so, what is on the form?



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: books for senior sem?

[Deb Briihl]

I use the Taking Sides book - but I don't think that is what you are 
looking for.
For a great (short) book to jumpstart class discussion on careers, I 
recommend the "Majoring in Psych?" book by Morgan and Korschgen. It's a 
quick read (I read most of it in an afternoon) and it generates a good bit 
of discussion.

At 02:28 PM 10/15/2002 -0500, you wrote:
>Hi Colleagues and Friends,
> Our senior seminar is usually taught by all of the faculty in our
>department, but this year we are going to have only one person teach it, me.
>We typically read five or six books and talk about each one for a couple of
>weeks.  We typically have a mix of classic and contemporary, and prefer
>books with a theoretical point.  Area of subject is open.
> What would be your suggestions for such a class?
>
>Thanks in advance,
>
>Joe Hatcher
>Ripon College
>Ripon, Wi  54971
>USA
>[EMAIL PROTECTED]
>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: Location Location Location

[Deb Briihl]

I'm one. I lived my entire life up in the Northeast and I NEVER thought 
that I would live in South Georgia. Once I got the job, I didn't think that 
I would stay that long 8 years later (and a husband in the dept.with me 
:), I'm still here and don't really have any plans to move.

At 11:45 AM 10/23/2002 -0500, you wrote:
Robin's request got me thinking.

One of the problems we have attracting people to The University of South
Dakota is location (and in the not so pretty part to boot).  But many of our
long time (and some short-time) faculty will report that they came here
planning to stay only a few years and then move on but then they discovered
they liked the size of the school, the community whatever.

I'd be curious to know from my fellow Tipsters if you would have ever
dreamed of ending up where you are now when you were fresh out of graduate
school?

I actually believe that being satisfied (I'd prefer enthusiastic) about
where you teach is ultimately reflected in the quality of teaching and
mentoring.

Doug

Doug Peterson, Ph.D.
Assistant Professor of Psychology
The University of South Dakota
Vermillion SD 57069
(605) 677-5295
[EMAIL PROTECTED]


-Original Message-
From: David B. Daniel, Ph.D. [mailto:dbdaniel@;maine.edu]
Sent: Wednesday, October 23, 2002 11:36 AM
To: Teaching in the Psychological Sciences
Subject: Re: position announcement

> OH, oy! Won't somebody post a job within two hours of Boston, or at least
> encouraging words that I might actually find one for next year?
>
> How quickly the thrill of the new PhD. deteriorates into the anxieties of
> the job search ...
>
> /end whine
>
> Robin
>
> **
> Robin Pearce Abrahams
> Boston University
> [EMAIL PROTECTED]
>


Poof:  (Not 2 hours, but closer than Toledo!)


Our Psychology Department consists of seven professionals who love teaching.
We are looking for an exceptional eighth educator with energy and ability to
be a first rate teacher as well as a mentor to students in their scholarly
pursuits. You are needed to fill gaps in our growing major and free to
establish your own academic identity. Multiple specialties will be
considered. The following courses are listed to demonstrate our flexibility,
not inflexibility. We would like you to teach some, but certainly not all of
the following courses: General Psychology, Adulthood and Aging, Testing and
Measurement, Abnormal, Personality and Experimental. If you have a desire to
pursue an academic life in a wonderful small town environment, this is the
position for you. Review of applications begins December 6, 2002 and
continues until the position is filled. Submit hardcopy vita, statement of
teaching interests and three letters of reference to: Dr. Bertram Jacobs,
Chairman: Department of Psychology, Box B, University of Maine at
Farmington, 234 Main St., Farmington, ME 04938; Phone (207)778-7377. E-mail:
[EMAIL PROTECTED] Visit: http://www.umf.maine.edu. An Affirmative
Action/Equal Opportunity Employer.   10/02

David


 \\|//
 (o o)
 oOOo-(_)-oOOo

David B. Daniel, Ph.D.
Department of PsychologyAssociate Research Scientist
University of Maine at Farmington   New England Research Institutes
234 Main Street
Farmington, ME   04938
207-778-7411
[EMAIL PROTECTED]



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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: location location location

[Deb Briihl]

I think this way as well. When the job here gets to be a bit much; I'm 
doing things that I just don't know WHY I must do; and I have to convince 
others to do tasks that I don't understand the reason behind (and I'm ready 
to run screaming to the nearest bar :), I ask myself if the job I do 
anywhere else would be different than what I have here. The pay is good 
(the summer pay is probably one of the top in the country, based on 
feedback from other tipsters), taxes low, housing costs low, etc.


I have a question -- and it comes from the ignorance of not teaching
full time.

A friend of mine (who does teach full time) told me that the school where
you teach doesn't make much of a difference.  He said "I'd teach the same
classes anywhere and do the same research.  The job wouldn't vary
much from place to place."

Instead, he claims the pay, the benefits, and the location ultimately make
the difference in job satisfaction.

I am sure my friend's opinion is not that generalizable.

Regards,



***
 Jim Guinee, 
Ph.D.
 Director of Training & Adjunct Professor
 University of Central Arkansas Counseling Center
 313 Bernard HallConway, AR  72035USA


 "But in your hearts set apart Christ as Lord.
 Always be prepared to give an answer to everyone who
 asks you to give the reason for the hope that you have.
 But do this with GENTLENESS and RESPECT"
 [emphasis mine]  [1 Peter 3:15]


 E-mail is not a secure means to transmit confidential
 information. The UCA Counseling Center staff does not
 use e-mail to discuss personal issues. The staff does
 not maintain 24-hour access to their e-mail accounts.
*

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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: Welcome to University? Fw: Test???

[Deb Briihl]

I get this question quite often. I explain to them that while moving my 
test may decrease their stress levels, it is entirely possible that other 
students have just as many assignments next week as they have this week and 
that by moving it, it increases the other students' stress loads. I have 
also asked the students if they went to their other instructors and asked 
them if they would move their exams. I used this last statement a lot when 
I first started teaching. Students would come to me and ask, beg, and argue 
for me to move my exam because it conflicted with someone else's in the 
dept. I told them that I would think about it ONLY if they also asked the 
other prof. to move his. And, after they told me that they didn't, 
couldn't, etc., I asked them why I should be the only one to change my 
schedule.

At 01:12 AM 11/1/2002 -0800, you wrote:
Good morning,

Well, thought I must share this with everyone, for
your end of the week enjoyment.  Speaking of
unmitigated gal!  While I contemplate my own reaction,
I wonder what some of you might say or do in
this situation!

>From an unnamed student e-mailing me the night before an exam

> Hi! We are writing concerning the test on Nov 1. We
> and our friends have had a very hectic week with exams
> in the science department, biology on monday, and
> chemistry on tuesday, only leaving wednesday and
> tonight to study.  One of us had a political paper due
> on Oct 31, so really one of us only had tonight to
> study.  Although our friends and we were well aware of
> the test date, we could have studied the week before,
> only we were studying for our science exams and
> writing our papers for other courses.  This is really
> stressful to complete all these things and feel
> satisfied having enough time to fully prepare for a
> test.  We were wondering if it would be possible to
> write the test on Monday, Nov 4.  We personally don't
> feel satisfied having enough time to study for this
> test, and equally we don't feel were going to do as
> well.



Mike Lee
Dept. of Psychology
University of Manitoba
Winnipeg, Manitoba, Canada


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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: Trends in undergraduate education

[Deb Briihl]

> What are the new courses your department has begun offering the past 2 - 3
> years?


None new - although we have suggested a few that we would like to teach. We 
have upped the number of the required courses that we are teaching.

> Have there been any changes in the curriculum for your major?


In the past 2 years, no.


> Are you offering any degrees other than psychology?


At the undergraduate level, no.


> Do you offer any tracts or areas of focus within your majors?
>


No - although we do offer a minor in psych.


> Some of you asked that I post the responses I received regarding my 
question
> on departmental plans.  Unfortunately there were no responses.
>
> Thanks for your help
>
> Gary
>
> Gary J. Klatsky, Ph. D.
>
> Department of Psychology  [EMAIL PROTECTED]
> Oswego State University 
(SUNY)http://www.oswego.edu/~klatsky
> 7060 State Hwy 104W   Voice: (315) 312-3474
> Oswego, NY 13126  Fax:   (315) 312-6330
>
>



--
Annette Taylor, Ph. D.
Associate Professor of Psychology
University of San Diego
[EMAIL PROTECTED]



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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: Bats and colour vision

[Deb Briihl]

Here is what I found:
 Yes, all bats can see relatively well, some bats better than others. 
Microbats, which rely on echolocation, can see well during  the day, and 
about as well as humans at night. Microbats are also thought to be 
color-blind.

 The megabat, which eat fruit or drink nectar from flowers, have 
exceptionally good color  eyesight, similar to the vision of an owl or cat 
an night. Most megabats lack the ability to  echolocate and therefore rely 
totally on their eyesight when foraging for fruit.

And if you want to know the vision of a cat
http://videoforcats.com/catvision.htm


Info about bats from http://www.wildbirdsac.com/bat_info.html

At 01:40 PM 11/5/2002 -0500, you wrote:
The other day in class I was discussing colour vision and the fact
that only primates among mammals are trichromats. I mentioned the
theory that this conferred an evolutionary advantage in spotting
tropical fruit (red) among the leaves (green).

A student asked whether fruit-eating bats therefore also had
trichromatic vision. Good question.  I said I thought not, because
they were nocturnal, weren't they?

According to an on-line review of the book _Bats_ by Phil Richardson,
I'm wrong. It says "Megabats eat mainly tropical fruit; both their
keen sense of smell and their color vision enable then to detect one
fruiting tree among thousands".

But what this doesn't tell me is whether they're trichromats, which
is what the theory would predict. Further web-searching didn't help.

Anyone know?

Stephen
__
Stephen L. Black, Ph.D.tel:  (819) 822-9600 ext 2470
Department of Psychology fax:  (819) 822-9661
Bishop's  University   e-mail: [EMAIL PROTECTED]
Lennoxville, QC  J1M 1Z7
Canada

Dept web page at http://www.ubishops.ca/ccc/div/soc/psy
TIPS discussion list for psychology teachers at
http://www.frostburg.edu/dept/psyc/southerly/tips
_


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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: teaching qualifications

[Deb Briihl]

The two individuals who teach this class in our dept. are not 
clinical/counseling, but rather experimental social. Any kind of assessment 
using a questionnaire requires understanding of tests and measurements.

At 09:09 PM 11/6/2002 -0600, you wrote:
What sort of qualifications are necessary in order to teach an 
undergraduate tests and measurements course?  Are there a certain number 
of graduate courses that a instructor needs to have completed in order to 
teach this course?  Does one need to be a clinical or counseling 
psychologist in order to teach this course?  Does one need to be 
licensed?  I've heard conflicting perspectives on this and am wondering if 
anyone on TIPS can shed some light on this.  Thanks in advance!

Rod Hetzel
[EMAIL PROTECTED]
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: behaviorism and attendance

[Deb Briihl]

Here is the attendance policy that I use in my History of Psych class. I
use a points given method. Students get index cards at the beginning of
the semester that they must pick up before each class (that is how I take
attendance - card not picked up, person not present). If the person
participates, they are given a pen, told to write the date and then make
a checkmark (I use a bunch of funky ink colors). I am teaching a
Tues/Thurs class and have 31 students. If a student shows up, but doesn't
participate (or does a group shout of an answer), they get 2 points for
that day. If the person actually answers a question (raises hand, doesn't
matter if right or wrong, doesn't matter how many questions answered),
they get 5 points for that day. I use a different formula for MWF
classes. My students can get up to 125 points if they participate every
single class period and, if they must miss a class or two, not an issue.
However, missing many classes results in not so good a grade. Students
can actually see how many times they have missed class and how often they
participated (and class participation remains at a very high
level).
Class Participation. This
class is designed to be a capstone senior level course in which you show
your understanding of psychology. Course participation is a requirement.
You will be graded on your participation level. While I don’t require
perfect attendance, obviously if you are not here, you are not
participating. Part of your grade will be based on class attendance (for
those questions everyone shouts out an answer to). However, attendance
does not equal participation- that is, for you to earn a good grade in
this area means more than showing up and breathing or asking me to
explain something over again. When you do make comments, make sure they
are relevant to the discussion at hand. You have the questions before
class  that will be the discussion we will be having. Go through the
two books and make an outline of the response that would answer the
question. There will be some answers that will not be found in the book
but the majority of the information is there. As a rule of thumb, we will
cover approximately 2 questions per class time. Make sure to bring your
answers and both books to class with you every day. If I must wait more
than 5 minutes for an answer to a question because no one in the class
has prepared for that answer and everyone is looking up the response in
class, then everyone will be responsible for that material on their own
time  I will not answer any questions about that material outside of
class either.
Points for class participation: 2 for being in class that day, 5
if actually raised hand and called on
90-100 - Actively participates in almost every class period. 
80-90 - Some class participation (has contributed approximately once a
week or slightly less). 
70-80 - Minimal participation (has contributed a few times to class
discussion). 
60-70 - Came to class regularly (very few misses) but has only
participated once or twice. 
<60 -
Does not attend class regularly and/or has not participated. 

At 07:28 AM 12/2/2002 -0600, you wrote:
Hi TIPSters:
I'm in the process of developing syllabi for next semester and wanted
to
raise once again the issue of attendance policies.  In my
previous
academic position I never had much difficulty with classroom
attendance.
In fact, I never made attendance mandatory for students.  I simply
told
them that they were expected to be at all class sessions unless 
some
unforeseen emergency came up that prevented them from being in
class.  A
few students took advantage of this policy, but for the most part 
my
students came to class eager and ready to learn.  Since taking my
new
position, however, the issue of attendance has become quite
bothersome.
The institutional culture here encourages faculty to have 
attendance
policies, so I developed one before my first semester.  To my
surprise,
I found that a large percentage of my students complained on a
regular
basis about the attendance policies and tried all types of excuses
to
avoid the consequences of missing classes.  This became such a
headache
that I was considering switching back to my previous attendance
policy,
but I took a very informal poll and found out that the vast majority
of
my students reported that they would not attend classes if a
professor
had no attendance policy.  They stated that they would only
attend
classes on the days of exams.  I've asked some other faculty about
this
and they have reported the same phenomena.  My guess is that
student
complaints about attendance policies are also part of our
institutional
culture.
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
Rhyme

And now for something completely useless

[Deb Briihl]

Someone just showed me this website and I had to pass it on - for those of 
you who really dislike all of those motivational posters...
http://www.despair.com/year20cal.html

Notice how all of them are for disaffected college students (I think it 
could work for profs too).
Sorry for the useless cluttering of your e-mail. Hopefully you will find 
them as funny as I did.



Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: Student recruitment

[Deb Briihl]

Recruitment? Sheesh - I'm trying to figure out ways to have fewer students 
:). We have so many students right now that we are having problems having 
enough classes for the students to take.
To answer your question, we put out a booth at a few of the Freshmen 
Orientations that we hold over the summer, but that is about it. If a 
student is interested in psychology and contacts us in some way, then we 
make individual contacts.

At 09:19 AM 12/13/2002 -0600, you wrote:
Hey gang.

I posted this question a few weeks ago but got no responses.  Figured I
would give it a second shot.  What do you all do for student recruitment
in your departments?  Do you partner with area high schools and
community colleges?  Reach out to community groups?  Right now all we do
is make individual contacts when the admissions office gets a potential
student who is interested in psychology.  We also attend the preview
weekends throughout the year to talk with potential students.  I'm
curious what else others on this list do to recruit students to their
department?

Rod

__
Roderick D. Hetzel, Ph.D.
Department of Psychology
LeTourneau University
Post Office Box 7001
2100 South Mobberly Avenue
Longview, Texas  75607-7001

Office:   Education Center 218
Phone:903-233-3893
Fax:  903-233-3851
Email:[EMAIL PROTECTED]
Homepage: http://www.letu.edu/people/rodhetzel


> -Original Message-
> From: David B. Daniel, Ph.D. [mailto:[EMAIL PROTECTED]]
> Sent: Friday, December 13, 2002 9:10 AM
> To: Teaching in the Psychological Sciences
> Subject: Re: student feedback
>
>
> > "I didn't learn anything
> > useful about teaching.  Why did we spend time on classroom
> management
> > and test construction and all that...I took this class to
> learn how to
> > be a teacher."
>
>
> I teach Child Development and we service A LOT of education
> majors.  At least once a semester (usually in the first week
> or so) I hear something
> like:
>
> "I don't know why Education majors are required to take a
> Child Development class."
>
>
>
> David
>
>
 \\|//
 (o o)
 oOOo-(_)-oOOo

David B. Daniel, Ph.D.
Department of PsychologyAssociate Research Scientist
University of Maine at Farmington   New England Research Institutes
234 Main Street
Farmington, ME   04938
207-778-7411
[EMAIL PROTECTED]



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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/

Well I know these voices must be my soul...
Rhyme and Reason - DMB


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Re: WOW-- Optical Illusion

[Deb Briihl]

At 04:18 PM 7/12/2004 -0500, you wrote:
I think this illusion relies heavily on the high-frequency transitions
between adjacent segments in the circles. If you "filter out" the
high-frequency info. (by, say, squinting) much of the movement disappears.
Perhaps those with less than perfect vision will have a harder time seeing
the illusory motion because of this?
Well, I tried it w/o my glasses (and I have an astigmatism in one eye and 
20/200 vision in the other eye) and still saw the illusion. However, when I 
closed one eye and looked at it, the illusion went away. Anyone else notice 
that it seems to be binocular? Or is it just me?

Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
Rhyme and Reason - DMB
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Re: School psychology

[Deb Briihl]

We have both School and Ed psych people on our faculty and the difference 
is in what they do. Ed psych is primarily for training teachers, developing 
materials to help student learning and classroom instruction, etc. They 
have a more experimental background. School psych is part of the 
clinical/counseling/school and can hold a license. They are in schools to 
give psychological tests to students to find out if those students have 
some time of learning, emotional, behavioral, etc. problem and to help 
develop treatment plans. Look at the NASP website - there is a good 
powerpoint slide on what a school psychologist is.
http://www.nasponline.org/about_nasp/whatisa.html

At 09:12 AM 7/22/2004 -0400, you wrote:
Can anyone tell me the major differences between doctoral programs in school
psychology vs. those in educational psychology? Are there philosohical
differences? Practical?
Also, are there any good websites relevant to this issue?
Thanks,
Deborah Deitcher
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
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Evolutionary Psych Website

[Deb Briihl]

Hi all!
Does anyone know (or have) a website with basic Evolutionary Psych info on 
it (what is it, the kinds of areas they study an why, etc.)? I want 
something that could work at an Intro to Psych level. Thanks in advance.


Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
Rhyme and Reason - DMB
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Re: Terminal Master's Programs in Psych

[Deb Briihl]

What area are they interested in? David and I did a survey (to be published 
soon!) on terminal Master's programs. One of the questions asked was 
approximately how many go on into PhD programs. Most of the time, it was 
experimental based programs, but I have a list of some of the others.

At 10:12 AM 8/19/2004 -0500, you wrote:
Can folks recommend terminal Masters programs in Psych for a student who 
needs to brush up a bit, show his chops, etc., before applying to a PhD 
program?

I went to the one at William & Mary (2 years) before going on to a 
PhD.  What other quality program are out there?

-Chuck
--
- Chuck Huff  Psychology Department
- Professor & Chair   St.Olaf College
- http://www.stolaf.edu/people/huff/  1520 St. Olaf Avenue
- 507.646.3169  Fax: 646.3774 Northfield, MN 55057-1098
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Rhyme and Reason - DMB
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Re: Terminal Master's Programs in Psych

[Deb Briihl]

Actually, based on our survey, terminal means that you finish with a 
master's degree. Program directors in Experimental programs reported that 
over 40% of their students on average continue on to a PhD program. 
Approximately 20% do from Clincal/Counseling and I/O programs.

At 03:25 PM 8/19/2004 -0500, you wrote:
At 3:16 PM -0500 8/19/04, Chuck Huff wrote:
What is the student interested in?
Our clinical (Cognitive Behavioral) MA program is not a terminal degree; 
we place most of our graduates in doctoral programs.
Paul (and others),
By terminal I meant that the program does not itself offer the PhD, but 
prepares students for the PhD at another institution.  A good program 
like this will, in addition to good classwork, involve students in 
research/consulting/practice that helps them prepare a competitive 
application to PhD programs.
This does describe our program.
However, the term 'terminal' Masters is often used to describe a program 
intended to prepare students who do _not_ intend to get a doctorate for 
practice.
--
* PAUL K. BRANDON[EMAIL PROTECTED]  *
* Psychology Dept   Minnesota State University  *
* 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217  *
*http://www.mnsu.edu/dept/psych/welcome.html*

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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
Rhyme and Reason - DMB
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Re: Terminal Master's Programs in Psych

[Deb Briihl]

I thought I might have to do this
The study will be published soon in Teaching of Psych
Here are some of the things learned (this is from 253 programs)
Mode GPA for entrance 3.0, GRE 1000 (450 for each section) with little 
differences between types of programs
Letters of recommendation and personal statements were top nonobjective 
criteria (research was not really important)
Most programs did have prerequisites (with the most common being Stats and 
Experimental)
About 60% have probationary admission. Many reported having deadlines, but 
admitting students after that deadline was common.
Many programs did not have a cap on the number of students they would admit 
- most said they took in about 5-15 students a year.
Many programs admitted students year-round (not just fall) and about 1/3 of 
students go part-time.
There are program variations - number of hours to complete varied 
(general/experimental programs and industrial/organizational programs 
tending to be shorter than most counseling programs), programs that 
graduated students who could be licensed were more likely to have a 
nonacademic reason for dismissal as well as academic, and they were also 
more likely to have an internship. As I already said, experimental programs 
were more likely to have their students go on into a doctoral program.
About half of the programs did not require students to do a thesis or take 
a comprehensive exam.


Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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RE: [tips] Re: Terminal Master's Programs in Psych

[Deb Briihl]

I have the data on admission standards, but didn't look at that as it 
correlates with % going on to grad school. Going back now and looking at it 
- I would say that there really doesn't seem much of a difference when I 
eyeball the data. Schools that have GPA requirements of 2.5 - 2.75 reported 
about 33% go on to grad school, 3.0 group reported about 45% go on. I'm not 
sure how much that has to do with the school and how much with a student 
having a poor undergrad GPA just not being able to get into grad school.
Reputation is a tough one to calculate

At 01:55 PM 8/23/2004 -0700, you wrote:
Aubyn writes...
I will look forward to reading your paper, and perhaps I should hold this
question until I do, but I can't wait...
Did your data allow you to ask if Masters Programs with more rigorous
admission requirements (e.g. higher GPA, GRE scores, more research) had a
higher percentage of graduates going on to doctoral programs? Or any other
predictors of which kinds of Masters Programs were more successful in
getting students into doctoral programs (e.g. type or reputation of Master's
program, reputation of faculty, size of school, etc.?).
Aubyn
***
Aubyn Fulton, Ph.D.
Professor of Psychology
Chair, Behavioral Science Department
1 Angwin Ave
Angwin, CA 94508
707-965-6536 (office)
707-965-6538 (fax)
[EMAIL PROTECTED]
***
-Original Message-
From: Deb Briihl [mailto:[EMAIL PROTECTED]
Sent: Monday, August 23, 2004 12:00 PM
To: Teaching in the Psychological Sciences
Subject: [tips] Re: Terminal Master's Programs in Psych
I thought I might have to do this
The study will be published soon in Teaching of Psych
Here are some of the things learned (this is from 253 programs)
Mode GPA for entrance 3.0, GRE 1000 (450 for each section) with little
differences between types of programs
Letters of recommendation and personal statements were top nonobjective
criteria (research was not really important)
Most programs did have prerequisites (with the most common being Stats and
Experimental)
About 60% have probationary admission. Many reported having deadlines, but
admitting students after that deadline was common.
Many programs did not have a cap on the number of students they would admit
- most said they took in about 5-15 students a year.
Many programs admitted students year-round (not just fall) and about 1/3 of
students go part-time.
There are program variations - number of hours to complete varied
(general/experimental programs and industrial/organizational programs
tending to be shorter than most counseling programs), programs that
graduated students who could be licensed were more likely to have a
nonacademic reason for dismissal as well as academic, and they were also
more likely to have an internship. As I already said, experimental programs
were more likely to have their students go on into a doctoral program.
About half of the programs did not require students to do a thesis or take
a comprehensive exam.

Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Sleep questions

[Deb Briihl]

Got a few questions from my intro students on sleep.
1. What has happened in the cases of REM sleep disorder in which the person 
has committed a crime? Anyone know the outcomes?
2. When you are under anesthesia, what stage sleep are you in? I'm assuming 
that it is similar to sleep when drunk and that REM sleep is reduced.


Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Intro to Psych Cogn Chapter activities?

[Deb Briihl]

I am trying to come up with a few more activities/homework assignments for 
my Intro to Psych class for the Cognition/Language chapter. I have students 
do activities outside class that are linked to various topics. For example, 
for this chapter, I have them reviewing websites on mental image and 
performance, the animal language debate, and how to improve your 
creativity/problem solving ability. I like to give my students 5 options to 
choose from. I am looking for something on the following that would be an 
appropriate activity for intro to psych students (and one I don't need to 
spend a page explaining everything). Do any of you have something on 
computer and cognition, bilingual abilities, metacognition, or something 
else I have missed (memory and intelligence are in another chapter).


Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: Psychology Club

[Deb Briihl]

Ours moves from active to practically dead - the biggest problem has been 
trying to find a time that is good for everyone. For speakers, start with 
people in your department - ask them to come in and talk about their 
research (it's also a good way to find students who are interested in doing 
research with you). Then just check around the community - there are often 
people who really need volunteers who will gladly come in to talk about 
what they do.
We do 3 activities a year that really try to get the faculty and students 
together. We have a softball game with cookout (which has been rained out 
2x - they went bowling instead), Thanksgiving lunch (everyone brings in a 
covered dish), and a progressive dinner (students drive from house to house 
eating salad at one, main meal, dessert, etc.).
For fund raisers, we have a chili cookoff (are you noticing a food theme 
here?), a t-shirt sale, car wash, that sort of thing. They also sell candy 
(we have jars with $.25 and $.05 candy in them at the secretary's desk).
Here is there website (they are trying to find someone to maintain the 
site, so it is out of date).
http://chiron.valdosta.edu/psychclub/psychclub.htm

At 02:47 PM 9/19/2004 -0400, you wrote:
I have a couple of psych majors who are interested in reviving our 
long-defunct Psychology Club. I've told them to do an Internet search for 
clubs at other colleges and to look for examples of club charters or 
constitutions to help them generate one for us. They also need ideas for 
fundraisers, for club activities, and for speakers who could be brought 
in. TIPSters are often good sources of info for such things, so I'll ask 
you - if you have a Psychology Club in your department, could you please 
send me info about it, or point me to the Web site? Thanks.

Nathalie
*
Nathalie Cote', Ph.D.
Associate Professor of Psychology
Belmont Abbey College
100 Belmont - Mt. Holly Rd.
Belmont, NC  28012
Tel 704-825-6754
Fax 704-825-6239
[EMAIL PROTECTED]
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
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Re: teaching tool or time-waster

[Deb Briihl]

For my intro class, I do the same, except they get back half a point (and 
the question is worth 2 points). They can't give me answers like "I 
guessed" - it has to be an explanation. I give back all of the exams and 
tests and for extra credit students can try to figure out what the correct 
answer is. It also allows me to see what students are thinking (why did 
they make this mistake), so I know what issues to focus on in the future. 
Also, if I have a badly worded question, I can catch those as well.
BTW, I have used questions from previous tests and have yet to see a marked 
improvement, so I doubt that students are using anything from sorority or 
fraternity test banks.


When they come to see me one on one I print out for them all of the items 
they
missed and give a make-up assignment: they must write me two sentences per
item: one sentence tells me why they think they picked the wrong answer:
anything from "I didn't read all the options before selecting one," to "I 
just
guessed," to "I have differing information in my class notes and from the 
text
and here is the chapter and verse for each." I believe that overall, this
first sentence helps students to see if there is a pattern to their errors--
espeically for those who miss many of the objective items.

A second sentence tells me what about their answer is incorrect and what 
about
the "correct" answer makes it "best". This is done to ensure that they now
understand the concepts.

I give them half credit for this, a procedure that has never leapfrogged
anyone into some massively better grade--typically the people who missed many
items received a D or F on the exam and might bring their grade up to a C+ at
best. I think that this at least provides the students with an opportunity to
finally learn what they missed learning the first time. I allow this for all
students, even those who had an A on the exam since my grading system 
works on
an accumulation of points. it does lead to some 'grade inflation' but I feel
strongly at this point in my teaching career that I am more interested in
knowing that they actually know and understand something eventually

Oh yes, I do read these carefully and typically most students do NOT get back
all of the points they attempt to receive on the make-up.
As for the subjective items, I always have a rubric and we go over that 
rubric
in class, when I give the items back. Again, if a particular student feels
that they don't understand why they lost points then they have to come see me
because it takes up too much time and is boring for the rest of the class for
me to try to recreate in my mind what I was thinking was lacking in how a
particular student expressed their answer to a particular item.

Often times I have alternate items from past exams and these again can be
attempted for half credit of what they missed orignally at the make-up; but
these are also read closely and graded more stringently and students
understand that. So typically, if an essay was worth 20 points and the 
student
earned 10 points originally, they can chose to write a whole new essay for 5
additional points (half of the 10 points I took off originally). They usually
average about 3 or 4 points.

Still, I feel that they learn more, I don't waste too much class time and
those who don't care don't come see me--only those who care about learning or
who care about their grades--but no matter, either way they are learning!
And my life is less stressed with returning exams with this format.
Annette

Quoting DeVolder Carol L <[EMAIL PROTECTED]>:
> Sorry for the cross-posting, I meant to post this only to TIPS but wasn't
> paying attention when I put in the address.
>
> Hi TIPSpeople,
> How many of you take class time to go over exams after they are corrected?
> Whether you do or don't, what is your rationale?
> Thanks, I appreciate your responses.
> Carol
>
>
> Carol DeVolder, Ph.D.
> Associate Professor of Psychology
> St. Ambrose University
> Davenport, Iowa  52803
>
> phone: 563-333-6482
> e-mail: [EMAIL PROTECTED]
>
>
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>
Annette Kujawski Taylor, Ph. D.
Department of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
[EMAIL PROTECTED]
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Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
http://chiron.valdosta.edu/dbriihl/
Well I know these voices must be my soul...
Rhyme and Reason - DMB
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