RE: letters of recommendation and 'belief' in evolution

[FRANTZ, SUE]

I'll 
chime in on this.
 
The 
professor, in good conscience, cannot write a letter in support of a student 
(applying to grad school in biology) who doesn't accept evolution.  And he 
makes it known so that students who do not accept evolution do not bother to ask 
him to write a letter.
 
Alternatively, if the professor chose ~not~ to 
make that information known, then students who do not accept evolution would ask 
him to write a letter, and he would have to turn them down one by one... without 
needing to give a reason why.
 
So, 
it's making the information known that's a problem?
 
In a 
similar fashion I could see a member of the clergy choosing not to write a 
letter of recommendation for someone applying to seminary if that person did not 
accept the existence of God.
 
We 
discriminate all the time.  Discrimination isn't a problem; it's unjust 
discrimination that's a problem.
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 

  -Original Message-From: Miguel Roig 
  [mailto:[EMAIL PROTECTED]]Sent: Wednesday, February 05, 
  2003 1:33 PMTo: Teaching in the Psychological 
  SciencesSubject: letters of recommendation and 'belief' in 
  evolutionTipsters, given that the subject of evolution 
  and creationism has been discussed at length in this forum, I thought you 
  might be interested in the following article from Tuesday's NY Times.  
  Here are the first few lines of the article.LUBBOCK, Tex., Feb. 2 — A 
  biology professor who insists that his students accept the tenets of human 
  evolution has found himself the subject of Justice Department scrutiny. 
  Prompted by a complaint from the Liberty Legal Institute, a group of 
  Christian lawyers, the department is investigating whether Michael L. Dini, an 
  associate professor of biology at Texas Tech University here, discriminated 
  against students on the basis of religion when he posted a demand on his Web 
  site that students wanting a letter of recommendation for postgraduate studies 
  "truthfully and forthrightly affirm a scientific answer" to the question of 
  how the human species originated.For the rest of the article go to: http://www.nytimes.com/2003/02/03/education/03PROF.htmlI've 
  been thinking about this case quite a bit and, frankly, I find it difficult to 
  reconcile the professor's right to not write a letter of recommendation and 
  the apparent discriminatory nature of his 
  policy.Miguel
  ___ 
  Miguel Roig, Ph.D. 
   Associate 
  Professor of Psychology 
    Notre 
  Dame Division of St. John's 
  College   St. John's 
  University 
    300 
  Howard Avenue 
    Staten 
  Island, New York 10301 Voice: (718) 390-4513 Fax: (718) 390-4347 
  E-mail: [EMAIL PROTECTED] Http://facpub.stjohns.edu/~roigm
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RE: letters of recommendation and 'belief' in evolution

[FRANTZ, SUE]

Here's the page in question on Michael Dini's website:
http://www2.tltc.ttu.edu/dini/Personal/letters.htm

Here's the section that's caused the uproar:

*
If you set up an appointment to discuss the writing of a letter of recommendation, I 
will ask
you: "How do you think the human species originated?" If you cannot truthfully and
forthrightly affirm a scientific answer to this question, then you should not seek my
recommendation for admittance to further education in the biomedical sciences. 

Why do I ask this question? Let's consider the situation of one wishing to enter 
medical
school. Whereas medicine is historically rooted first in the practice of magic and 
later in
religion, modern medicine is an endeavor that springs from the sciences, biology first 
among
these. The central, unifying principle of biology is the theory of evolution, which 
includes
both micro- and macro-evolution, and which extends to ALL species. How can someone
who does not accept the most important theory in biology expect to properly practice 
in a
field that is so heavily based on biology? It is hard to imagine how this can be so, 
but it is
easy to imagine how physicians who ignore or neglect the Darwinian aspects of medicine 
or
the evolutionary origin of humans can make bad clinical decisions. The current crisis 
in
antibiotic resistance is the result of such decisions. For others, please read the 
citations
below.

Good medicine, like good biology, is based on the collection and evaluation of physical
evidence. So much physical evidence supports the evolution of humans from non-human
ancestors that one can validly refer to the "fact" of human evolution, even if all of 
the details
are not yet known. One can deny this evidence only at the risk of calling into 
question one's
understanding of science and of the method of science. Such an individual has committed
malpractice regarding the method of science, for good scientists would never throw out 
data
that do not conform to their expectations or beliefs. This is the situation of those 
who deny
the evolution of humans; such a one is throwing out information because it seems to
contradict his/her cherished beliefs. Can a physician ignore data that s/he does not 
like and
remain a physician for long? No. If modern medicine is based on the method of science,
then how can someone who denies the theory of evolution -- the very pinnacle of modern
biological science -- ask to be recommended into a scientific profession by a 
professional
scientist? 
*

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/
 

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RE: explain this to me

[FRANTZ, SUE]

Let's say that you chose 

71  Subtract (7+1) 8, you get 63
43  Subtract (4+3) 7, you get 36
97  Subtract (9+7) 16, you get 81
92  Subtract (9+2) 11, you get 81

When doing this, there are a finite number of solutions.  Whatever the symbol is for 
63, it is also the symbol for 36, 81, 41, 0, 27, 9, 11, etc. (all of the possible 
solutions).  

Every time you do it though, the program shuffles the symbols.  For me, right now, the 
symbol is a flag.  Next time, it may be a smiley face.

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

> -Original Message-
> From: James Guinee [mailto:[EMAIL PROTECTED]]
> Sent: Thursday, February 20, 2003 10:37 AM
> To: Teaching in the Psychological Sciences
> Subject: explain this to me
> 
> 
> http://www.cyberglass.biz/FlashEx/mindreader.html
> 
> Would someone much smarter than me please explain why
> this works?
> 
> Thanks,
> Jim G
> ***
>  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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Recent good reads

[FRANTZ, SUE]

Annette Taylor asked about book recommendations.  Here's what I've been reading...


Bainbridge, David. (2001).  Making Babies: The Science of Pregnancy.

Bainbridge, a reproductive biologist, not only talks about the development of human 
babies, but he compares gestation in humans to gestation in other animals.  I found it 
pretty fascinating.


Levine, Judith. (2002).  Harmful to Minors: The Perils of Protecting Children from 
Sex.  

I just started this one.  So far, I'm buying the author's argument.  Although I'm not 
a hard sell on this one.  


Meyerowitz, Joanne. (2002).  How Sex Changed : A History of Transsexuality in the 
United States.  

I checked this one out of the library, but found it too dense for during-the-term 
reading.  I moved it to my summer reading list.  A founding member of the Ingersoll 
Gender Center in Seattle told me that she thought that, overall, the book was a pretty 
good synopsis, but it left out a lot of the grassroots activism.  


Stewart, Elizabeth. (2002).  The V Book: A Doctor's Guide to Complete Vulvovaginal 
Health.

Every woman (and most men) should have a copy of this on their bookshelf.  I will 
probably make this an optional book to purchase the next time I teach Human Sexuality. 
 

And in the interest of parity:

Friedman, David. (2001). A Mind of Its Own: A Cultural History of the Penis.  

I haven't read this one, but it's also on my summer reading list.  It, too, may make 
my optional reading list for Human Sexuality

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

> -Original Message-
> From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED]
> Sent: Monday, March 10, 2003 4:31 PM
> To: Teaching in the Psychological Sciences
> Subject: Borders book sale
> 
> ps anyone have anything read lately and want to recommend??

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First person accounts of disorders

[FRANTZ, SUE]

Hi all,

I'm looking for short (length of a magazine article) first person accounts of 
psychological disorders.  I'd like to have a selection of articles for my Abnormal 
Psychology students to read.  They have the textbook and case studies from the 
clinician's viewpoint.  I'd like to add a 'personal voices' perspective as well.  

Any suggestions?

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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Rap essay

[FRANTZ, SUE]

I have a student this quarter who could make a living as a writer.  In fact, I'm 
pretty sure he could give Dave Barry a run for his money.  I just graded his last 
exam, and he wrote the answer to the second essay as a rap.  It's not often students 
have fun ~taking a test~!  =)

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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Re: Biting in children

[FRANTZ, SUE]

I admit that I haven't followed this thread closely, but has anyone suggested 
reinforcing the desired behavior?
 
An hour (2, 3, or 4 hours, 1 day, a week, whatever time period given the frequency of 
the biting and the age of the child) ~without~ biting yields some reinforcement.
 
--
Sue Frantz  Highline Community College   
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/   
¢æ«y˫­éí—+.nÇ+‰·¶‹b¦Ƭj·!Š÷‰‘:.ž˛±Êâmë֛•©äzf¢–Ú%y«޶*lçÎôY§,ºwë¢Ë[º¸v

free books

[FRANTZ, SUE]

Cleaning my office...  Any history-type folks out there want these books?


Menninger, K. A. (1946) _The human mind_, 3rd ed. 

Jones, E.E. & Gerard, H.B (1967). _Foundations of social psychology_.


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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Free books: Gone

[FRANTZ, SUE]

The books I offered have been claimed.
 
Thanks!
Sue
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Educational Research Speaker?

[FRANTZ, SUE]

Hi all,

Some folks at my institution are looking for a speaker who could speak/do a workshop 
on designing classroom research studies.  They're looking for a primer for 'teachers 
as researchers.' College instructors may want to find out if a particular teaching 
technique is effective, for example, but they don't have the research skills to design 
and conduct such a study.  

Do you know of anyone who specializes in this research area who might be interested in 
such a speaking engagement?  All suggestions welcome -- thanks!


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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RE: Student request

[FRANTZ, SUE]

Title: Message



A good place for recent news in psych is 
APA's PsycPORT:
 
http://www.psycport.com/
 
Click on "Complete Press Releases 
List"  in the "press releases" section.
 
I think this might be of interest: "American Psychological Association Launches Campaign To Help Kids 
& Teens with Stress and Trauma".  There's a story on this in the most 
recent Monitor as well.
 

  
  -Original Message-From: [EMAIL PROTECTED] 
  [mailto:[EMAIL PROTECTED] Sent: Monday, September 29, 2003 6:11 
  AMTo: Teaching in the Psychological SciencesSubject: 
  Student request
  Hi all,
   
  Are you aware of any recent developments in the field of psychology or 
  counseling with special relevance to college students. I am trying to respond 
  to the following request from a student. Although he is looking especially for 
  stuff related to Long Beach City College, it seems from the text of this 
  request (reproduced below) he'd be happy to have any tidbit with relevance to 
  the life of college students (traditional or not).
   
  Thanks for any help you can give - 
   
  Nancy Melucci
  LBCC
   
  REQUEST: "I am also a newswriter in the journalism program, and I am 
  casting around for any leads on psychology and/or counseling news that is 
  happening on or around the LBCC campus. I was wondering if you knew anything 
  like that, either some current development in the field that I could relate to 
  the campus and students; or something happening or coming up on our campus. 
  I'd appreciate any info you might have. Thank you for your time." 
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TIPS Listing

[FRANTZ, SUE]

Title: Message



Hi 
all,
 
It's time once again 
for a semi-annual update of the TIPS listing at:
http://flightline.highline.edu/sfrantz/tips/index.htm
 
If you're listed, 
and you have changes to your web address or e-mail address, please let me 
know.
 
If you're not 
listed, but would like to be, please e-mail me directly with the following 
information:
 
Name
E-mail address (will 
be encrypted if you request it)
College/university 
affiliation
State/province, 
country
 
Thanks!Sue
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 
 
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The brain "remembers everything a person has ever seen or heard"

[FRANTZ, SUE]

Title: Message



In last Sunday's 
Parade magazine -- it comes with many Sunday newspapers -- there is an article 
by Ben Carson, "the director of pediatric neurosurgery at Johns Hopkins 
Children's Center."
 
In it he writes, 
"The organ system of the brain is one of incredible complexity 
and power.  It can process millions of pieces of information per 
second.  It remembers everything a person has ever seen or heard.  For 
example, by placing special electrodes into the parts of the brain that control 
memory, you can stimulate recall in an 85-year-old so specific that he could 
quote verbatim a newspaper article read a half-century 
earlier."
 
I wonder if those 
are his words or if the editors at Parade took some 
liberties.
 
In any case, 
articles like this do not make our jobs any easier... 
 
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 
 
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RE: Female circumcision documentary

[FRANTZ, SUE]

Title: Message



It's 
also available through Women Make Movies:
 
http://www.wmm.com/Catalog/pages/c604.htm

  
   
   -Original 
  Message-From: Beth Benoit [mailto:[EMAIL PROTECTED] 
  Sent: Sunday, January 04, 2004 9:18 AMTo: Teaching in 
  the Psychological SciencesSubject: Female circumcision 
  documentary
  A documentary, called "The Day I Will Never 
  Forget" is airing on Cinemax tomorrow (Monday) night from 6:30-8.  It was 
  filmed in Africa, and investigates FGM (female genital 
  mutilation).
   
  Here's the story about it in Saturday's New York 
  Times:
   
  http://www.nytimes.com/2004/01/03/arts/television/03FORG.html
   
  Cinemax is a subsidiary of HBO, so just because 
  you have Cable TV, you may not have it.  (I don't, and am scrambling to 
  find any neighbor who does so I can tape it.)
   
  Beth Benoit
  University System of New 
  Hampshire--- You are currently subscribed to tips as: 
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RE: getting students to prepare for class

[FRANTZ, SUE]

I, too, have joined this thread late, so fwiw...

I've found that unannounced open notes quizzes (notes taken on the
reading to be done for that day) to be quite popular among my Intro
Psych students.  At the end of the quarter, they invariably tell me that
I should keep them, because it forces them to keep up with the reading
-- and they see the value in that.

Interestingly, the unannounced open notes quizzes are NOT popular among
my Human Sexuality students.  They tell me I should get rid of them --
even with the quizzes, they are less likely to do the reading than my
intro students, as judged by average quiz grade.  

There is a definite difference in those two student populations, but I'm
not sure what is at the root of it.  

Sue

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/


-Original Message-
From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] 
Sent: Thursday, January 15, 2004 4:43 PM
To: Teaching in the Psychological Sciences
Subject: Re: getting students to prepare for class


Although it is unpopular, I have used quizzes over the reading material.
I pass 
out the quizzes BEFORE I begin the class session over some topic area. I
then 
toss the few lowest grades so I end up with only 10 in the end towards
the 
grade; also if a student misses one or two, those are the dropped ones
so there 
is no stress for attendance when sick, etc. I use some of the items on
the 
exam, so that students have a sense of what was important.

I have, in the past organized my lectures around the quizzes, covering
the 
correct material, as well as showing why the incorrect options were just
that. 
So it can be a good pedagogical tool.

But they do remain unpopular, create a grade maintenance nightmare and
require 
much organization on my part to have good items around which to base the

lectures or discussions or activities in class.

Annette

ps I don't remember seeing the original query, just picked up the
thread, so I 
hope this is a proper answer


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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RE: summary: prisoners of silence

[FRANTZ, SUE]

Title: Message



FWIW, the "Prisoners of Silence" transcript 
is available here: http://www.pbs.org/wgbh/pages/frontline/programs/transcripts/1202.html
 

--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 

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RE: Ideas for student introductions first class

[FRANTZ, SUE]

I do the introductions very informally.

I ask for someone's name.  

Me: "What's your name?"  

Student A: "Tim."  

Me: "What do you do for fun?"

Student A: "Snowboard."

Me: "Anyone else snowboard?"

Wait for hand to go up...  Look at Student B with hand up.

Me: "What's your name?"

Student B: "Carrie."

Me: "Have you been snowboarding out of state?"

Student B: "Sure, Utah."

Me: "Anyone here from Utah?  Been to Utah?  Want to go to Utah?"

It makes me feel a little like a stage performer working the crowd, but
it serves my purpose.

I use whatever comes to mind to move on to someone else.  I try to use
some info from the last person I spoke with, but if they didn't give me
anything to play off, I go with whatever happens to come to mind.  Have
more than 5 siblings?  Want to move to Hawaii?  Liked calculus?  Have a
pair of bell bottoms?  I make several jokes as we talk to keep it light,
to let them laugh with each other, and have them leave with some
positive associations.  

All of the students say something out loud, but they don't have to think
about what they should say.  And because I'm jumping all around the
room, students don't worry about being next -- or maybe they ~all~ worry
about being next!  In any case, the students don't have to generate
something to say.  I'll be there to prompt them with a question.
(Having once been a quiet student, I'm very conscious of not pushing all
of my students into course-required extraversion.)

Another activity I've used is giving pairs of students true/false
questions about material they'll encounter in the course, and ask them
to come to agreement on all of the questions.  Then they form a foursome
with another group, and, again, come to agreement.  This is great for
generating some level of excitement about what's coming later.  But it's
less fun for me.  =) 
  



-Original Message-
From: Marie Helweg-Larsen [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, January 21, 2004 12:19 PM
To: Teaching in the Psychological Sciences
Subject: Ideas for student introductions first class


Hello all
I'm looking for a fresh idea for getting to know my students on the 
first day of class. I'm teaching Research Methods (although this doesn't

have anything to do with research methods per se) and I have 30 students

and only about 30 min to do the whole "get to know each other exercise".

Typically I have students write some basic info on an index card and 
then I have them discuss something with another student before 
introducing that other student to class (I typically take notes on the 
index card they have completed). Over the years I've tried all the usual

ideas of having them introduce each other, have them find odd 
similarities between themselves and another student, have them say what 
they look forward to and fear about the class, who they would they have 
dinner with if they could pick anyone, what famous people they  met, 
etc. Those ideas worked fine (although it can be a little dull with 30 
students saying similar things) but I am looking for something new and 
interesting. Any ideas? It can be a little off beat - it just can't take

a whole lot of time!
Thanks
Marie

-- 
*
Marie Helweg-Larsen, Ph.D.
Associate Professor of Psychology
Dickinson College, P.O. Box 1773
Carlisle, PA 17013
Office: (717) 245-1562, Fax: (717) 245-1971
*



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Re: Peer review guidelines

[FRANTZ, SUE]

Title: Message



On our 
campus we have "gateway" faculty.  In exchange for release time, faculty 
have been selected in different areas -- "gateway" areas -- to help other 
faculty.  Currently we have gateway faculty for writing, math, and 
reading.  The designated person is on-call to help others 
construct/evaluate writing, math, and reading assignments.  Using this 
model, we now have a "gateway" faculty member for 
assessment.
 
I 
forwarded Marie's request to our writing gateway person, and she directed me to 
this website she's created:
 
http://flightline.highline.edu/wac/responding/respondtowriting.htm
 
Looks 
like she has provided some excellent info on peer review, plagiarism, responding 
to writing errors, and commenting on student papers.
 
Check 
out this site for more information about writing assignments in general: http://flightline.highline.edu/wac/default.htm
 
--Sue Frantz  
Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 

 
 

  
-Original Message- From: Marie 
Helweg-Larsen [mailto:[EMAIL PROTECTED] Sent: Fri 1/23/2004 
6:27 AM To: Teaching in the Psychological Sciences Cc: 
Subject: Peer review guidelines
Do any of you have a handout teaching how to do peer review 
of otherstudents' papers? I have students in research methods 
anonymously reviewtwo other students' papers. I find the quality of the 
reviews veryvariable despite spending quite a bit of time talking in 
class about howto peer review. Perhaps some other instructions might 
help. A googlesearch didn't turn up anything.Also I thought I 
should share with you all this excellent website. It isfrom the 
Psychology Writing Center at the University of Washington. Itcontains a 
range of what appears to be excellent handouts on writing,APA style, 
etc. (but not peer review).Mariehttp://depts.washington.edu/psywc/handouts.shtml--*Marie 
Helweg-Larsen, Ph.D.Associate Professor of PsychologyDickinson 
College, P.O. Box 1773Carlisle, PA 17013Office: (717) 245-1562, Fax: 
(717) 
245-1971*---You 
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RE: handling difficult students

[FRANTZ, SUE]

Title: Message



The 
book Tricia refers to is ~excellent~!
 
I'll 
be using it this Friday in a faculty workshop on academic 
dishonesty.
 
The Ethics of Teaching: A Casebook, 2nd ed -- 
the link should go to Amazon.com
 
If 
not, you can get there by here: 
http://www.amazon.com/exec/obidos/tg/detail/-/080584063X/qid=1073596698/sr=1-3/ref=sr_1_3/002-5155137-0643258?v=glance&s=books
 
Or, 
less painfully long, here: 
http://tinyurl.com/2po2f
 
Sue
 
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 


  
  -Original Message-From: 
  [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: 
  Monday, February 02, 2004 8:42 AMTo: Teaching in the Psychological 
  SciencesSubject: Re: handling difficult 
  students
  Hi Beth--Give me your full snail address and I will send you a copy of the 
  Ethics of Teaching casebook (free).  It has a bunch of stuff on handling 
  difficult students.
  Patricia Keith-Spiegel
  
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RE: The old Eskimo snow words story

[FRANTZ, SUE]

I read a wonderful paper on this several years ago.  Can I find it now?
Nope.  But I'll keep looking.  It seems that it may have been a chapter
in a book...

In the meantime, try:

http://www.urbanlegends.com/language/eskimo_words_for_snow_derby.html



-Original Message-
From: Rick Froman [mailto:[EMAIL PROTECTED] 
Sent: Monday, February 02, 2004 1:21 PM
To: Teaching in the Psychological Sciences
Subject: The old Eskimo snow words story (was Random Thought: Students
and Snowflakes)


Don's link below also has a sidebar on the old eskimo-snow story in
which they actually give the alleged words and their definitions. Given
that they refer to them as Eskimos, which I don't think is the modern
terminology, it makes me wonder. So, is it true that there are actually
22 words for snow in their language? I found no citation in the article
for those words.

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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RE: The old Eskimo snow words story: Found the chapter!

[FRANTZ, SUE]

It's always the last place you look...

Pullum, G.K. (1991).  _The Great Eskimo Vocabulary Hoax and Other
Irreverent Essays on the Study of Language_.  Chicago: University of
Chicago Press.

Link to Amazon:
http://www.amazon.com/exec/obidos/tg/detail/-/0226685349/qid=1075762272/
sr=1-1/ref=sr_1_1/002-5155137-0643258?v=glance&s=books

And a shortened link to the same place:
http://shortLink.us/2352

Sue

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/


-Original Message-----
From: FRANTZ, SUE 
Sent: Monday, February 02, 2004 2:48 PM
To: Teaching in the Psychological Sciences
Subject: RE: The old Eskimo snow words story


I read a wonderful paper on this several years ago.  Can I find it now?
Nope.  But I'll keep looking.  It seems that it may have been a chapter
in a book...

In the meantime, try:

http://www.urbanlegends.com/language/eskimo_words_for_snow_derby.html



-Original Message-
From: Rick Froman [mailto:[EMAIL PROTECTED] 
Sent: Monday, February 02, 2004 1:21 PM
To: Teaching in the Psychological Sciences
Subject: The old Eskimo snow words story (was Random Thought: Students
and Snowflakes)


Don's link below also has a sidebar on the old eskimo-snow story in
which they actually give the alleged words and their definitions. Given
that they refer to them as Eskimos, which I don't think is the modern
terminology, it makes me wonder. So, is it true that there are actually
22 words for snow in their language? I found no citation in the article
for those words.

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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RE: website request

[FRANTZ, SUE]

Try this one:

http://www.bkbsolutions.com/index.php?module=shortnews&func=main

Some recent headlines:

"Shoplifter Caught with Her Trousers Down"
"Cops Use Mannequin for Traffic Control"
"Driver Says He Was Embarrassed, Not Drunk"

Sue

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/


-Original Message-
From: Hetzel, Rod [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, February 24, 2004 10:28 AM
To: Teaching in the Psychological Sciences
Subject: website request


Hey folks.  Does anyone have any recommendations for websites that have
humorous or uplifting news stories?  I teach a large (60+) intro class
and am trying to do something at the beginning of each class to grab
their attention and personalize things a bit.  News stories that are
current and timely and that tie in some psychology concept would be
great. For example, the other day someone sent me an article about a
Mars Hills College student who undressed in the middle of a class when
her professor told her that anyone who would disrobe would receive an A.
Students thought this was funny and we tied in some psychology concepts
related to authority and motivation.  It was an entertaining start to
the class.  Anyone have any suggestions for website that have these
kinds of stories?  

__
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]



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RE: Patricia Keith-Spiegel's book

[FRANTZ, SUE]

Title: Message



I used 
chapters from it this quarter to lead a couple discussion groups for faculty on 
the ethics of teaching.  It generated quite a lot of lively 
discussion.  
 
Just 
last week one of my colleagues had to deal with a student cheating on an 
exam.  She said that before our discussion, she would have either turned a 
blind eye to it or just deducted some points from the exam.  Now she plans 
to give the student a zero for the exam, and turn the case over to our Student 
Judicial Affairs Officer.  
 
Another of my colleagues assigned a paper where the 
student was to describe where they are in terms of development, and then 
interview others who are in other stages.  The student reported that she 
was 18, but described a later stage.  My colleague pointed this out to 
the student, and told her to fix it.  The student fixed it by changing her 
age to 20.  So, my colleague checked the records for the college, and the 
student, there, is 30.  When confronted, the student gave a wonderful song 
and dance about how her birth records are in question.  Maybe so, but both 
of her parents are still living -- it seems they could narrow it down 
to inside a decade.  
 
Since 
our discussion on academic dishonesty, my colleague decided that this was a 
clear case of dishonesty, albeit a weird case, making one wonder if the 
student had written the paper at all -- certainly it is in violation of the 
spirit of the assignment.  She gave the student a zero for the assignment, 
and also turned it over to our Student Judicial Affairs 
Officer.
 
As for 
me, one of the scenarios in _The Ethics of Teaching_ describes a student who 
notices another student cheating and reports it to the instructor.  How 
should the instructor handle this?  Less than a week after this particular 
discussion, a student informed me that the student next to her was 
cheating.  Ugh. 
 
If 
you're looking to liven up departmental meetings, or are interested in some 
cross-departmental discussions, you cannot go wrong with this book.  


  
  -Original Message-From: Beth Benoit 
  [mailto:[EMAIL PROTECTED] Sent: Sunday, March 07, 2004 10:21 
  AMTo: Teaching in the Psychological SciencesSubject: 
  Patricia Keith-Spiegel's bookWhile my TIPS finger is hot, 
  I'd like to give a strong suggestion that TIPSpersons get a book by one of our 
  own, Patricia Keith-Spiegel,She kindly sent me a copy in response to a 
  question I posed about difficult students.The book is called The 
  Ethics of Teaching:  A Casebook, 2nd. ed., and is coauthored by 
  Bernard E. Whitley, Jr., Deborah Ware Balogh, David V. Perkins and Arno F. 
  Wittig.  It covers the classroom, students, colleagues and many other 
  situations that are familiar and perplexing to us.  Well done, 
  Patricia!Not wanting to waste space on a book review that probably 
  wouldn't be as well-done as a website about it, I offer 
  this:https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-4062-1A 
  description of the book can be found further down on the page.Beth 
  BenoitUniversity System of New Hampshire--- You are currently 
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Names -- funny incident

[FRANTZ, SUE]

I had a particularly amusing incident today in class.

We've started a new quarter, so we were doing student intros.

One young woman said her name was Erin, and two others chimed in that
they were also named Erin (same spelling).  Of course it isn't that
unusual to have 2 or 3 students with the same first name.  Chris.
Ashley.  Melissa.  James.  Or in this case, Erin.

When named the same, I go by the last initial.  The first Erin said she
was Erin E.  The second Erin said she was Erin D.  And, sure enough, the
third Erin said she was Erin C.  

In light on the recent discussion on names, this is the same class with
a student whose last name is Academia.

In my earlier class, I have Robyn Bird.  On the plus side her parents
didn't name her that -- she married into it.  So, was she more attracted
to Mr. Bird because her name was Robyn?  =)

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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TIPS Listing

[FRANTZ, SUE]

Title: Message



Hi 
all,
 
It's my semi-annual 
message regarding the listing of TIPS members at http://flightline.highline.edu/sfrantz/tips/index.htm
 
This is a voluntary 
listing.  
 
If you're on the 
list and would no longer like to be, if your information has changed, or if 
you'd like your e-mail address encoded, please send me a message off 
list.
 
If you're not 
listed, but would like to be, please send me the following 
information:
 
Your 
name
Your web address, if 
you have one
Your e-mail address 
(let me know if you'd like it encoded)
Your 
affiliation
Your state/province, 
country
 
Thanks!!Sue
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 
 
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Humor in journal articles

[FRANTZ, SUE]

Title: Message



I was getting 
caught up on some professional reading today, and was rewarded with a couple 
chuckles from this 
article:
 
Roy, M.M. & 
Christenfeld, N.J.S. (2004). Do dogs resemble their owners? Psychological 
Science, 15, 361-363.
 
So, do dogs resemble 
their owners?
 
Three dog parks were 
visited.  Forty-five owners were photographed; their dogs were photographed 
separately.  "Owners were photographed from the waist up, facing forward, 
wearing whatever clothes they had chosen for going to the park and whatever 
facial _expression_ they chose for the picture.  Dogs were photographed 
facing forward, with the whole dog visible; they made whatever facial _expression_ 
they chose, exhibiting rather more lolling tongues than the owners."  

 
They found that 
judges did a pretty good job at matching dog owners with their dogs, but only if 
the dog was a purebreed. "The judges did not make correct matches by simply 
matching hairy people with hairy dogs, or big people with big dogs.  There 
was some suggestion that people and pets were similar in apparent friendliness, 
but the effect was of modest size, and not statistically significant.  It 
may be that the judges used some other more subtle trait, or based their 
judgments on a more configural analysis of animals.  We also cannot know 
from these data if people can tell whether a particular person is an owner of a 
dog, as opposed to, say, a weasel."
 
 
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 
 
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RE: women computers

[FRANTZ, SUE]

Here's the cite:

Light, Jennifer. (1999). When Computers were Women. _Technology and
Culture_, 40:3, 455-484. 

ProQuest lists it as abstract only.

It's available in full text from Johns Hopkins University Press' Project
Muse if you're at a participating institution. (I'm not, but I have my
request in with our ILL librarian.)

http://muse.jhu.edu/


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Chuck Huff [mailto:[EMAIL PROTECTED]]
> Sent: Monday, November 26, 2001 4:31 PM
> To: Teaching in the Psychological Sciences
> Subject: women computers
> 
> 
> I think this got started much earlier, and in Germany.  Around the 
> turn of the century or before.  But I would not be surprised that it 
> was used in the manhattan project. I have tried to look up references 
> on the web, but it is dragging this evening.  Look for an article 
> titled "When computers were women."
> -Chuck
> 
> >As it happens, I recall that the late, great physicist Richard
> >Feynman described an operation exactly like that during the
> >Manhattan Project to build an atomic bomb. I believe it was his
> >idea to organize women to serve collectively as a human computer
> >to do the enormous number-crunching that was required. They must
> >have done an excellent job, because we all know the result.
> >
> >-Stephen

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RE: Famous people

[FRANTZ, SUE]

Unfortunately, I don't know of any, but a good place to start may be here:

Oklahoma State's American Indians Into Psychology (AIIP) Program
http://psychology.okstate.edu/grant/aiip.html

This site contains links to similar programs at the Univ. of Montana, Utah
State, and Univ. of North Dakota.


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED]]
> Sent: Tuesday, November 27, 2001 9:11 AM
> To: Teaching in the Psychological Sciences
> Subject: Famous people
> 
> 
> Hello,
> 
> A student of mine in my history and systems class asked me 
> today if I new 
> of any famous American Indian psychologists.  I was not able 
> to answer her 
> question.
> 
> Does anybody have any leads?
> 
> Thanks,
> 
> Greg
> 
> 
> 
> Greg Bohémier
> Associate Professor of Psychology
> Culver-Stockton College
> One College Hill
> Canton, MO 63435
> Office: 217-231-6422
> Fax:217-231-6615
> http://www.culver.edu/homepages/faculty/gbohemier/default.htm
> 
> 
> ---
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> [EMAIL PROTECTED]
> 

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RE: a simple question???

[FRANTZ, SUE]

I forwarded an article to Jean.  For others, here's the citation.

Harris, C.R. (1999).  The mystery of ticklish laughter.  _American
Scientist_, 87(4), 344-351.

I got the article through ProQuest.  If you don't have access and would like
a copy, let me know, and I'd be happy to forward it to you.

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]]
> Sent: Thursday, November 29, 2001 5:18 AM
> To: Teaching in the Psychological Sciences
> Subject: a simple question???
> 
> 
> Hello, I teach AP psych  in high school and recently a 
> student asked me what 
> seemed to be a simple question that I have no answer  
> to-perhaps someone can 
> help. Why do some of us laugh when we are tickled? 
> Jean Helmer
> Mainland Regional High School
> [EMAIL PROTECTED]
> 
> ---
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> [EMAIL PROTECTED]
> 

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RE: posting grades

[FRANTZ, SUE]

I, too, post grades on my website by a randomly-assigned 4-digit number.  My
syllabus reads "You can choose at any point during the quarter to have your
grades posted or stopped from being posted; just let me know."  

Students who have concerns about others trying to figure out their grade can
choose not to have their grade posted.

The problem I see with the handout method is that a student may use their
finger to find their number and trace their scores across the page, allowing
any nearby student to see.

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Gerald Henkel-Johnson [mailto:[EMAIL PROTECTED]]
> Sent: Thursday, October 11, 2001 1:41 PM
> To: Teaching in the Psychological Sciences
> Subject: posting grades
> 
> 
> 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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RE: posting grades

[FRANTZ, SUE]

Hmmm... I don't perceive the posting of grades as 
treating the students as less than adults.
 
I 
update the grade posting after an exam.  For instance, they had 
an exam on Wednesday, and their grades will be posted this 
afternoon.  This means the students don't have to wait until Monday's 
class to learn their exam grade.  This seems to alleviate some of their 
anxiety.  And it eliminates the student being shocked in class and not 
being able to hear anything for the rest of the class period.  

When I update the grade posting, all written assignment 
grades are also posted.  I encourage students to look at those and make 
sure that I haven't made a mistake in recording their grade.    

 
Also, 
I don't calculate their current course grade for them; I just tell them their 
grades on the assignments that they have already gotten back or will soon get 
back.
 
And I 
think there's value in students being able to see the performance of others in 
the class.  The student who fails a test may complain less about how unfair 
the test was when they see that there were many who scored well on it... and 
that those were the students who turned in all of their 
assignments.
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.ctc.edu/sfrantz/ 

  -Original Message-From: [EMAIL PROTECTED] 
  [mailto:[EMAIL PROTECTED]]Sent: Friday, October 12, 2001 6:19 
  AMTo: Teaching in the Psychological SciencesSubject: Re: 
  posting gradesHello,I don't post grades at all. Besides all 
  the ethical problems it seems to create, I think it encourages an attitude of 
  passive dependence on the instructor. When students ask me to post grades, 
  or to tell them how they are doing, I ask them to look at their quizzes, exam 
  grades and assignments. They can answer this question without my 
  input.Nancy MelucciLACCD --- You are currently subscribed 
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  [EMAIL PROTECTED]
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Voluntary list of TIPS members

[FRANTZ, SUE]

Hi all,

I'm freshly back from NITOP (happy to have finally met several of you!) and
am ready for another year.  =)

This is my semiannual message to remind you of the voluntary listing of TIPS
members' e-mail addresses, websites, and affiliations.  

http://flightline.highline.ctc.edu/sfrantz/tips

If you'd like to be included in this listing, please e-mail me your web
address (if you have one), your e-mail address (if different from the
address you're sending from), and your affiliation (and your affiliation's
web address).

If you're already listed, and your information has changed, please let me
know.

Thanks!
Sue

--
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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RE: Teaching causality

[FRANTZ, SUE]

Jeff asked about discussions of causality in Intro Psych. 

Outside of talking about correlations and experiments, I don't talk much
about causality early on.  As we progress through the course causality does
come up again and again, and I refer back to our coverage of research
methods.

When students get frustrated because I say things like "X seems to have an
influence on Y" instead of "X makes Y happen," I break out a chemistry
analogy that seems to work.

I tell my students:

"Let's say we have two chemicals.  We mix them together, and something
happens.  We mix them together again, and something ~different~ happens.  We
mix them together yet again, and, yet again, something ~different~ happens.
Why?"

Students reach into their chemistry knowledge and suggest that in one mixing
the chemicals were brought together in the presence of heat, or in the
presence of water, or in the presence of increased pressure, or the
chemicals were mixed in differing amounts, or in different purities, and so
on.

I go on to say:

"In psychology, we bring two or more factors together, and most of the time
one thing happens, but many times something different happens.  Why?  We
probably don't know.  Psychology is a young science.  By analogy, we're
still learning about the effects of heat, water, pressure, amounts, and
purities."

I've found that this helps many of my students grasp the complexity and see
that there are ~many~ things that influence our thoughts and behaviors...
and hopefully help them see, too, that it's not ~so~ complex that they need
to throw up their hands and say, "We're all just individuals, why bother?!"


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Jeff Ricker [mailto:[EMAIL PROTECTED]]
> Sent: Wednesday, January 16, 2002 8:44 AM
> To: Teaching in the Psychological Sciences
> Subject: Teaching causality
> 
> 
> Not being a sports fan or a person who has much of a portfolio, I
> thought I would ask a few questions about teaching psychology--simple
> questions that probably have no simple answers.
> 
> Do you attempt to discuss notions of causality in introductory
> psychology? If you do, how do you go about it? What problems have you
> run into?
> 
> I ask these questions because it has become very clear to me that
> students don't understand or are frustrated with the probabilistic
> statements we usually make in psychology regarding the causes of the
> phenomena we discuss. Thus, I have begun to incorporate an explicit
> discussion of causality right at the beginning of the course 
> in order to
> reduce the confusion and frustration. But I have found that 
> it is not a
> simple matter to discuss causality simply.
> 
> Any insights?
> 
> Jeff
> 
> --
> Jeffry P. Ricker, Ph.D.  Office Phone:  (480) 423-6213
> 9000 E. Chaparral Rd.FAX Number: (480) 423-6298
> Psychology Department[EMAIL PROTECTED]
> Scottsdale Community College
> Scottsdale, AZ  85256-2626
> 
> Listowner: Psychologists Educating Students to Think 
> Skeptically (PESTS)
> 
> http://www.sc.maricopa.edu/sbscience/pests/index.html
> 
> 
> 
> ---
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RE: two questions about race and culture

[FRANTZ, SUE]

The following excerpt is from the Princeton Alumni Weekly, October 25, 2000.
"Of Genetics, race, and evolution: What the director of Princeton's new
institute for genomics has to say".  
http://www.princeton.edu/~paw/features/features_05.html



Racial differences on the genetic level

Another realization coming from the genome project might have a profound
effect on social understanding. "From a scientific perspective," [Shirley
M.]Tilghman said, "there is no such thing as race. You cannot scientifically
distinguish a race of people genetically from a different race of people.
Now you can find a gene that affects skin color, and you can show that this
gene has one form in people of African descent and is different form of
people, let's say , of Danish descent. But that's just one little change.
That doesn't make them a race. If you look at all the other things in their
DNA that determine all the ways in which we're the same, in fact the two
DNAs are indistinguishable. 

So it seems that there is only one race: the human race. "There are
variants," Tilghman said, "and the variants we pay more attention to are the
variants that are visible to us. But in fact the variants that probably
matter much more than whether your skin is black or your skin is white are
variants that predispose you to breast cancer. And those occur in all
populations; variants that predispose you to heart disease; variants that
predispose you to Alzheimer's disease. And those do not track by race. So
the important ones are not the visible ones."



The following is an excerpt from the Atlantic Monthly, April 2001, "The
Genetic Archaeology of Race". 
http://www.theatlantic.com/issues/2001/04/olson-p1.htm



There's a simple way of describing our genetic relatedness. Not only do all
people have the same set of genes, but all groups of people also share the
major variants of those genes. Geneticists have never found a genetic marker
that is of one type in all the members of one large group and of a different
type in all the members of another large group. That's why ethnically
targeted biological weapons would never work. Every group overlaps
genetically with every other. 

The extreme interpretation of this observation, now popular in academia, is
that biological groups do not exist. That's obviously absurd. The ways in
which typical Nigerians, Koreans, and Norwegians differ physically belie any
claim that all human groups are somehow "socially constructed." But the
development of
morphological differences in a widely distributed species is a biological
commonplace. Whenever the members of a group are more likely to mate inside
the group than outside, the frequency of particular genetic markers within
that group can become higher or lower. In most cases these changes are
entirely random, as with the blood-type distributions that Cavalli-Sforza
studied in Italian villages. But natural selection can also be a factor. To
take the classic example, as modern human beings moved from equatorial
regions into more-northern latitudes, dark skin was no longer needed to
protect the body from the sun's ultraviolet rays, and light skin made it
possible for the body to produce more vitamin D. The resultant lightening of
skin color seems to have occurred at least three times during human history:
when Africans moved north into the Middle East and then into Europe; when
dark-skinned people living on the islands and mainland of Southeast Asia
migrated into what is today China; and when people from southern India moved
north into the Punjab (genetics research is demonstrating that migrations of
European people into the Subcontinent have had much less biological
significance than is commonly assumed).

"What we see is the surface of the body, but the surface of the body is
determined by climate," Cavalli-Sforza says. "Adaptations to climate have to
be superficial, because those are the parts of the body that are exposed to
the outside world." New Guinea highlanders and sub-Saharan Africans are
about as different from each other genetically as any human beings on earth.
Yet they have physical similarities because of where they live, including
dark skin to protect against the rays of the sun.


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/


> -Original Message-
> From: Rod Hetzel [mailto:[EMAIL PROTECTED]]
> Sent: Friday, January 18, 2002 9:36 AM
> To: Teaching in the Psychological Sciences
> Subject: two questions about race and culture
> 
> 
> In class today we were talking about culture, ethnicity, race, and the
> genetic theory of evolution.  Two questions came up that I could use
> some help with.  
> 
> 1.  My students had a hard time understanding the follow

Revising Course Evaluations

[FRANTZ, SUE]

Hi all,

Our department is in the process of revising our course evaluations. I was
hoping some of you kind souls would be willing to share your course
evaluation form with us.  Any comments you have about your form that you
think we might find useful would be great!

Surface mail address and fax number are below; whichever you prefer is fine!
Or if you have an electronic version, you're welcome to send an attachment:
[EMAIL PROTECTED]

Once we've completed ours I'd be happy to send a copy to any who would like
it.

As always, thanks!

Sue Frantz
Highline Community College 
Psychology Dept. 11-1 
PO Box 98000 
Des Moines, WA  98198

Fax:(206)870-3767

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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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Field sobriety test

[FRANTZ, SUE]

Steve Tuholski asked:

> 2. A common field sobriety test involves having the person follow the 
> police officer's finger as they move it from side to side.  
> If someone has 
> had too much alcohol, their eyes will "twitch" when the 
> finger gets near 
> the peripheral visual field.  Why does that happen?

The National Highway Traffic Safety Administration (in the U.S.) has a
pretty extensive website on this.
http://www.nhtsa.dot.gov/people/injury/enforce/nystagmus/hgntxt.html

"There are several types of nystagmus. Alcohol causes two types: alcohol
gaze nystagmus, which includes HGN, and positional alcohol nystagmus.
Although alcohol causes both, alcohol gaze nystagmus and positional alcohol
nystagmus are
very different and easily distinguishable. Testing for positional alcohol
nystagmus is not a part of the standardized field sobriety test battery."


The following is from the NHTSA page referenced above.



Alcohol Gaze Nystagmus (AGN) 

Gaze nystagmus is a type of jerk nystagmus where the eye gazing upon or
following an object begins to lag and has to correct itself with a saccadic
movement toward the direction in which the eye is moving or gazing.7 Gaze
nystagmus is due to disruptions within the nervous system. Alcohol gaze
nystagmus (AGN) is gaze nystagmus caused by alcohol. AGN occurs as the eye
moves from looking straight ahead (called resting nystagmus), to the side
(called HGN), or up (called vertical nystagmus or VGN). The effect of
alcohol on eye movement has been described as follows: 

Alcohol is a central nervous system depressant affecting many of the higher
as well as lower motor control systems of the body. This results in poor
motor coordination, sluggish reflexes, and emotional instability. The part
of the nervous system that fine-tunes and controls hand movements and body
posture also controls eye movements. When intoxicated, a person's nervous
system will display a breakdown in the smooth and accurate control of eye
movements. This breakdown
in the smooth control of eye movement may result in the inability to hold
the eyes steady, resulting in a number of observable changes of impaired
oculomotor functioning."

Positional Alcohol Nystagmus (PAN) 

Positional nystagmus occurs when a foreign fluid, such as alcohol, is in
unequal concentrations in the blood and the fluid contained in semi-circular
canals in the vestibular (inner ear) system. The vestibular system controls
a person's balance, coordination and orientation. The eyes depend on the
vestibular system to stabilize them against any head movements.  Disruptions
in the vestibular system will have an adverse effect on the messages sent to
the eyes when the head moves. Positional nystagmus manifests itself as jerk
nystagmus in which the direction of the saccadic movement depends on head
movement.

Positional alcohol nystagmus (PAN) occurs when alcohol is the foreign fluid.
There exist two types of PAN. In PAN I, the alcohol concentration is higher
in the blood than in the vestibular system fluid and occurs when a person's
blood
alcohol content (BAC) is increasing. In PAN II, the alcohol concentration is
lower in the blood than in the vestibular system fluid and occurs when a
person's BAC is decreasing. 

Nausea, dizziness, vertigo and vomiting accompany PAN I and PAN II, which
indicate high doses of alcohol. High intensity PAN is evident when a
subject's eyes are open, but open eyes block lower intensity PAN. As a
result, PAN is most easily recorded when the subject is lying down, head to
the side with the
eyes closed.




--
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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cell phones & pagers

[FRANTZ, SUE]

I haven't had a strong policy.  I've just asked that students turn them off.

Then I learned that one of my colleagues starts everybody off with 2 extra
credit points.  If their phone goes off in class, he deducts 2 points from
the offender... and 2 points for every incident thereafter.

At the beginning of this term, I told my students of my colleague's policy
and asked if they would like that implemented for their class.  The
overwhelming response was, "YES!"  When asked, "Why?" students provided
~many~ strongly-voiced reasons.  That was good for their fellow students to
hear.  

I added that I was aware that things do come up, e.g., family member on a
death-watch, an EMT on call, etc.  "If that is true for you, place your
phone on 'buzz' and sit near the door.  If you do not have a buzz feature,
please let the class know before class begins that you're expecting an
important call.  It's less annoying if we know that it isn't just a friend
calling to chat or your partner asking you to pick up milk on your way
home."

The result?  Most everybody checks to make sure their phones are off before
class starts.  =)

To those students who leave their phones on so their kids have continous
access to them, okay, but they might want to make sure that the kids know
when mom or dad is in class and only call them if it is truly an emergency.
Otherwise, it's going to hurt mom's/dad's grade.

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Claudia Stanny [mailto:[EMAIL PROTECTED]]
> Sent: Wednesday, January 30, 2002 7:00 AM
> To: Teaching in the Psychological Sciences
> Subject: RE: cell phones & pagers
> 
> 
> I've begun to include the following paragraph on the syllabus 
> of all of my
> classes:
> 
> 
> Classroom courtesy is essential.  Students who attend class 
> are motivated to
> learn and are annoyed when other students engage in 
> disruptive behavior.  Cell
> phones, beepers, chatting with friends, rattling newspapers 
> and cracking food
> wrappers, and similar behaviors are annoying and distracting to other
> students.  Please respect the right of each student to hear 
> the lecture and
> participate in class discussion.  Turn off all cell phones 
> and beepers during
> class (or put them on “buzz” and sit near the door if you 
> cannot protect your
> time and must be available to the outside world during 
> class).  If you must
> respond to a call or feel the need to converse with a 
> classmate, please leave
> the room so that your activities will not disrupt class or 
> interfere with the
> attention of other students.

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RE: cell phones & pagers

[FRANTZ, SUE]

That would be true if there were only 100 points available in my course. In
one course, there are 300 points. In another, there are 480 points.  

If you'd rather, think of it as a "class participation" grade. =)

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Louis_Schmier [mailto:[EMAIL PROTECTED]]
> Sent: Wednesday, January 30, 2002 9:37 AM
> To: Teaching in the Psychological Sciences
> Subject: Re: cell phones & pagers
> 
> 
> So, if their grade is 88, a B+, the two extra points for not 
> having a cell
> phone on pushes them into an A-?  And, if they have a 91, an 
> A-, having a
> cell phone ring once, drops them down to a B+?  So, I guess those
> students' granes are "phoney."
> 
> 
> 
> Make it a good day.
> 
>--Louis--
> 

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RE: cell phones and pagers

[FRANTZ, SUE]

I was reading Michelle's message to my officemate.  She replied, "I did
that!"  She had her husband call.  "Oh not much, what are you up to?  What
do you think we should do for dinner?"  And so on.  The students got the
point, and it stopped the problem.  

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Michelle Miller [mailto:[EMAIL PROTECTED]]
> Sent: Wednesday, January 30, 2002 10:19 AM
> To: Teaching in the Psychological Sciences
> Subject: Re: cell phones and pagers
> 
> 
> So far, I haven't had *too* much of an issue with this...but 
> I've thought if the cell phone thing ever gets to be a 
> problem, it might get the point across to get a confederate to call me
> mid-class one day on my cell phone, then answer it while 
> standing in front of the class: "Oh, hi...Not much, what 
> about you?"  Yak for a minute or so, then hang up.  Might be 
> one way to
> dramatize the "turn it off/set it to vibrate/take it outside" policy.
> 
> Then again, the day will probably come when I really do 
> forget to turn the phone off during class and end up getting 
> a call!  Maybe we should all have a beginning-of-class ritual 
> where we turn
> them silent in unison.
> 

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Course evaluations: 2nd try

[FRANTZ, SUE]

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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RE: Course evaluations: 2nd try

[FRANTZ, SUE]

Hi Marcia,

Thanks a lot for the information!  We really appreciate it!

What does your departmental evaluation look like?  Do you feel like it gets
at what you'd like to know? 

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: McKinley, Marcia [mailto:[EMAIL PROTECTED]]
> Sent: Thursday, January 31, 2002 10:22 AM
> To: Teaching in the Psychological Sciences
> Subject: RE: Course evaluations: 2nd try
> 
> 
> I'm sorry for the delay, Sue.  I use 2 forms:  the required 
> departmental one and the IDEA form put out by the IDEA Center 
> at Kansas State U.  (Although I don't use the latter with 
> small classes.  I figure that there are so many reliability 
> issues when I have a class size of 8 that it isn't worth 
> paying for the IDEA evals).  The website is:  
> http://www.idea.ksu.edu/products/Sturatings.html
> 
> The IDEA evals have the same validity issues as other student 
> ratings.  However, they have been extensively studied and 
> found to be reliable.  In addition, they control for effects 
> of class motivation and size (via multiple regression, if I 
> am remembering correctly).  The evals compare students' 
> ratings of their progress on certain learning objectives with 
> instructors' evaluation of the importance of the objectives.  
> The reports are easy to read.  The downside, of course, is the cost.
> 
> Good luck,
> Marcia
> 
> Marcia J. McKinley, J.D., Ph.D.
> Assistant Professor of Psychology
> Mount St. Mary's College
> Emmitsburg, MD  21727
> (301) 447-5394 x4282
> [EMAIL PROTECTED] or [EMAIL PROTECTED]
> 
> 
> 
> 
> 
> -Original Message-
> From: FRANTZ, SUE [mailto:[EMAIL PROTECTED]]
> Sent: Thursday, January 31, 2002 12:24 PM
> To: Teaching in the Psychological Sciences
> Subject: Course evaluations: 2nd try
> 
> 
> 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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RE: national undergrad enrollment data?

[FRANTZ, SUE]

Hi Chuck,

For U.S. data, go to the National Center for Education Statistics (NCES):
http://nces.ed.gov/

To look at post-secondary data, use the drop down menu.  Once on the
Integrated Post-secondary Education Data System (IPEDS) site, click on
"Data" in the menu box on the left.  From here, you can look at completions
data, faculty salary data, fall enrollment data, etc.

I'm not sure if this is the data you're looking for since it's specifically
about the number of degrees awarded rather than the number of majors.

If you want to go directly to the "Completions" data, click here:
http://nces.ed.gov/Ipeds/completions.html

For 97-98, the most recent data available, there were 1,184,406 Bachelor's
degrees awarded in the U.S.  Of those, 73,972 (6.2%) were in psychology.
That info can be found on page 16 of this pdf file:
http://nces.ed.gov/pubs2001/2001177.pdf

For 96-97, 1,172,879 Bachelor's degrees with 74,191 (6.3%) in psychology.
That info can be found on page 14 of this pdf file:
http://nces.ed.gov/pubs2000/2000174.pdf

For 95-96, 1,164,792 Bachelor's degrees with 73,291 (6.3%) in psychology.
That info can be found on page 27 of this pdf file:
http://nces.ed.gov/pubs98/98256.pdf

Files are available back to 89-90, but everything prior to 95-96 is in a zip
file, and I'm not interested enough to download and unzip.  =)



--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Chuck Huff [mailto:[EMAIL PROTECTED]]
> Sent: Tuesday, February 12, 2002 11:42 AM
> To: Teaching in the Psychological Sciences
> Subject: national undergrad enrollment data?
> 
> 
> Colleagues,
> 
> I am looking for data on trends in enrollment in undergraduate 
> psychology.  I have been to research.apa.org and not found what I 
> wanted. I would like a graph/table of national enrollment/# 
> graduating majors in psych over the last 10 year with data as recent 
> as possible.
> 
> Any suggestions about where i would get this?
> 
> -Chuck
> 
> 
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RE: distributing lecture notes

[FRANTZ, SUE]

Yes, I make my lecture outlines available on my website for those who are
interested in printing them out.  

I've found that several students bring them to class to take notes on.  It
hasn't sped up my lecture as far as I can tell, because I still take the
time to write my outline on the board as I go along.  I just get fewer
people struggling to make sense of my handwriting.  =)

I also like to think that students spend ~more~ time mulling over the
concept when they are not worrying about how to spell it.  

Students also use the outlines to guide their reading; they pay more
attention to the concepts I'm going to cover in class.  In some ways that's
nice (they've at least ~read~ the sections I'm going to cover).  However, I
emphasize that the text is their first source of information; I bill myself
as an assistant to the text -- adding and clarifying information.  The
students' focus on my outline puts me back in front with the text assisting
me.  That's not enough for me to scrap the availability of my outlines
though.

With the outlines, I include links to websites that provide more information
on the topic.  I don't have as many links as I'd like, but they are being
gradually added. (Thanks to Jeff Ricker and Stephen Black; I just added the
sleep deprivation link to my States of Consciousness outline, complete with
the little tidbit on Fran and Marie!)  Eventually, I'd like to include
recommended readings with each outline for those who have some free time.
Ah... things I'm ~sure~ I would have done last summer had I not moved 1900
miles to start a new job.  =)

--
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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RE: Question related to drugs

[FRANTZ, SUE]

See http://www.fda.gov/ for more information.

The FDA regulates:

Food
Drugs
Medical devices, e.g., contact lenses, pacemakers, hearing aids
Biologics, e.g., blood products, vaccines
Animal feed and drugs
Cosmetics
Radiation-emitting products, e.g., cell phones, lasers, microwaves

As for dietary supplements, they do not have to have preapproval to go to
market.  But if the product is deemed unsafe, then the FDA can take action:

"FDA regulates dietary supplements under a different set of regulations than
those covering "conventional" foods and drug products (prescription and
Over-the-Counter). Under the Dietary Supplement Health and Education Act of
1994 (DSHEA), the dietary supplement manufacturer is responsible for
ensuring that a dietary supplement is safe before it is marketed. FDA is
responsible for taking action against any unsafe dietary supplement product
after it reaches the market. Generally, manufacturers do not need to
register with FDA nor get FDA approval before producing or selling dietary
supplements. Manufacturers must make sure that product label information is
truthful and not misleading. 

"FDA's post-marketing responsibilities include monitoring safety, e.g.
voluntary dietary supplement adverse event reporting, and product
information, such as labeling, claims, package inserts, and accompanying
literature. The Federal Trade Commission regulates dietary supplement
advertising."

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Jean Edwards [mailto:[EMAIL PROTECTED]]
> Sent: Friday, March 01, 2002 9:49 AM
> To: Teaching in the Psychological Sciences
> Subject: Question related to drugs
> 
> 
> A student asked what classes are drugs are regulated by the 
> FDA. I know
> substances such as health food supplements are not covered, such as
> vitamins, herbs, etc., but I wasn't sure about OTCs such as 
> aspirin, cold
> remedies, etc.
> 
> Thanks to all who reply,
> 
> J Edwards
> [EMAIL PROTECTED]
> 
> 
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RE: Vestibular sense and skaters

[FRANTZ, SUE]

Ice skating controversies just will ~not~ go away.  =)  

I have no idea if this contributes anything to the discussion, but at least
I put off grading papers for a couple hours.  =)

Skaters are apparently referred to as 'righties' or 'lefties' based on their
spin direction and not on their handedness.  I wonder if people who hear
that a particular skater is a 'lefty' assume the skater is left-handed.  

Todd Eldredge, Sarah Hughes, Rudy Galindo, Rosalynn Sumners, and Denise
Biellmann are all lefty spinners.  Eldredge and Hughes are both
right-handed.  Rudy Galindo is left-handed. Sumners and Biellmann are of
undeterminate handedness, meaning, I have no idea.

Michelle Kwan spins both clockwise and counter-clockwise; she is
right-handed.

(Determination of handedness was made by viewing images in which the skater
was signing their name.)


http://www.skatejournal.com/basics.html


Skaters tend to favor a natural rotation direction. Although, skaters may be
called "righties" or "lefties", rotation is not necessarily related to the
hand the skater favors for writing. 

Counter Clockwise
Most skaters rotate counter clockwise (CCW). They perform forward spins on
their left foot, backspin on the right foot and land common rotational jumps
on the right foot. These skaters have been called "righties". Since CCW
skating is most prevalent, the elements included in this glossary will be
described for CCW skaters. If you prefer to skate clockwise (CW), simply
mirror the descriptions in this glossary. 

Clockwise
A smaller fraction of skaters rotate clockwise, meaning they perform forward
spins on the right foot, back spins on the left foot and land rotational
jumps on the left foot. These skaters are often called "lefties" though they
are not necessarily left-handed. 

Ambidexterity
The term "Ambidexterity" describes individuals who are equally capable of
performing tasks with the right or left side of their bodies. While very few
skaters perform jumps in both directions, there have been some who spin in
both directions. However, footwork should include turns in both directions,
which contributes to the difficulty of the sequence. The Ice Skating
Institute of America (ISIA) requires participants to jump in both directions
to pass advanced tests. 



http://oror.essortment.com/figureskatingi_rfmx.htm

Each spin has several attributes that define which spin it is. These
attributes are: foot, direction the skate is travelling in, direction of
rotation, and position. Several of these attributes are interconnected. 

The most basic of these attributes is direction of rotation. This is either
counter-clochwise (CCW) or clockwise (CW). Most skaters spin
counter-clockwise. One notable exception is Todd Eldrege, who normally spins
clockwise. Additionally, Michelle Kwan is famous for having learned to spin
in both directions. This is a very difficult skill which very few skaters
take the time to learn. 

The direction of spin determines which foot the forward spin is performed
on. The CCW spinner performs the forward spin on the left foot; the CW
spinner performs the forward spin on the right foot. Let's use the CCW
direction for simplicity.


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Tom Allaway [mailto:[EMAIL PROTECTED]]
> Sent: Friday, March 08, 2002 12:57 PM
> To: Teaching in the Psychological Sciences
> Subject: Re: Vestibular sense and skaters
> 
> 
> Before we work too hard coming up with explanations for Harry Avis'
> suggestion that righties and lefties turn differently, 
> perhaps we should
> ask whether it's true.  The Coren stats on handedness/ 
> footedness don't
> address it.  Does anyone have any actual data?
> 
> Corollary to "If it ain't broke...":  Until you know it's real, don't
> explain it.
> 
> 
> 
> 
> ---
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Facilitated Communication

[FRANTZ, SUE]

Hi all,

Imagine the following hypothetical situation.

A student enrolls in your intro to psych and human sexuality courses.  The
student is believed to be autistic and is attending class with a
facilitator.  Your college does not have a policy on Facilitated
Communication (FC), but prefers to evaluate each case individually.  

You're aware that several professional organizations, e.g., American Academy
of Child & Adolescent Psychiatry, American Academy of Pediatrics, American
Association on Mental Retardation, American Psychiatric Association, do not
view FC as an appropriate technique.

The letter of accommodation from your institution's counselors states that
the use of the student's own facilitator is an appropriate accommodation for
in-class work and test-taking.

What do you do?

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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RE: Facilitated Communication

[FRANTZ, SUE]

Hypothetically, what if the counselors are going along with the FC
accommodation because the administration won't set policy, therefore causing
the counselors to believe that the administration won't back them, the
counselors, in case of a law suit?


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.ctc.edu/sfrantz/

> -Original Message-
> From: Mike Scoles [mailto:[EMAIL PROTECTED]]
> Sent: Monday, April 01, 2002 5:18 PM
> To: Teaching in the Psychological Sciences
> Subject: Re: Facilitated Communication
> 
> 
> Challenge it!  Cite those organizations that you have listed. 
>  If you can get
> your hands on it, show the counselors the "Prisoners of 
> Silence" (Frontline)
> video from a few years back.
> 
> "FRANTZ, SUE" wrote:
> 
> > You're aware that several professional organizations, e.g., 
> American Academy
> > of Child & Adolescent Psychiatry, American Academy of 
> Pediatrics, American
> > Association on Mental Retardation, American Psychiatric 
> Association, do not
> > view FC as an appropriate technique.
> >
> > The letter of accommodation from your institution's 
> counselors states that
> > the use of the student's own facilitator is an appropriate 
> accommodation for
> > in-class work and test-taking.
> 
> --
> *
> * Mike Scoles  *[EMAIL PROTECTED]   *
> * Department of Psychology *voice: (501) 450-5418   *
> * University of Central Arkansas   *fax:   (501) 450-5424   *
> * Conway, AR72035-0001 **
> * http://www.coe.uca.edu/psych/scoles/index.html 
> 
> 
> 
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RE: scientifically impaired

[FRANTZ, SUE]

I clipped this out of our morning paper.  The timing was perfect.  Today's
topic: Heuristics.

I used the two pieces below to illustrate the availability heuristic.  We
hear a lot about global warming.  And we see a lot of shows/cartoons/ads
that depict dinosaurs and humans coexisting.  

Btw, after I said that dinosaurs and humans did not coexist, twice, a
student with shock in his voice said, "Dinosaurs and humans didn't live at
the same time?"  Nope.  They didn't.  Now, I knew that some of my students
would believe that, perhaps even 48% of them.  I didn't expect anyone to say
it out loud, especially after I said that it wasn't true.  No dull moments
in front of the classroom.

Still adjusting to the quarter system,
Sue

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/


> Seventy-seven percent of those surveyed believe in the theory 
> of global
> warming, that the planet is being heated by an excess of 
> carbon dioxide in
> the atmosphere. Of those surveyed, 86 percent said global warming is a
> serious or "somewhat serious" problem.

> The earliest humans lived at the same time as the dinosaurs. (False.
> Dinosaurs died off millions of years before humans appeared.) 
> 48 percent.


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Milgram Obedience Song

[FRANTZ, SUE]

Oh, the wonders of the internet...

http://www.wjh.harvard.edu/~wegner/music.htm


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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"Sexpert" Jay Friedman

[FRANTZ, SUE]

Hi all,

Anyone have a review of "sexpert" Jay Friedman?

Thanks!
Sue

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Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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Re: Questions about Adult Learners

[FRANTZ, SUE]

Having taught large numbers of 'adult learners' for the greater portion of 
my career, I'd like to add that a lot of the negative stuff that comes from 
our 'adult learners' is probably closely tied to feelings of terror. 

They're in a room with people young enough to be their children or 
grandchildren ("I don't fit in here") and may perceive time running out 
("I'll be 50 when I finish my degree; will I be able to find a job?  If I 
do, will I succeed?  What if I don't?  If I don't do well in this class, 
it'll take me even ~longer~ to finish!  And why is my instructor ~younger~ 
than I am?!  If I had only gone to college (stayed in college) years ago ~I~
could be teaching this class!"). 

This past year I had a student in her early-40s who was ready to talk with 
my dept chair about an exam after discovering she earned a high C on it; she
was sure she should have earned an A.  I did everything I could to be 
supportive of her ("Come talk with me; we'll go over the test and find out 
where you're having problems," "This course may require different study 
techniques; come talk with me about other techniques," "A lot of people 
struggle with this course the first time through.").  A couple days later 
she did come by.  I learned that her situation at home wasn't good.  She 
wanted to get a nursing degree so she'd be able to leave and support 
herself.  Earning less than a 4.0 in the course meant that she might not 
make it into the nursing program. 

As instructors, we're lightning rods. 

On the damage-control side: 
When students get upset, I try to learn the underlying source of their anger
or frustration.  What else is going on in their lives?  Why do they feel
that a 4.0 is essential in this course?  What do they want to do with their
degree?

On the prevention side: 
I've been doing more and more the first day of class to set up expectations 
for my courses.  These are a few things that I either discuss in class or 
have written in my syllabus. 
-- this is not an easy course 
-- for every hour in class, 2 hours out just to do C-level work (one or two 
classes may require 15 to 20 hours per week, depending on quarters or 
semesters 
-- that's why one or two classes is considered part-time -- just like a
part-time job) 
-- I'm not here to teach you; I'm here to help you learn (and I will do 
everything in my power to help you learn, but you have to take 
responsibility for your own learning) 
-- grades are not determined by effort, but by the quality of your work 

Doing this seems to have helped.  If nothing else, I get to say, "The first 
day of class, I said..." 

On the website for my course, I include an "Advice from Former Students" 
page.  At the end of the course, I ask my students if they'd like to provide
advice to the next group who will be taking the course.  "If other students
who have been through the course tell me I should read the textbook, then
maybe I should."  This also seems to mitigate some of the fear that comes
from taking a new course. 

Under the category of "When All Else Fails": 

I once had a student repeatedly complain about the tests, the assignments, 
the amount of reading.  I kept repeating, "I know, college is tough." 
Finally I said, "Are you asking me to lower my standards?"  That ended the 
complaints. 

Hang in there Beth!! 

Sue Frantz
Highline Community College
Des Moines, WA


  Beth wrote: 
  ** 
  What I see with too, too many of my adult learners is often an attitude 
  of: 
  "I paid good money for this course and therefore I: 
a.  expect an A. 
b.  don't want to be hassled with too much work. 
c.  am going to be furious with the teacher if I don't get a good 
  grade 
  on my test(s) 
d.  am going to be furious with the teacher if he/she catches me being 
  a 
  little too lax with citing sources 
("She calls it plagiarism!!!  How dare she accuse me of that!!!  A 
  couple of pages lifted from the web is no 
big deal.") 
e.  want the course to be run according to my specifications. 
f.  all of the above. 
   

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RE: abnormal psychology assignment ideas

[FRANTZ, SUE]

At the Project Syllabus website
(http://www.lemoyne.edu/OTRP/projectsyllabus.html), I found one abnormal
psych syllabus (Margaret Launius).  You can access her syllabus directly at:
http://www.mnsfld.edu/~mlaunius/Psy391/391Syllabus.html.

She has an interesting idea:
"Current Events:  Students will be expected to bring in 1 article/clipping
from a newspaper, the Internet, scientific journals, or magazines on a
bi-weekly schedule that will be determined during the first week of classes.
The CE's must pertain to one of the topics covered in the course during that
week. You will write a 11/2 - 2 page summary of the article and attach this
to the copy of the article. These materials will be collected each Wednesday
and will be used to stimulate class and small group discussions. Each
Current Event is worth a maximum of 10 points. The specific instructions and
CE form can be downloaded from the course web site.  More information about
this project will be provided in class." 

If you have an abnormal (or other psych syllabus) you particularly like,
consider submitting it for peer review and possible posting on the Project
Syllabus site (through the Office of Teaching Resources in Psychology, part
of APA Div 2).

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

 

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RE: research methods course

[FRANTZ, SUE]

Title: Re: research methods course



As a 
supplement, I'd recommend
 
Szuchman, L.T. (2002). _Writing with style: APA style 
made easy_, 2nd ed.  Wadsworth.
 
It's a 
130-page paperback with lots of exercises that require students to look at 
published research for help with the formulaic writing.
 
For 
example, "Exercise 4" from chapter 3:
 
"Now 
look at the final few paragraphs of the introduction.  Find the specific 
hypothesis.  Copy the phrases that indicate that these are 
_hypotheses_.  Look for such words as _predict_ or _expect_ if you don't 
see what you are looking for right away.
 
"1.  Specific predictions were as 
follows...
"2.  Experience with vegetables should affect the 
way in which babies understand differences between peas and 
carrots.
"3.  The use of hot peppers was expected to 
enhance the flavor of the pizza.
"4. 
___
"5. 
___
"6. 
___"
 
My 
students gave this book high marks; to a person, they said they found the book 
very helpful.  
 
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 

  -Original Message-From: Kirsten Rewey 
  [mailto:[EMAIL PROTECTED]]Sent: Wednesday, July 10, 2002 7:39 
  AMTo: Teaching in the Psychological SciencesSubject: Re: 
  research methods course
  I will be teaching a 
new second year research methods course at a community college. This course 
is aimed at psych majors. I am intending to use "The Psychologist as 
Detective" by Smith & Davis. I wonder if any one out there has had any 
experience with this text. Is it manageable for a 15 week course? How do 
students react to it?
   
  Thanks, 
  John
  
  
  John -
  
  I used Smith & Davis for several years while teaching a research 
  methods course. It is a wonderful textbook. Very do-able in 15 weeks (I 
  actually covered it in about 8 so students could spend the next 7 weeks 
  conducting independent research). My students found it very readable, very 
  accessible, and found the wealth of examples very helpful.
  
  I think you, and your students will enjoy the experience.
  
  Kirsten
  -- 

  Kirsten Rewey, 
  Ph.D.    
  |Coordinator of Introduction 
  to  |   
  Research Methods and Statistics  |  
  "Well-behaved women rarelyDepartment of 
  Psychology    
  |    make history."University of 
  Minnesota 
  |   Laurel Thatcher UlrichN218 Elliott 
  Hall   
  |75 East River 
  Road  
  |Minneapolis, MN 
  55455   
  |(612) 
  625-0501  
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TIPS Web Listing Update?

[FRANTZ, SUE]

Hi all,

I've been so busy this last year with my move and all, that I don't think
I've asked in awhile if there are changes that need to be made to the TIPS
Web Listing at http://flightline.highline.edu/sfrantz/tips/

If you are not listed there, would you like to be?  If so, send me your name
(as you'd like it to appear), your e-mail address (if different from the one
you're sending from), your web address (if you have one, or your
departmental address if you'd prefer), your affiliation, and your
affiliation's web address.

If you are listed, are there corrections that need to be made to your
listing?  I'm in the midst of checking web addresses.  Did I miss any
changes in your entry?  Same e-mail address?

Hope you find the listing useful!
Sue

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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RE: Supporting Frantz's lizt - e-mail & spam

[FRANTZ, SUE]

Thanks for the suggestion, David!

For those of you listed on the TIPS members page, I would be happy to
encrypt your e-mail address with javascript.  

In your listing, instead of your e-mail address, you would see "E-mail
Yourname".  Clicking on that text would call up your default e-mail program.
Or you could mouse over the text and the e-mail address would appear in the
bottom bar of your browser (Netscape or Explorer).  

For an example, go to the TIPS members page:
http://flightline.highline.edu/sfrantz/tips/index.htm

and scroll down to my name: Frantz, Sue.

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

> -Original Message-
> From: David Likely [mailto:[EMAIL PROTECTED]]
> Sent: Wednesday, September 18, 2002 9:10 AM
> To: Teaching in the Psychological Sciences
> Subject: Re: Supporting Frantz's lizt
> 
> 
> At 11:13 PM 17/09/02 -0400, S. Black wrote to encourage 
> TIPSters to send in 
> names and particulars to Sue Franz's list.
> 
> I wondered if people might be a tad reluctant to have their 
> email addresses 
> appear on a public web page because spam demons and hackers 
> will find it 
> and send you a considerable amount of garbage.  (Certainly, 
> they found me 
> long ago, probably from the address on my own pages. Norton 
> anti-virus is 
> kept pretty busy, and so is my delete key. My university, 
> bless 'em, is 
> trying out Spam Assassin, so that problem should be ameliorated soon.)
> I understand that there are some ways to list addresses while 
> fooling the 
> demons. I think it's safe to post an email address if you put 
> some fake 
> characters -- blanks will do, or put "at" instead of @  -- in 
> the address, 
> and explain to legit users that they will have to retype it, 
> or copy and 
> edit. For something that you can click-to-mail, I've seen 
> javascripts that 
> generate the address "on the fly" which also is said to fool 
> the address 
> harvesters. (Sue, you might know all this stuff better than 
> me, or even be 
> using some anti-demon tricks already.)
> 
> -David
> ===
> David G. Likely, Department of Psychology
> University of New Brunswick
> Fredericton, N. B., Canada  E3B 5A3
> History of Psychology: 
http://www.unb.ca/psychology/likely/psyc4053.htm
OALP Login for Psyc4054: httpS://www.unb.ca/sweb/psych/likely



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RE: Organ reversal

[FRANTZ, SUE]

Stephen wrote to Don Allen:
 
> 1) How and when did he find out that he had this condition? After 
> all, it's not like situs inversus babies are born with a tag which 
> says: "Note: this product has a right-hand drive".

For what it's worth... 

Anecdotal (N=1): I had a friend in grad school who had this condition.  Soon
after she was born, it was discovered that she had an ailment that required
the surgeons to go into her chest cavity on the side opposite her heart.
When they got in on her right side, they discovered her heart was there.
So... back out they went, and re-entered on her left.  Now she has matching
scars and knowledge of where to find her heart.
 
> 2) Are there any health concerns associated with the condition, or is 
> it entirely benign?

Beats me.  My friend didn't note any health concerns.  To my knowledge her
ailment wasn't related to her condition.



--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/ 

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Blooper

[FRANTZ, SUE]

I'm grading exams -- thought this was worth sending.

"When going outside during the day, after watching a movie, your pupils get
smaller than they were.  Why?  Because all of a sudden you have all these
lightwaves coming in so your eye has to adapt to them.  What controls the
size, or what makes them small or big is the irish."

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

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RE: TV alert: Phineas on the tube

[FRANTZ, SUE]

And you can watch the Scientific American Frontiers segments online.

http://www.pbs.org/saf/1302/video/watchonline.htm

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

> -Original Message-
> From: [EMAIL PROTECTED] [mailto:Drnanjo@;aol.com]
> Sent: Friday, October 18, 2002 12:15 PM
> To: Teaching in the Psychological Sciences
> Subject: Re: TV alert: Phineas on the tube
> 
> 
> You can also purchase them at that website - pretty reasonable prices.
> 
> Nancy Melucci
> Long Beach City College
> 
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RE: Student Question

[FRANTZ, SUE]

Title: Student Question



I 
haven't tried this, but I'm not opposed to someone else trying it.  
=)
 
Have 
students get into pairs.  
 
Student A will extend their left arm, and Student B 
will push down on it.  Student A's job is to resist.  After 10 seconds 
(or whatever time period seems right), have the students 
stop.
 
Now sell the false idea that alumninum 
weakens muscles by being absorbed through the skin (or something similar 
with a similarly bogus story).  
 
Student A will be given an aluminum can to hold in 
their left hand.  Again, Student A will extend their left arm, and Student 
B will push down it.  Again, Student A is to resist.  

 
If 
Student A bought the story, their arm should fall more quickly or drop 
further.
 
--Sue 
Frantz  Highline Community 
College   Psychology  
Des Moines, WA206.878.3710 x3404  [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ 

  -Original Message-From: Cheri Budzynski 
  [mailto:[EMAIL PROTECTED]]Sent: Monday, October 21, 2002 9:16 
  AMTo: Teaching in the Psychological SciencesSubject: 
  Student Question
  Here is a question posed by one of my 
  students: 
  My group is presenting tomorrow for class 
  discussion on placebo effects. We were trying to think of some type of placebo 
  we could use in the classroom, but were coming up short with ideas. So, we 
  were wondering if you had any in mind that we could use in a classroom 
  setting??
  Does anyone have an idea of an example of a 
  demonstration of placebos that you could use in a class? 
  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 ---You are 
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RE: usefulness vs.historical place

[FRANTZ, SUE]

I'm in total agreement with Linda Woolf -- speaking of research-based content.  

One of the things I looked at in choosing an abnormal text this quarter was the 
treatment of psychoanalysis.  If it was treated on an equal footing with other 
theories that had much more research behind them, I excluded the book from 
consideration.  The text I chose addresses psychoanalysis when it's appropriate to do 
so, but it doesn't devote much space to it.  My students noticed.  As one said, "It 
sounds like psychoanalysis is now a footnote."  Yep. 

The human sexuality textbook I used last year discussed EMDR as a viable treatment for 
PTSD.  There were two sources, both conference presentations; the primary source was 
from an EMDR conference.  I've chosen a different text for next quarter.  It seems 
like a small thing, but this was something I knew well enough to catch.  What was in 
there that I didn't catch?

In intro, by the time I'm done covering psychoanalysis, students ask, "Why are we 
talking about this if there is so little evidence for it?"  Good question.  I think 
it's important because of cultural beliefs -- so much of psychoanalysis has oozed its 
way into our culture that I think it needs to be addressed.  But certainly the amount 
of coverage could be reduced.  Especially in intro.


--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/
 

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RE: Pro-Ana-Mia

[FRANTZ, SUE]

Some of the websites are also worth visiting; read the discussion boards and listen in 
on the chat rooms.  

http://www.voy.com/105083/




--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/


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RE: Pro-Ana - NYT site

[FRANTZ, SUE]

Right -- Outlook has a keyboard shortcut for sending messages... that I keep hitting 
accidentally.

http://pub82.ezboard.com/bproanasuicidesociety
http://www.eboards4all.com/752669/

A google search brings up dozens of similar forums.  Painfully educational.

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/


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RE: student feedback

[FRANTZ, SUE]

Ouch.  I can appreciate your pain...

This quarter I had a student write that he thought I used unannounced quizzes to force 
students to come to class so my classes would look fuller (to my peer observers -- 
this is my 2nd year of 'progress toward tenure') -- oh, and the (open notes!) quizzes 
(over material to be read for that day) didn't reflect my "teaching ability but 
instead reflected only a student's reading ability."  Because, of course, that's the 
purpose of the quizzes -- they're a measure of my teaching ability. ?!

He also didn't understand why essay questions were necessary on a multiple choice exam.

He also thought my lecture on "How to Become a Cult Leader" ~really~ was to teach the 
members of the class how to become cult leaders.  Besides, he said I shouldn't be 
talking about cults.  They are so unimportant they don't even show up in the index of 
the textbook.

And he thought that since Myers discussed pornography, and then discussed violence as 
if it were a bad thing, that Myers clearly had an anti-male bias...  and that that 
anti-male bias was necessary because most students who take psychology are female, so 
Myers has to cater to their desires.

And I can go on and on with more examples in this vein.  

Trying not to diagnose my students,
Sue
 

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED] 
http://flightline.highline.edu/sfrantz/

> -Original Message-
> From: Hetzel, Rod [mailto:[EMAIL PROTECTED]]
> Sent: Thursday, December 12, 2002 7:40 AM
> To: Teaching in the Psychological Sciences
> Subject: student feedback
> 
> 
> Hi TIPSters:
> 
> I love it when I really connect with my students.  In my Child
> Development class this semester I spent a LOT of extra time developing
> in-class activities that would provide students practical 
> opportunities
> for critical thinking.  During these activities I would 
> circulate among
> the groups to help facilitate the process.  Here is the 
> response of one
> of my students:
> 
> "I didn't feel like our classtime was very important.  I didn't feel
> like you really wanted to teach.  You just wanted to put us in groups
> and make us do things so you wouldn't have to lecture to us.  
> This was a
> way for you to get out of doing your job."
> 
> It just warms my heart when I touch the lives of my students. 
>  Actually,
> it is disheartening and I just wanted to vent to some colleagues who
> probably have had similar experiences. 
> 
> 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
> 
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"Case of the Chronic Curfew Breaker"

[FRANTZ, SUE]

Title: Message



After discussing the 
authoritative childrearing approach, a student wrote this in a paper.  I 
thought you might enjoy it.  =)
 
 
"Now to the hard 
case: The Chronic Curfew Breaker.  My daughter Amber is always breaking her 
curfew.  She is constantly coming in thirty, forty-five, even an hour after 
her curfew.  My husband and I have practically grounded her into the 
dust, we have cleared her room of everything but her bed.  We have even 
threatened to end her life, but every time she goes out, she breaks her 
curfew.
 
"So I decided to sit 
her down once again and explain to her what a curfew is, and how important it is 
that she be responsible and keep it.  Once again she said that she 
understood, and that she would always keep her curfew if it were 'not for my 
friends making me late.'  My daughter is an expert at blaming everyone else 
for her screwups.
 
"The next time she 
asked permission to go out with her friends, it was given to her with one 
stipulation, if she was late, she would be punished, and it was up to her to 
pick her punishment.  She was not at all thrilled with my idea.  She 
wanted to take a few minutes to decide what her punishment would be.  I 
could see her wheels grinding, trying to come up with a punishment that she 
could live with, because she had no intention of coming in on time.  After 
about thirty minutes, Amber came to me and tried to convince me to pick her 
punishment.  I refused so she wanted another few minutes to think about 
it.
 
"In the meantime, my 
husband and I were so thrilled.  We had finally hit upon something that 
could possibly end the 'Case of the Chronic Curfew Breaker.'  

 
"After about thirty 
minutes of wracking her brain for the perfect punishment, she returned.  
She had decided that her punishment would be that if she were late, she would be 
grounded for the next two weekends, no exceptions and she would not try to get 
us to change it for her.
 
"Our wonderful 
daughter left on that Friday night for the movies with her friends.  To be 
honest with you, I was hoping that she would be late so that I could see if my 
plan would work.  When her curfew time came around and went, my hopes were 
fulfilled.  Amber will be spending the next two weekends at home in the 
bosom of her family.  When I met her at the door, I didn't have to say a 
word.  She said, 'I know, I know.'
 
"The next day, I 
overheard her on the phone saying to a friend, 'My mom is studying psychology 
this quarter and she is learning things that are really making my life 
difficult.'  Thanks, Sue."
 
 
 
--Sue 
Frantz   
Highline Community 
College   Psychology    
Des Moines, WA206.878.3710 x3404    
[EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/
 
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RE: fundamentalism

[FRANTZ, SUE]

Title: Message



Karen Armstrong has written some wonderful 
books on the history of religion.  I'd recommend _The Battle for God_  

 
From amazon.com:
"About 40 years ago 
popular opinion assumed that religion would become a weaker force and people 
would certainly become less zealous as the world became more modern and morals 
more relaxed. But the opposite has proven true, according to theologian and 
author Karen Armstrong (A History of God), who documents how fundamentalism 
has taken root and grown in many of the world's major religions, such as 
Christianity, Islam, and Judaism. Even Buddhism, Sikhism, Hinduism, and 
Confucianism have developed fundamentalist factions. Reacting to a 
technologically driven world with liberal Western values, fundamentalists have 
not only increased in numbers, they have become more desperate, claims 
Armstrong, who points to the Oklahoma City bombing, violent anti-abortion 
crusades, and the assassination of President Yitzak Rabin as evidence of 
dangerous extremes. 
"Yet she also acknowledges the irony of 
how fundamentalism and Western materialism seem to urge each other on to greater 
excesses. To "prevent an escalation of the conflict, we must try and understand 
the pain and perception of the other side," she pleads. With her gift for clear, 
engaging writing and her integrity as a thorough researcher, Armstrong delivers 
a powerful discussion of a globally heated issue. Part history lesson, part 
wake-up call, and mostly a plea for healing, Armstrong's writing continues to 
offer a religious mirror and a cultural vision. --Gail Hudson"
As for sex specifically, try starting with 
Reay Tannahill's _Sex in History_.
 
--Sue 
Frantz   
Highline Community 
College   Psychology    
Des Moines, WA206.878.3710 x3404    
[EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/

  
  -Original Message-From: Gerald Peterson 
  [mailto:[EMAIL PROTECTED] Sent: Wednesday, November 17, 2004 8:02 
  AMTo: Teaching in the Psychological SciencesSubject: 
  fundamentalism
  The issue of homophobia and the fundamentalists was raised by a student 
  in my psych 100 while I was covering sexual orientation this week.  It 
  did appear as if he got this from some fundamentalist propaganda sheet, but we 
  had a nice discussion.   
      Are tipsters aware of any useful books/historical 
  accounts examining the rise of fundamentalism and its more fanatical wings 
  (note he did not automatically equate the two) in the U.S. as well as other 
  parts of the globe?  I want to be better informed as to current and 
  historical trends.  The text I am using this term (Franzoi) cites what I 
  presume is historical study by Boswell (1980) that homosexuality was tolerated 
  or ignored by the early Christian church until the middle ages?  Are 
  there other historical accounts supporting this supposed tolerance?
   Also, in discussing sexuality, and years ago 
  teaching a psych of sex class, I have found an old quote I believe is from an 
  early Roman Catholic author but I am trying to verify it.  My guess 
  is Tertullian (sp?) and it goes:   "woman is a temple built over a 
  sewer."  Can anyone suggest a resource that might help me pin that 
  down?   Thanks,  Gary
   
   
   
  Gerald L. (Gary) Peterson, Ph.D.Professor, PsychologySaginaw 
  Valley State UniversityUniversity Center, MI 48710989-964-4491[EMAIL PROTECTED]--- You are 
  currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send 
  a blank email to [EMAIL PROTECTED] 

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[tips] RE: "Train Your Mind, Change Your Brain" by S. Begley

[FRANTZ, SUE]

I confess that I haven't read the book, but I was impressed with Ira Flatow's 
interview with the author on NPR's Science Friday.  
 
http://www.sciencefriday.com/pages/2007/Feb/hour2_020207.html
 
On that page, there's a box on the right called "Archived Audio".  You can 
download the interview there.  
 
--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://www.lemoyne.edu/OTRP/projectsyllabus.html 



From: Patricia Santoro [mailto:[EMAIL PROTECTED]
Sent: Fri 2/16/2007 10:20 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] "Train Your Mind, Change Your Brain" by S. Begley


Hello everyone,
 
I would enjoy hearing from the TIPS crowd about your thoughts on the book, 
Train Your Mind, Change Your Brain: How a New Science Reveals Our Extraordinary 
Potential to Transform Ourselves by Sharon Begley. Is it good science or "pop" 
science? The reason I'm asking is that in the Fall 2007, I'll be teaching an 
interdisciplinary course on the "Science of Well-Being" for first year honors 
students. We will be investigating the topic from psychology, neuroscience, and 
economic perspectives. Last semester, for an upper level version of a similar 
course, I used a wonderful book called Satisfaction, by Gregory Berns, to 
present some of the neuroscience elements, but I'm thinking about making a 
change. I'm looking for something that represents engaging and valid science. I 
looked at the reviews of Begley's book on Amazon.com, but I trust TIPS more.
Thanks for any feedback you are willing to offer.

Pat 

 


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[tips] H.M. & memory

[FRANTZ, SUE]

"H.M.'s Brain and the History of Memory by Brian Newhouse 


"Weekend Edition Saturday, February 24, 2007 · In 1953, radical brain surgery 
was used on a patient with severe epilepsy. The operation on "H.M." worked, but 
left him with almost no long-term memory. H.M. is now in his 80s. His case has 
helped scientists understand much more about the brain."

Listen to the story here: 
http://www.npr.org/templates/story/story.php?storyId=7584970
 
 
--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://www.lemoyne.edu/OTRP/projectsyllabus.html 
 
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[tips] RE: 'Facilitated' communication again?

[FRANTZ, SUE]

Here's an article that says that in the case of Tito, it's not an FC-type of 
effect. 
 
http://www.autismtoday.com/articles/A_Boy_A_Mother.htm
 
And Tito's mother is very clear about distancing herself from FC or anything 
that may sound like FC:
http://www.halo-soma.org/learning_faqs.php?sess_id=c4383ad15b031c13c31d4f6c29d44c9e
 
--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://www.lemoyne.edu/OTRP/projectsyllabus.html 



From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
Sent: Tue 2/27/2007 4:03 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] 'Facilitated' communication again?



As I was reading this book review I immediately thought of facilitated 
communication. I wonder if anyone has read more about this case. 

http://www.nytimes.com/2007/02/27/health/27book.html?ref=health 
 


 

Miguel

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[tips] BBC Story: True or false

[FRANTZ, SUE]

Here's an interesting story from the BBC... 
 
In short, "I used a technique that may create false memories, but, hey, I 
wasn't actually treating her."
 
 
***
BBC
Sailor 'recalled rape in therapy' 
A Royal Navy junior rating regained her memory of being raped by a colleague 
after undergoing a controversial psychotherapy technique, a court heard. 

Chief Petty officer Phillip Coates, from Devon, denies a charge of raping the 
24-year-old while at sea. 

The alleged victim told the naval court in Portsmouth she only fully recalled 
the attack after seeing a psychologist. 

Dr Susanne McGowan, who advised her, has told the court memories of incidents 
can be "fantasy not fact". 

This is believed to be the first time a navy petty officer has faced a trial 
accused of raping a female colleague. 

Drunken party 

The trial at HMS Nelson, Portsmouth Naval Base, Hampshire, has heard the female 
junior rating was allegedly raped by the medical assistant while the Royal Navy 
ship was in the Mediterranean last March. 

The alleged victim told the court she was raped in a small room between decks 
after getting drunk at a barbecue that was held to mark the end of the training 
event. 

The trial has heard that in the days following the alleged attack, the rating 
could not remember anything of the incident apart from "gut feelings" and 
"images". 

But two months later she attended a session with Dr Susanne McGowan, a 
consultant psychologist for the community mental health department at HMS Drake 
in Plymouth. 

The trial has heard that following these sessions, the alleged victim could 
remember the incident in much greater detail. 

Dr McGowan said that she used a part of a technique used in Eye Movement 
Desensitisation and Reprocessing (EMDR) to help the rating recall some of her 
lost memories. 

But Dr McGowan admitted the technique was controversial as there was no 
guarantee that the recalled memories were not fantasy. 

She said: "The controversy is the suggestion that the therapist is putting 
ideas into the memory of the person being seen. 

"Memories can always be fantasy or fact." 

Dr McGowan said she was not treating the alleged victim as a patient but was 
giving her "support and an environment to help her recall memories". 

The trial continues. 

Story from BBC NEWS:
http://news.bbc.co.uk/go/pr/fr/-/2/hi/uk_news/england/hampshire/6427919.stm

Published: 2007/03/07 16:37:30 GMT

© BBC MMVII

 
--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://www.lemoyne.edu/OTRP/projectsyllabus.html 

 
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[tips] Video help: Back from Madness replacement

[FRANTZ, SUE]

In Intro Psych, as an intro to disorders, I've been using the
documentary Back from Madness: The Struggle for Sanity.  It does a good
job putting a face to schizophrenia, bipolar disorder, depression, and
OCD.  Through the film we get to see each individual talk about living
with their disorder and the treatments they try over a 1 to 2 year
period.  Vintage video of ECT and transorbital lobotomies add a lot of
perspective. 
 
With a 1996 date, it's now starting to get a bit dated, so I'm looking
for a replacement.  Any suggestions?  
 
--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/
-- 
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://www.lemoyne.edu/OTRP/projectsyllabus.html
 
 


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[tips] RE: OS

[FRANTZ, SUE]

I just got this one on a course evaluation:  "Her testes were difficult."  


--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: Marc Carter
Sent: Tue 4/10/2007 6:11 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] RE: OS


That one has to go in a hall of fame, somewhere.

I once had a student submit a policy paper on reforms to the penal
system.

Yes, throughout the paper it was "penile."  Over and over.

m


--
"There is no power for change greater than a community discovering what
it cares about."
--
Margaret Wheatley 

-Original Message-
From: Rick Froman [mailto:[EMAIL PROTECTED] 
Sent: Monday, April 09, 2007 9:24 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] OS

Had to share the following e-mail I just received:

 

"I'm having some trouble getting the proquest and the science websites
to work for me. I have trying to get the articles to even show up on the
screen for about an hour and I don't know what else to do. Is it okay if
I turn it in tomorrow night? Sorry about this incontinence [emphasis
mine]."

 

Rick

 

 

Dr. Rick Froman, Chair

Division of Humanities and Social Sciences

Professor of Psychology

John Brown University

2000 W. University

Siloam Springs, AR  72761

[EMAIL PROTECTED] 

(479) 524-7295

http://www.jbu.edu/academics/hss/faculty/rfroman.asp 

 

 

 

"Pete, it's a fool that looks for logic in the chambers of the human
heart."

- Ulysses Everett McGill

 

 

 

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[tips] TIPS Subscribers Listing

[FRANTZ, SUE]

Hi all,

We haven't updated the TIPS Subscribers Listing in a while, so let's do that.  

http://flightline.highline.edu/sfrantz/tips/index.htm

If you're listed and have changes to your listing, please drop me an email 
off-list.

If you're not listed, but would like to be, please drop me an email off-list 
with the following information:
Name (and web address if you have one)
Email address (let me know if you'd like it encrypted)
Affiliation (and web address)
Location

Thanks!
Sue

--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php


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[tips] Customer service

[FRANTZ, SUE]

I received this email from a student a couple weeks ago.  Now, those of you who know me know that I'm not "formal" in any sense of the term, but... this one took me aback:
 
Hey Franz,My name is  and I just changed my major from biology to biopsychology. I'm not sure what classes to take! The couselor assigned you as my advisor...and I am in desperate need of advising! Could we set up a meeting time to discuss my academic plan?Look forward to meeting you,

"Hey Franz"?!  It didn't help that the student forgot the "t".  
 
In my response, I gently explained that this really isn't the best way to start an email to someone you don't know, and, yes, I'd be happy to meet the student to discuss biopsych.  I haven't heard from the student since.
 
 
 

--Sue Frantz   Highline Community College   Psychology    Des Moines, WA206.878.3710 x3404    [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ --Office of Teaching Resources in PsychologyAssistant DirectorProject Syllabushttp://teachpsych.org/otrp/syllabi/syllabi.php
 
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[tips] NYTimes.com: While You Were Out, the Post-it Went Home

[FRANTZ, SUE]

>From the New York Times, an article on the use of post-it notes to assist 
>memory (and communicate with housemates), sent to TIPS for the reference to 
>Daniel Schacter.
  
 http://tinyurl.com/2v34yy

 


HOME & GARDEN   | June 28, 2007 
Design Notebook:  While You Were Out, the Post-it Went Home 
By PENELOPE GREEN 
Designed for work, the self-stick note now keeps many households running. 


 

 
Copyright 2007  The New York Times Company | Privacy Policy  
  


--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php


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[tips] RE: [Fwd: Shifting eye therapy successfully treats trauma]

[FRANTZ, SUE]

I'm still waiting for someone to explain to me why EMDR is not just another 
form of exposure therapy.  Anyone remember classical conditioning?  Does it 
really matter if you're distracted by moving your eyes back forth, or tapping 
your arm, or taking deep breaths as long as you're pairing the 
anxiety-producing stimulus with something non-anxiety producing?
 
--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php 
 



From: Christopher D. Green [mailto:[EMAIL PROTECTED]
Sent: Mon 7/16/2007 9:07 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] [Fwd: Shifting eye therapy successfully treats trauma]


I am truly astonished by this result (to the point that I will continue to 
disbelieve it until it is replicated a few dozen times). Early on there was 
lots of research showing that EMDR had no effect, and now, suddenly, the 
results have turned around?
http://www.mindhacks.com/blog/2007/07/shifting_eye_therapy.html

Regards,

-- 


Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada

416-736-5115 ex. 66164
[EMAIL PROTECTED]
http://www.yorku.ca/christo/
==


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[tips] RE: [Fwd: Shifting eye therapy successfully treats trauma]

[FRANTZ, SUE]

I don't have any issue with exposure therapies.  Having been on the
receiving end of one myself, I think they're great.  

The "just" refers to the issues I have with the explanations given for
why EMDR and other similar techniques work.  As a scientist, I want to
know why they work.  If there is something special about the eye
movements, then that raises some interesting questions about how the
brain works -- questions that need to be investigated.  If there's
nothing special about the eye movements, and classical conditioning is
the most parsimonious explanation, then let's celebrate the wonders of
classical conditioning.  And is there something about this technique
that can tell us more about classical conditioning?  The research
questions are very different.  



-Original Message-
From: Robert Wildblood [mailto:[EMAIL PROTECTED] 
Sent: Monday, July 16, 2007 10:14 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] RE: [Fwd: Shifting eye therapy successfully treats
trauma]

I was trained in EMDR about 14 years ago by Francine Shapiro and have  
used the technique with various kinds of trauma since then.  I have  
no answer as to whether or not it is "just another form of exposure  
therapy" which I have also used.  I just know that there is a large  
body of EMDR research that shows its effectiveness and my personal  
experience has clearly demonstrated to me that it works and usually  
works faster than other methods of trauma related therapy, which  
results in a lower cost for treatment than other methods.  Even if it  
were "just another form of exposure therapy" does that really make a  
difference if it works.  There is more than one cholesterol reducer  
-- is one the best and the only one that should be used?  I think not.


On 16 Jul 2007, at 13:05, FRANTZ, SUE wrote:

> I'm still waiting for someone to explain to me why EMDR is not just  
> another form of exposure therapy.  Anyone remember classical  
> conditioning?  Does it really matter if you're distracted by moving  
> your eyes back forth, or tapping your arm, or taking deep breaths  
> as long as you're pairing the anxiety-producing stimulus with  
> something non-anxiety producing?
>
> --
> Sue Frantz   Highline Community College

Bob Wildblood, PhD, HSSP
711 Rivereview Dr.
Kokomo, IN 46901-7025
765-776-1727
[EMAIL PROTECTED]

"Every gun that is made, every warship launched, every rocket fired,  
signifies in the final sense a theft from those who hunger and are  
not fed, those who are cold and are not clothed."
   - Dwight D. Eisenhower


"The time is always right to do what is right."
Martin Luther King, Jr.

"Those who would give up essential Liberty, to purchase a little  
temporary Safety, deserve neither Liberty nor Safety."
Benjamin Franklin, 1775

"We are what we pretend to be, so we better be careful what we  
pretend to be."
Kurt Vonnegut


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[tips] Golden Door

[FRANTZ, SUE]

Has anyone see the movie "Golden Door"?  A student mentioned it when I was 
giving a brief history of intelligence testing in the U.S.  Here's a link to 
the full review from the LA Times: 
http://www.calendarlive.com/movies/reviews/cl-et-golden1jun01,0,7266557.story

>From the review: 
The gradual courtship of Salvatore and Lucy, therefore, is not only improbable, 
it takes on a magical dimension, transpiring almost wordlessly. Amato and 
Gainsbourg give remarkably emotive performances, made more emotional by their 
relative wordlessness.

Their discovery of each other exists in contrast to the white-coated, modern 
barbarism at Ellis Island, where families were separated and immigrants denied 
entry on the advice of eugenicists like the infamous Henry Goddard. Perhaps 
more than any medium, film has cemented the legend of the island as a welcoming 
place of refuge for the world's castoffs. Crialese, who researched the island 
extensively, gives us an alternate, infinitely fascinating view of a place 
where, at a specific time, scientists labored to prove the supposed genetic 
inferiority of Jews, Italians, Russians, Hungarians and other ethnic groups and 
passed their research along to Congress, resulting in quotas for immigrants 
from different countries.

--
Sue Frantz   Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php


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RE: [tips] possible activity for sleep and consciousness

[FRANTZ, SUE]

If memory serves, dreams early in the night tend to be mundane, but as the 
night wears on, the dreams become increasingly bizarre.  

I'm about 150 miles from my reference so I can't double-check.

Farthing, W.G. (1992). The Psychology of Consciousness. Prentice-Hall.

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Assistant Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: [EMAIL PROTECTED]
Sent: Thu 8/23/2007 7:14 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] possible activity for sleep and consciousness


On 23 Aug 2007 at 10:44, Beth Benoit wrote:

> 
> Here's an example of the kind of dream story I've made up, reminding
> them  that dreams are always bizarre

While acknowledging Beth's imagination in constructing her own example of 
a bizarre dream, I have to take issue with her claim that dreams are 
always bizarre. I have to because I love contradicting what everyone 
knows is true.  At least one authority who has studied dreaming 
scientifically claims that dreams are frequently far less bizarre than is 
generally believed.

The authority is William Domhoff, the author of "The scientific study of 
dreams" (2003). [website at http://dreamresearch.net/]. Michael Hagmann, 
in a journalistic account of his research, says this about Domhoff's 
view:

"When psychologist Bill Domhoff thinks of dreams, he sees them as short 
tales or theater plays with coherent story lines, no more bizarre or 
obscure than our routine waking thoughts."
http://scicom.ucsc.edu/scinotes/9801/dream/complete_text.htm

 Domhoff (2005-06) himself says:

"Second, content analyses of dreams collected in both sleep laboratories 
and college classrooms over the past 55 years suggest that most dreams 
are more coherent, reasonable, and focused on everyday life than 
traditional cultural stereotypes--and clinical theorists--assume 
(Domhoff, 2005a, for a summary; Dorus, Dorus, & Rechtschaffen, 1971; 
Snyder, 1970). True, dreams sometimes contain unusual scenarios or 
images, but far less often than might be expected. Moreover, the unusual 
scenarios have to be seen within a context of predominantly familiar 
settings, a cast of mostly known characters, and an enactment of everyday 
activities and interests. As the most prolific and creative laboratory 
dream researcher of the 20th century, psychologist David Foulkes (1985), 
concluded after several decades of work, dreams are a reasonable 
simulation of the waking world."

This challenge to conventional wisdom suggests a possible activity for 
students. Let them keep dream diaries to collect all their dreams non-
selectively,  then circulate them to the class for rating on degree of 
bizarreness. How bizarre is the typical dream, anyway?

Stephen

Domhoff, G. W. (2005-2006). Dream research in the mass media: Where 
journalists go wrong on dreams. The Scientific Review of Mental Health 
Practice, 4(2), 74-78. 
http://www.dreamresearch.net/Library/domhoff_2006a.html

-
Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's Universitye-mail:  [EMAIL PROTECTED]
2600 College St.
Sherbrooke QC  J1M 0C8
Canada

Dept web page at http://www.ubishops.ca/ccc/div/soc/psy
TIPS discussion list for psychology teachers at
http://faculty.frostburg.edu/psyc/southerly/tips/index.htm
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RE: [tips] conditioning online

[FRANTZ, SUE]

Annette wrote: 

"I thought I remembered a website where we could condition animals online, a 
very weak version, but passable, of sniffy."

Here's one (classical): http://nobelprize.org/educational_games/medicine/pavlov/

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php

---

RE: [tips] Question about Exam Scores

[FRANTZ, SUE]

  



These class averages mesh with mine.  
 
I also fall into the no-curve camp.  However, I do allow a higher score on the final to replace the total of the unit exams.  "This is the information I want you to show me that you know, and I'll give you a second chance to do that." 
 
For what may be an eye opener, ask your students to anonymously report how much time they put into studying for the test.  And if you have the opportunity in one-on-one conversations, ask how they studied.  For some students, the amount of time and energy they put into the course may not be as much as you or they would like, but because of other commitments, it's what they can manage, and a C in your course may be perfectly acceptable to them.
 
For those it's not, point them to Russ Dewey's "Six Hour D": http://www.psywww.com/discuss/chap00/6hourd.htm
 

--Sue Frantz Highline Community College   Psychology    Des Moines, WA206.878.3710 x3404    [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ --APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in PsychologyAssociate DirectorProject Syllabushttp://teachpsych.org/otrp/syllabi/syllabi.php


From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]Sent: Mon 11/12/2007 3:29 PMTo: Teaching in the Psychological Sciences (TIPS)Subject: [tips] Question about Exam Scores



Dear Colleagues:
 
I teach at the community college, and this semester my teaching load is four courses.  Today, I administered the second exam in all of my courses and just scored each of them.  The average for each class is as follows
 
Class 1- N=27 70% average raw score
Class 2- N=31 66% average raw score
Class 3- N=29 67% average raw score
Class 4- N=30 67% average raw score
 
The exam consisted of 50 multiple choice items and scored on a 100% scale.  My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores.  In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. 
 
Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam.  In each class three students scored 90% or higher  
 
My question is as follows
 
At what point does one scale or curve the results and are there any specific methods of doing so?  
 
Thanks
 
Albert Bramante
Department of Psychology/Sociology
Union County College
[EMAIL PROTECTED]


See what's new at AOL.com and Make AOL Your Homepage.---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])

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RE: [tips] Daisy the goose video

[FRANTZ, SUE]

I don't know what the original covered, but here's a story of Daisy the Goose:

http://www.azcentral.com/12news/news/articles/sillygoose0511-CR.html


--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: beth benoit
Sent: Tue 11/27/2007 4:56 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Daisy the goose video


Several of us recently spent some uneventful time trying to come up with
Daisy the Goose. Alas, she seems to have disappeared into the lakes of
Minnesota. There was a snip on YouTube, not very good quality, but I just
looked for it and even that's gone.  It seems that the TV station that aired
it took it off.  I did sent them a pleading email, but have not gotten a
response.  Sorry!!

Beth Benoit

-Original Message-
From: Julie Osland [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, November 27, 2007 4:45 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Daisy the goose video

Hi tipsters--

Last spring, Beth Benoit shared a wonderful video on daisy the goose. 
When I tried to play the file today, I was unable to.  Is there a 
tipster that can help me out  and e-mail me copy so I can show the video 
in class Thursday?

Thanks,

Julie Osland

-- 

Dr. Julie A. Osland, M.A., Ph.D.
Assistant Professor of Psychology
Wheeling Jesuit University
316 Washington Avenue
Wheeling, WV 26003

Office: (304) 243-2329
e-mail: [EMAIL PROTECTED]


---


---

---

RE: [tips] Daisy the goose video

[FRANTZ, SUE]

Glad that's it!

If you'd like the story in avi format, it's available at the link below until 
7pm PT, Wednesday.  Note though that the video quality at the beginning is 
poor, but clears up at 18 seconds, about the time they start showing Daisy, and 
the audio is off the video a second or two.  If you need it after that, drop me 
an email off-list.  The file is 11.7KB.  

http://w5.media-convert.com/convert/?xid=pmorhrro


--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: beth benoit
Sent: Tue 11/27/2007 5:52 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Daisy the goose video




That's the one!  You are a better googler than I am!  Thanks!!
Beth Benoit
 
From: FRANTZ, SUE [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, November 27, 2007 8:40 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Daisy the goose video
 
 
I don't know what the original covered, but here's a story of Daisy the Goose:
 
http://www.azcentral.com/12news/news/articles/sillygoose0511-CR.html
 
--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php
 



From: beth benoit
Sent: Tue 11/27/2007 4:56 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Daisy the goose video
Several of us recently spent some uneventful time trying to come up with
Daisy the Goose. Alas, she seems to have disappeared into the lakes of
Minnesota. There was a snip on YouTube, not very good quality, but I just
looked for it and even that's gone.  It seems that the TV station that aired
it took it off.  I did sent them a pleading email, but have not gotten a
response.  Sorry!!
 
Beth Benoit
 
-Original Message-
From: Julie Osland [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, November 27, 2007 4:45 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Daisy the goose video
 
Hi tipsters--
 
Last spring, Beth Benoit shared a wonderful video on daisy the goose. 
When I tried to play the file today, I was unable to.  Is there a 
tipster that can help me out  and e-mail me copy so I can show the video 
in class Thursday?
 
Thanks,
 
Julie Osland
 
-- 
 
Dr. Julie A. Osland, M.A., Ph.D.
Assistant Professor of Psychology
Wheeling Jesuit University
316 Washington Avenue
Wheeling, WV 26003
 
Office: (304) 243-2329
e-mail: [EMAIL PROTECTED]
 
 
---
 
 
---
 
---
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Bill Southerly ([EMAIL PROTECTED])


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PROTECTED])

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[tips] Project Syllabus

[FRANTZ, SUE]

As we come up on another semester/quarter, it's time to make those
syllabus revisions once again.  If you're looking for new ideas,
consider visiting some of the syllabi in the Project Syllabus database
(http://teachpsych.org/otrp/syllabi/syllabi.php). 

   

I also would encourage you to take a look at the "Guidelines for
Preparing Exemplary Syllabi"
(http://teachpsych.org/otrp/syllabi/guidelines.php).

 

If you would like to submit your syllabus or syllabi for peer review and
possible inclusion in the Project Syllabus database, please send an
electronic copy or URL to me, Sue Frantz, at [EMAIL PROTECTED]

 

Looking forward to hearing from you!

Sue

 

--

Sue Frantz   Highline Community College   

Psychology   Des Moines, WA

206.878.3710 x3404[EMAIL PROTECTED]

http://flightline.highline.edu/sfrantz/

-- 

APA Division 2: Society for the Teaching of Psychology

http://teachpsych.org/

Office of Teaching Resources in Psychology

Associate Director

Project Syllabus

http://teachpsych.org/otrp/syllabi/syllabi.php

 

 

 


---
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[tips] Carol Gilligan

[FRANTZ, SUE]

Title: RE: [tips] Why psychology is hard


   
  



Carol Gilligan has taken a shot at writing fiction:
 
"Author Carol Gilligan is best known for her work in gender studies and her book, In a Different Voice. Now, she has written her first work of fiction, Kyra. Gilligan talks to Liane Hansen about the novel, a love story between an architect and a theatre director who have both lost their spouses to political violence in Europe."
 
Listen to the interview: http://www.npr.org/templates/story/story.php?storyId=18056129&ft=1&f=1032
 

--Sue Frantz Highline Community College   Psychology    Des Moines, WA206.878.3710 x3404    [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ --APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in PsychologyAssociate DirectorProject Syllabushttp://teachpsych.org/otrp/syllabi/syllabi.php
 

---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])

RE: [tips] Morton Hunt

[FRANTZ, SUE]

Go to: http://www.anywho.com/

Type in Morton Hunt, Gladwyne, PA (according to his Random House bio blurb).

It will give you his home address & phone number.  The former is probably more 
desirable than the latter -- assuming you'd like to write a letter, not stop by 
for coffee, but then I guess I don't know how bold you are.  =)


--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: Britt, Michael
Sent: Thu 1/17/2008 8:47 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Morton Hunt



I was reading over a section of Hunt's book: The Story of Psychology and really 
enjoying it (again).  I haven't been able to find a website for him.  Does 
anyone know how I might contact him? 


Michael


Michael Britt
Host of The Psych Files
www.thepsychfiles.com
[EMAIL PROTECTED]







---To make changes to your subscription contact:Bill Southerly ([EMAIL 
PROTECTED])

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[tips] Northwest Teaching of Psychology Conference

[FRANTZ, SUE]

Announcing the inaugural presentation of the Northwest Teaching of Psychology 
Conference!

Join us on the Highline Community College campus located five miles south of 
the Seattle-Tacoma airport on Friday, May 9th for this one day conference, 
featuring invited addresses by:

David Myers, Worth Publishers author, Hope College
Maureen McCarthy, President, Division 2: The Society for the Teaching of 
Psychology, Kennesaw State University 

Registration postmarked by April 15th is an affordable $25 and includes a 
continental breakfast and lunch.  Space is limited, so please register early.

For more information, including conference schedule, and to download the 
registration form, please visit http://flightline.highline.edu/nwtop/

If you have any questions, please contact Sue Frantz ([EMAIL PROTECTED] or 
206.878.3710, ext 3404).

Looking forward to seeing you in May!
 

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php

---
To make changes to your subscription contact:

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[tips] TIPS Member Listing

[FRANTZ, SUE]

Hi all,

This is my semiannual announcement for additions (including photos), removals, 
and changes to the TIPS Member Listing at: 
http://flightline.highline.edu/sfrantz/tips 

For new members, this is an announcement of the listing's existence.  =)

If you're accustomed to visiting the page, be prepared.  I've made a major 
change.  In the process, I've updated several dead links.  If I've 
inadvertently changed something I shouldn't have -- or even deleted you -- 
please let me know.

Email me off list: [EMAIL PROTECTED]  

Sue

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php

---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

RE: [tips] TIPS Member Listing

[FRANTZ, SUE]

One more change!  If I had a web address for you before, it's now in the 
database.  When the box pops up on the map, any name in blue is clickable.  
This will most often take you to someone's personal webpage or department page. 
 

Jose, thanks!  I didn't include add any photos, but if someone has a photo (or 
college logo, or any other gif or jpg) you'd like me to add, I'd be happy to do 
it.  Right now, mine is the only one with a photo -- my college's logo.

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: José Ferreira Alves
Sent: Wed 2/13/2008 11:01 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] TIPS Member Listing




Dear Sue
 
The new look of the web site is fabulous. Congratulations and thank you a lot. 
I pick some names of colleagues but I did not see any photos. Did I understand 
well: do you ask us personal photos?
My best
Jose
 

José Ferreira Alves, Ph.D
Program in adult development and aging
Department of Psychology (IEP)
University of Minho
Campus de Gualtar
4710-057 Braga - Portugal
Tel: +351253604233 (office)
Fax: +351253604224
Tel cel. +351919378514
 
 
De: FRANTZ, SUE [mailto:[EMAIL PROTECTED] 
Enviada: quarta-feira, 13 de Fevereiro de 2008 16:20
Para: Teaching in the Psychological Sciences (TIPS)
Assunto: [tips] TIPS Member Listing
 
 
Hi all,
 
This is my semiannual announcement for additions (including photos), removals, 
and changes to the TIPS Member Listing at: 
http://flightline.highline.edu/sfrantz/tips 
 
For new members, this is an announcement of the listing's existence.  =)
 
If you're accustomed to visiting the page, be prepared.  I've made a major 
change.  In the process, I've updated several dead links.  If I've 
inadvertently changed something I shouldn't have -- or even deleted you -- 
please let me know.
 
Email me off list: [EMAIL PROTECTED]  
 
Sue
 
--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php
 
 
---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])


---To make changes to your subscription contact:Bill Southerly ([EMAIL 
PROTECTED])

---
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RE: [tips] public health related data sets?

[FRANTZ, SUE]

The CDC makes a lot of their information publicly available: 
http://cdc.gov/DataStatistics/



--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: Patrick Dolan
Sent: Fri 2/15/2008 6:15 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] public health related data sets?


Hi folks-

I seem to remember people on this list mentioning data sets that are publically 
available.  Can anybody point me to some? I'm particularly interested in ones 
that might be related to public health.

Thanks!
Patrick

 


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RE: [tips] What's wrong with America

[FRANTZ, SUE]

Speaking of geography, anyone wanting to improve their knowledge of the maps of 
Europe, Africa, Asia, or the US, I highly recommend the "10 Days in..." series 
of games:

http://www.otb-games.com/europe/index.html


--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php

 

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RE: [tips] Students who attend class but are not there

[FRANTZ, SUE]

I can't help with the cointoss -- although for some students calculating 50% 
may be a problem.  I've seen students take out calculators (or cell phones) to 
add up 5 single digit numbers.  
 
For other things where there is a right or wrong answer, like the penny, some 
students would probably prefer to not participate rather than be wrong in front 
of their peers.  
 
I'm a proponent of clickers for the latter reason -- they won't help with the 
math issue.  For instance, I do a demo for the availability heuristic.  
Students are asked to estimate the number of shooting deaths in our county 
(large metro area), and then they are asked to estimate what percentage were 
homicides, suicides, and accidents.  When I used to ask for a raise of hands or 
for students to volunteer what they thought, I got very little response.  With 
clickers, I get 100% response -- and after the correct answer is revealed, 
students can see that they weren't alone with their wrong answers -- AND 
they're willing, en masse, to talk about why they were wrong.  
 
--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/  
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php 
 



From: William Scott [mailto:[EMAIL PROTECTED]
Sent: Tue 2/19/2008 5:45 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Students who attend class but are not there



In an intro class today I did a demonstration meant to show them the absence of 
psychic abilities. I had them predict a coin toss on 20 throws. I had planned 
to have those who succeeded by more than 50% then predict on another series of 
coin tosses and show the effect of the normal curve. After the first round, I 
asked how many got less than 50% right. About one quarter of the class raised 
their hands. Then I asked how many got more than 50% right and another quarter 
of the class raised their hands. What the ...!! I have concluded that the 
current students have found a way to send 3dimensional holographic avatars to 
class so that they can appear to be there, but they actually are still back in 
their dorm rooms sleeping.

The same sort of thing happened a few years ago when I did a classic 
demonstration of choosing the face of a one cent piece. I asked the students to 
raise their hands regarding which of the different representations of a penny 
they chose. As I went through the options, I ended up with about 50% of the 
class still not claiming one as I got to the last one, which none of them 
admitted to choosing at the end.

Perhaps these new clicker systems that allow us to do anonymous class polls 
might help, but I really would like to know why students come to class but 
don't take part in it.

Bill Scott


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RE: [tips] why so traumatic?

[FRANTZ, SUE]

hand to ask a reasonable question compared to the 
times when they thought someone asked a "stupid" question. We talk 
about the fact that there seems to be less "stupid" questions asked, by 
far. And I assure them that as a professional  educator, I will handle 
politely rare "stupid" question (which, imho, are very rare).
Just my 7.5 percent (adjusting for this year's CPI).
-S

On Feb 19, 2008, at 9:22 PM, FRANTZ, SUE wrote:

> I can't help with the cointoss -- although for some students 
> calculating 50% may be a problem.  I've seen students take out 
> calculators (or cell phones) to add up 5 single digit numbers.
>
> For other things where there is a right or wrong answer, like the 
> penny, some students would probably prefer to not participate rather 
> than be wrong in front of their peers.
>
> I'm a proponent of clickers for the latter reason -- they won't help 
> with the math issue.  For instance, I do a demo for the availability 
> heuristic.  Students are asked to estimate the number of shooting 
> deaths in our county (large metro area), and then they are asked to 
> estimate what percentage were homicides, suicides, and accidents.  
> When I used to ask for a raise of hands or for students to volunteer 
> what they thought, I got very little response.  With clickers, I get 
> 100% response -- and after the correct answer is revealed, students 
> can see that they weren't alone with their wrong answers -- AND 
> they're willing, en masse, to talk about why they were wrong.
>
> --
> Sue Frantz Highline Community College
> PsychologyDes Moines, WA
> 206.878.3710 x3404[EMAIL PROTECTED]
> http://flightline.highline.edu/sfrantz/
> --
> APA Division 2: Society for the Teaching of Psychology
> http://teachpsych.org/ <http://teachpsych.org/otrp/syllabi/syllabi.php>
> Office of Teaching Resources in Psychology
> Associate Director
> Project Syllabus
> http://teachpsych.org/otrp/syllabi/syllabi.php 
> <http://www.apadiv2.org/otrp/index.php>
>
> 
>
> From: William Scott [mailto:[EMAIL PROTECTED]
> Sent: Tue 2/19/2008 5:45 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Students who attend class but are not there
>
>
>
> In an intro class today I did a demonstration meant to show them the 
> absence of psychic abilities. I had them predict a coin toss on 20 
> throws. I had planned to have those who succeeded by more than 50% 
> then predict on another series of coin tosses and show the effect of 
> the normal curve. After the first round, I asked how many got less 
> than 50% right. About one quarter of the class raised their hands. 
> Then I asked how many got more than 50% right and another quarter of 
> the class raised their hands. What the ...!! I have concluded that the 
> current students have found a way to send 3dimensional holographic 
> avatars to class so that they can appear to be there, but they 
> actually are still back in their dorm rooms sleeping.
>
> The same sort of thing happened a few years ago when I did a classic 
> demonstration of choosing the face of a one cent piece. I asked the 
> students to raise their hands regarding which of the different 
> representations of a penny they chose. As I went through the options, 
> I ended up with about 50% of the class still not claiming one as I got 
> to the last one, which none of them admitted to choosing at the end.
>
> Perhaps these new clicker systems that allow us to do anonymous class 
> polls might help, but I really would like to know why students come to 
> class but don't take part in it.
>
> Bill Scott
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])
>
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])



Steven M. Specht, Ph.D.
Associate Professor of Psychology
Utica College
Utica, NY 13502
(315) 792-3171

"Mice may be called large or small, and so may elephants, and it is 
quite understandable when someone says it was a large mouse that ran up 
the trunk of a small elephant" (S. S. Stevens, 1958)

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RE: [tips] why so traumatic?

[FRANTZ, SUE]

I'm glad my message helped.  If all clickers did for me was let students sit 
silently in their seats clicking away, I wouldn't use them.  

Since we're doing true confessions...

I was one of those quiet students. My students are always shocked to hear this; 
I'm not sure that my peers are.  I said very little in my classes until about 
my senior year of college when most of my courses were in my major and filled 
with people that I knew.  Tha'ts when my class participation went from very 
little to little. =)

In any given class I would feel comfortable enough to speak up about halfway 
through.  But by then I felt like I really had to have something good to say if 
I was going to say anything ("Why is this silent person suddenly speaking?").

I've always been introverted, preferring to hang at the edges.  Large groups 
have always been a problem for me, but less so in the last 10 years.  

So I have much empathy for my quieter students.  Thus the "training wheels."  =)


--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: Steven Specht
Sent: Wed 2/20/2008 9:25 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] why so traumatic?


This explanation makes me feel much better. I just worry about those 
"parents" who don't take off the "training wheels" lest the kids fall 
down. You're much more conscientious than that. Thanks Sue.
BTW, I've never been afraid of asking questions at conferences when I 
have them. Interestingly for me, I've been very introspective over the 
past couple of years about why I have never had a problem (throughout 
academics) while others have. If you knew my up-bringing (country 
bumpkin, basically 1st generation college kid; "broken" home), I bet 
you would predict I'd be the intimidated type. BUT, the fact that my 
alcoholic father left my high-school educated mother with 5 kids (with 
NO support) and that she was heroic enough to get some education and 
get off welfare to eventually put us all through college, I think 
speaks to the issue. My students don't get a lot of sympathy from me 
about superficial "crises" ;-)
I love TIPS!

-S

On Feb 20, 2008, at 12:14 PM, FRANTZ, SUE wrote:

>
>
> I see clickers as more of a foot-in-the-door; they're not the be-all 
> and end-all. 
>   
> I want to quickly add that clickers have to fit the style of the 
> instructor.  They're not for everybody. 
>   
> I'm afraid that when I talk about clickers, people picture me using 
> them every 3 minutes.  Some class sessions I don't use them at all.  
> Other days I may have 1 or 2 questions.  And others there may be 8 or 
> 9 -- as was the case when discussing the availability heuristic.  Some 
> of the questions are the kinds of questions you'd see on an exam.  
> Others are more about taking the class' temperature, like, "How well 
> do you understand _?"  Or "Want another example?"  Other questions 
> are about attitudes. 
>   
> I'm very much a lecturer, but I rely on student questions to flesh 
> things out.  And this has been the case for years.  Before clickers, I 
> could rely on about 20-30% of my students (class size: 35 to 50) to 
> ask the questions. 
>  
> After clickers, I can expect a question (an actual raising of a 
> hand followed by the use of a voice) at any time from about 2/3 of my 
> class (I just went through my roster and noted who asked a question or 
> made a comment last week).  And this happens pretty quickly -- I'd say 
> within the first 4-6 class sessions.  Anecdotally, some students have 
> said that they usually don't speak in class, but they do in this one. 
>  
> I'm attributing the change to the clickers, but I'm not sure what's 
> driving it.  I can imagine several possibilities.  At root, I think, 
> is an increased sense of group belongingness -- it's almost an 
> us-as-a-class vs. The Question sort of mentality.  Students get very 
> excited when everyone gets an answer right.  And when students get an 
> answer wrong, there's comfort in knowing that they're not the only 
> one.  And sometimes when many get an answer wrong, I have them talk 
> amongst themselves, changing their answers as they see fit. Just last 
> week, I gave them examples of positive reinforcement, and punishment 
> and negative reinforcement and punishment, and asked them to ident

RE: [tips] why so traumatic?

[FRANTZ, SUE]

More on clickers...

Our college has opted to field the cost.  We have a set for our classroom.  
They're numbered, so students at the beginning of class pick theirs up then 
drop it off at the end of class.  No problem with students remembering to bring 
them.  And, no, they haven't walked off with them either.  For those who have 
students purchase them, you can have loaners on hand.

I don't have any evidence that they improve learning.  They do increase 
attendance.  They do increase engagement.  And they help me identify what to 
focus on.  For example, when I started using them, I discovered that students 
got correlations much more quickly than I thought they would -- that freed up 
more time for covering experiments.  And students get a little check-in to see 
whether or not they're understanding the concepts as well as they think they 
are.  

In some places, clickers speed things up.  For instance, when I do some memory 
demos where each half of the class gets different instructions, I have each 
half click in separately with their results.  

If there is any way you could get a set to use for just a few classes, I'd 
suggest doing that.  If you do that, I would do it at the end of the course.  
Students generally like clickers a lot.  If you use them then take them away, 
students might struggle with that.  =) 

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: [EMAIL PROTECTED]
Sent: Wed 2/20/2008 10:57 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] why so traumatic?


Hi Sue, et al. tipsters:

I have no trouble speaking up, never have, as anyone who reads my posts here 
and on Psychteach can well imagine :)

I haven't gone with clickers because we have relatively small classes, but I am 
thinking about it

My bigggest problem is that I have yet to see real evidence that they enhance 
learning. I have seen evidence that they may enhance engagement. And MAYBE 
thereby, secondarily enhance learning, but I have yet to see that.

My second large problem deals with the logistics. We do have a clicker system 
adopted by our university but so far I haven't gone with it. The students have 
to buy their own clickers, and remember to bring them to class each time.

For those who use clickers, how has that worked out? What happens when a 
student forgets/loses/has his/her clicker stolen and therefore is clicker-less, 
sometimes for a good reason? They have their much more precious i-phones 
disappear, so when clickers are sort of expensive (I believe they are $50 in 
the bookstore here) it's not surprising they disappear sometimes.

Anyway, I also tend to be a "lecturer" rather than  an "interacter". I've tried 
the interactive route and it just doesn't match who I am. I do tend to stop and 
ask questions frequently, but I don't call on people for answers; I let the 
class as a whole contemplate for a while before forging on again. I'm too 
impatient waiting for the few people who talk consistently, to do so. So I've 
thought about clickers as an infrequent adjunct...but I'm not quite 
ready.of course, maybe doing some of the research myself might in the end 
be the impetus.

Annette

Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[EMAIL PROTECTED]


 Original message 
>Date: Wed, 20 Feb 2008 09:14:35 -0800
>From: "FRANTZ, SUE" <[EMAIL PROTECTED]>  
>Subject: RE: [tips] why so traumatic?  
>To: "Teaching in the Psychological Sciences (TIPS)" 
>
>   I see clickers as more of a foot-in-the-door;
>   they're not the be-all and end-all. 
>
>   I want to quickly add that clickers have to fit the
>   style of the instructor.  They're not for
>   everybody. 
>
>   I'm afraid that when I talk about clickers, people
>   picture me using them every 3 minutes.  Some class
>   sessions I don't use them at all.  Other days I may
>   have 1 or 2 questions.  And others there may be 8 or
>   9 -- as was the case when discussing the
>   availability heuristic.  Some of the questions are
>   the kinds of questions you'd see on an exam.  Others
>   are more about taking the class' temperature, like,
>   "How well do you understand _?"  Or "Want
>   another example?"  Other questions are about
>   attitudes. 
>
>   I'm very much a lecturer, but I rely on student
>   questions to flesh things out.  And

[tips] Profs strike back --ratemyprofessors.com

[FRANTZ, SUE]

For those who are not exactly fans of RateMyProfessors.com, now you can respond 
to those student comments: http://www.mtvu.com/on_mtvu/professors_strike_back/

I hadn't visited my ratings in awhile.  No need for me to strike back -- my 
students are doing it for me: 

"Her class is very fun and she makes it interesting. The tests are very hard 
but if you do your notes and other assignments you will be ok. You must do the 
work or you will fail. If I can get an "A" so can you-just do the damn work you 
lazy people!!!"



--
Sue Frantz   Highline Community College   
Psychology   Des Moines, WA
206.878.3710 x3404    [EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/
-- 
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php




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[tips] On the map? Got Del.icio.us?

[FRANTZ, SUE]

Are you on the TIPS Subscribers map?  
http://flightline.highline.edu/sfrantz/tips/index.htm

If so, are you using Del.icio.us?  I can add a link to your Del.icio.us page, 
and give you a special icon on the map.  See my listing for an example.  (Btw, 
I'm tagging recommended sites from TIPS with a 'TIPS' tag.)


--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php

---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

RE: [tips] On the map? Got Del.icio.us?

[FRANTZ, SUE]

Del.icio.us is a "social bookmarking" site.

You can read more about it here: http://del.icio.us/about/

The semi-quick version.  

You begin by creating a profile at http://del.icio.us/. 

Then install a Del.icio.us button on your browser's toolbar.  When you click on 
that button, it takes you (temporarily) to the del.icio.us website where a 
webform displays the URL of the website you were just visiting.  

Here you can add a description of the website (title, really), notes, and tags. 
 Tags are used for organizing the bookmarks.  For instance, the NOVA: Ape 
Genius program page I recently bookmarked, I tagged with "TIPS," "Video," 
"Apes," and "Intelligence."  Now when I go to my Del.icio.us bookmarks, I can 
click "Video" and get a list of all the bookmarks I've tagged with "Video."  
And then I can narrow it down further.  Within "Video" I can ask for just the 
"TIPS" tags.  

The bookmarks are public -- that's the "social" part. [But you can also 
designate bookmarks as "not shared."] You can go to my Del.icio.us page 
(http://del.icio.us/ripley32/) to view my bookmarks.  

And...  (still with me?)...  if you use an RSS feed reader (like GoogleReader), 
you can be notified whenever I add a bookmark (not that you'd do that...).  Or 
if you have a website or blog, you can add script to one of your website pages 
so that your most recent bookmarks appear on your website or blog -- and that 
is updated every time you add a new bookmark.  

I recently created a ning site for my former students.  What's ning?  
http://www.ning.com/.  Ning is a social networking site where you create the 
network.  You can blog (and members can leave comments).  Start or respond to a 
discussion in the "forum."  I've added scripting to display my Del.icio.us 
bookmarks.  Members can upload photos, leave comments for one another.  The 
site can be public or private.  Private sites are visible only to those who 
join, and if you'd like, you can limit who can join to only those who are 
invited.  (If you're interested, I can send you a screenshot of this site 
off-list since it's members-only.)

Right now, I'm really beta testing ning.com.  Those of us at community colleges 
have an especially hard time identifying and communicating with our 
psych-majors-to-be.  We've tried creating a psychology club, but the students 
who are usually the most interested are often in their second year -- and then 
they're gone.  Without continuity, it's difficult to maintain such a club.  If 
we can grab students as soon as they leave Intro Psych and are still excited 
about psychology, continuing the psychology conversation in an online space may 
bring our students together in a way that we haven't been able to accomplish in 
person.  

And then there's Second Life...  

But that's enough for now. =)

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: [EMAIL PROTECTED]
Sent: Thu 2/28/2008 6:12 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] On the map?  Got Del.icio.us?






are you using Del.icio.us?
What is this?

RIki Koenigsberg
[EMAIL PROTECTED]







Delicious ideas to please the pickiest eaters. Watch the video on AOL Living.


---To make changes to your subscription contact:Bill Southerly ([EMAIL 
PROTECTED])

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RE: [tips] On the map? Got Del.icio.us?

[FRANTZ, SUE]

Title: RE: [tips] On the map? Got Del.icio.us?


   
  


TIPSters,
If somebody would write up a short description of what TIPS is, the instructions on how to subscribe (and unsubscribe, and how to search the archive), I would be happy to add the instructions to the map page (http://flightline.highline.edu/sfrantz/tips).  Volunteers?I've been a member of TIPS for so long probably because I have no idea how to unsubscribe.  =)
Sue

 
--Sue Frantz Highline Community College   Psychology    Des Moines, WA206.878.3710 x3404    [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ --APA Division 2: Society for the Teaching of Psychology

http://teachpsych.org/
Office of Teaching Resources in PsychologyAssociate DirectorProject Syllabushttp://teachpsych.org/otrp/syllabi/syllabi.php
-Original Message-From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]]Sent: Thursday, February 28, 2008 6:34 AMTo: Teaching in the Psychological Sciences (TIPS)Subject: Re: [tips] On the map? Got Del.icio.us?On 28 Feb 2008 at 8:35, Bobbie Turniansky wrote:> This is slightly depressing - it's very lonely in my corner of the> world!Well, hey Bobbie, do something about it! TIPS is hard to find, and I'msure there are many potential joiners out there around the world whodon't know about it. Tell your colleagues how wonderful we are andencourage them to join (and post).  That goes for you too, those folks inArgentina, and Portugal, and South Africa, and even truly exotic placeslike Toronto. Why let the You Ess Eh rule, eh?(Note to our esteemed listowner: I used to include a url to the TIPS webpage in my signature file to advertise it. But there is no longer aworking url where people can join.)Shalom.Stephen-Stephen L. Black, Ph.D. Professor of Psychology, Emeritus  Bishop's University    e-mail:  [EMAIL PROTECTED]2600 College St.Sherbrooke QC  J1M 1Z7Canada--To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])

---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])

RE: [tips] TIPS advert 1.1

[FRANTZ, SUE]

I knew I could count on you Stephen.  Thank you Marc.

Done.  Further edits welcome 

http://flightline.highline.edu/sfrantz/tips/ 

The list of recently recommended websites from TIPS members (with RSS feed 
option) is new.   If anyone thinks they'll use it, I'll leave it there.  If you 
click on the title at the top of the links list, you'll get a list of all the 
links I've tagged with TIPS -- and you can narrow it down further, say, to just 
videos mentioned on TIPS.  I just started this a couple weeks ago, so all links 
mentioned in the last 14 years are not there.  =)

Btw, if someone would like to donate $59.40/year, we can remove the ads from 
the map. =)

Sue

--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: [EMAIL PROTECTED]
Sent: Fri 2/29/2008 7:11 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] TIPS advert 1.1


On 29 Feb 2008 at 8:58, Marc Carter wrote:

> I like it, but I would insert "Bill Southerly and" between "hosted by"
> and "Frostburg State." 

TIPS (Teaching in the Psychological Science) is an lively international e-
mail forum hosted by Bill Southerly and Frostburg State University 
(Maryland, USA) primarily for discussions concerning the teaching of 
psychology but with wide-ranging debate on related topics in psychology.  
It is open to anyone with an interest in such matters.  

Requests to subscribe or unsubscribe should be directed to B. Southerly 
at
[EMAIL PROTECTED]

Archives are available at
http://www.mail-archive.com/tips%40acsun.frostburg.edu/

[Three "discussions" in one sentence is a bit much; I've removed two of 
them]

Stephen


-
Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's Universitye-mail:  [EMAIL PROTECTED]
2600 College St.
Sherbrooke QC  J1M 1Z7
Canada

---

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Bill Southerly ([EMAIL PROTECTED])

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RE: [tips] Sleep question

[FRANTZ, SUE]

This site shows the amount of time spent in each sleep stage (on average of 
course) for childhood, early adulthood, and old age.

http://www.npi.ucla.edu/sleepresearch/SleepDream/sleep_dreams.htm

And if you haven't seen this, it's worth a visit.  The National Sleep 
Foundation has a nifty interactive program on sleep: 
http://www.resisoftip.com/resisoft/nsf/flash_content/preloader.htm


--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
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From: Joan Warmbold
Sent: Mon 3/3/2008 3:26 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Sleep question


Textbooks that I have used have always stated that sleep walking occurs
during Stage Four.  The second question you have asked is one that text
books are often fuzzy.  My interpretation of the diagrams of our cycles of
sleep is that we move through stages 1-4, then move back up through 4-1
and THEN have REM.  Then, for Cyle Two, again we move down through the
four stages and move back up through the four stages to REM.  That is, REM
doesn't (logically enough) immediately follow Stage 4 sleep as it takes
our brain a bit of time to move back up from deep sleep to the lighter
stages of sleep before it can enter the very active state of REM.

However, what I've never been clear on is what amount of time it takes our
brain to get down into stage 4 sleep compared to how long it takes to get
back up into light sleep and then REM.

Joan
[EMAIL PROTECTED]

> I had a student who asked me when in the sleep cycle people are most
> likely to sleep walk.
>
> Also, here is a question I am fuzzy on despite reading everything I could
> find:
>
> We start with stage 1, go to 2, 3, 4, 5(REM) and then what happens? Do we
> ease back up backwards, 4,3,2,1 or do we go from 5 to 1 and start over
> again? I can't find a definitive answer--most of the intro books just have
> the cyclic chart that doesn't help define that.
>
> Annette
>
>



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