RE: [tips] Eastern Psych Assn. 2010 Meeting
Hi Diane, If you have room on your panel, I would be interested in participating (so long as my grad asst can be a co-presenter). I would talk about the use of writing to learn journaling assignments (as opposed to high-stakes writing to earn assignments) in large introductory psychology courses. Thanks, Jeff Jeffrey S. Nevid, Ph.D., ABPP Professor of Psychology and Clinical Director Department of Psychology St. John's University 8000 Utopia Parkway Queens, NY 11439 email: jne...@hotmail.com, or nev...@stjohns.edu tel: 718-990-1548 fax: 718-990-6705 Date: Thu, 17 Sep 2009 10:29:58 -0400 From: finle...@pgcc.edu To: tips@acsun.frostburg.edu Subject: [tips] Eastern Psych Assn. 2010 Meeting If you are interested in participating on a teaching activities panel, please email me. Please be sure you can commit to attend and present as we have had a few people not show up the last couple of years. Information on the conference is at http://www.easternpsychological.org/i4a/pages/index.cfm?pageid=1 Diane Diane L. Finley, Ph.D. Professor , Department of Psychology Membership Chair, D47 - APA (Exercise and Sport Psychology) Prince George's Community College 301 Largo Road Largo MD 20774 (301) 322-0869 dfin...@pgcc.edu http://academic.pgcc.edu/~dfinley --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Eastern Psych Assn. 2010 Meeting
Hi Diane, Thanks for the suggestion. If there are tipsters who would like to participate with me in an EPA panel on Writing Across the Psychology Curriculum, please send me a message at jne...@hotmail.com. Jeff Jeffrey S. Nevid, Ph.D., ABPP Professor of Psychology and Clinical Director Department of Psychology St. John's University 8000 Utopia Parkway Queens, NY 11439 email: jne...@hotmail.com, or nev...@stjohns.edu tel: 718-990-1548 fax: 718-990-6705 Date: Fri, 18 Sep 2009 09:52:12 -0400 From: finle...@pgcc.edu To: tips@acsun.frostburg.edu Subject: RE: [tips] Eastern Psych Assn. 2010 Meeting Hi Jeff The panel is full right now but if someone drops, I will let you know. Why not submit another program on the writing project? Diane Diane L. Finley, Ph.D. Professor , Department of Psychology Membership Chair, D47 - APA (Exercise and Sport Psychology) Prince George's Community College 301 Largo Road Largo MD 20774 (301) 322-0869 dfin...@pgcc.edu http://academic.pgcc.edu/~dfinley jne...@hotmail.com 09/18/09 9:28 AM Hi Diane, If you have room on your panel, I would be interested in participating (so long as my grad asst can be a co-presenter). I would talk about the use of writing to learn journaling assignments (as opposed to high-stakes writing to earn assignments) in large introductory psychology courses. Thanks, Jeff Jeffrey S. Nevid, Ph.D., ABPP Professor of Psychology and Clinical Director Department of Psychology St. John's University 8000 Utopia Parkway Queens, NY 11439 email: jne...@hotmail.com, or nev...@stjohns.edu tel: 718-990-1548 fax: 718-990-6705 Date: Thu, 17 Sep 2009 10:29:58 -0400 From: finle...@pgcc.edu To: tips@acsun.frostburg.edu Subject: [tips] Eastern Psych Assn. 2010 Meeting If you are interested in participating on a teaching activities panel, please email me. Please be sure you can commit to attend and present as we have had a few people not show up the last couple of years. Information on the conference is at http://www.easternpsychological.org/i4a/pages/index.cfm?pageid=1 Diane Diane L. Finley, Ph.D. Professor , Department of Psychology Membership Chair, D47 - APA (Exercise and Sport Psychology) Prince George's Community College 301 Largo Road Largo MD 20774 (301) 322-0869 dfin...@pgcc.edu http://academic.pgcc.edu/~dfinley --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Highlights of American Psychiatry through 1900 - Website
Hi Robin, This a wonderful resource Thank you for finding it. Benjamin Rush had a somewhat checkered history when examined in the light of current knowledge. He believed in blood letting and some harsh forms of mental health treatment Hope all is well with you. I'm returning to give a talk at Eastern TOP in June on the use of storytelling as a teaching device in psychology. Perhaps I'll see you there or maybe at LCCC if we can arrange a visit sometime. Best wishes, Jeff Jeffrey S. Nevid, Ph.D., ABPP Professor of Psychology and Clinical Director Department of Psychology St. John's University 8000 Utopia Parkway Jamaica, NY 11439 email: [EMAIL PROTECTED], or [EMAIL PROTECTED] tel: 718-990-1548 fax: 718-990-6705 Date: Fri, 7 Mar 2008 22:26:28 -0500 From: [EMAIL PROTECTED] To: tips@acsun.frostburg.edu Subject: [tips] Highlights of American Psychiatry through 1900 - Website For those interested in a bit of history: Diseases of the Mind: Highlights of American Psychiatry through 1900 http://www.nlm.nih.gov/hmd/diseases/ The National Library of Medicine's History of Medicine site has plumbed the various corners of American medicine for years, and this latest offering takes a look at the history of early American psychiatry through primary documents including photographs, biographies, and other items. The sections offered on the site cover early psychiatric hospitals and asylums, 19th century psychiatrists of note, and Benjamin Rush, who is known as the father of American Psychiatry. The section on hospitals and asylums provides a timeline of important dates and activities, including the creation of the first asylum in America by Quakers in 1752. Visitors should also not miss the section on 19th century psychiatric debates as it covers debates about patient restraint and European influences on American psychiatry. From The Scout Report, Copyright Internet Scout Project 1994-2008. http://scout.wisc.edu/ Robin Musselman [EMAIL PROTECTED] Associate Professor Lehigh Carbon Community College Confidentiality Notice: This e-mail is intended only for the personal and confidential use of the individual to whom it is addressed and may contain information that is privileged, confidential and protected by law. If you are not the intended recipient, you are hereby notified that any use or disclosure of this information is strictly prohibited. If you have received this message in error, please notify the sender immediately by reply e-mail and delete the original message. Your compliance is appreciated. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] RE: Tension between enabling understanding and good grades with
Hi All, Since my research on pedagogy was under discussion here, I hope you’ll allow me the opportunity to offer my two cent’s worth. I would like to thank my colleague Miguel Roig for citing my studies on concept signaling and modularization of text material. I also would like to thank Professor Pollak for his useful comment that we need more classroom-based or in-vivo studies of the effects of pedagogical tools or study aids. That said, I believe that instructional techniques and textbook pedagogy should be guided by the best available evidence we have and that we should not dismiss the value of well-controlled, laboratory-based studies of pedagogical tools and basic learning and memory processes. We often turn to laboratory studies because of the opportunities they afford to control variables we may not be able to randomize in classroom situations because of ethical or practical reasons (e.g., assigning students in classes to different instructional materials for research purposes). We can also supplement experimental studies with well-designed correlational research in the classroom that can be integrated within the course syllabus. For example, I recently completed a study of mastery quizzing in relation to student performance on midterm and final exams. Let me also suggest that we avoid committing the student uniformity fallacy of treating students as a homogenous group. Some students might benefit from certain pedagogical aids or instructional techniques, whereas others might not. These are researchable issues and I would like to offer a standing invitation to anyone who would like to participate in pedagogical research to get in touch with me. I guess that’s probably more than two cent’s worth but thanks for the opportunity to share my views. Cordially, Jeff Jeffrey S. Nevid, Ph.D. Professor of Psychology Department of Psychology St. John's University 8000 Utopia Parkway Jamaica, NY 11439 email: [EMAIL PROTECTED], or [EMAIL PROTECTED] tel: 718-990-1548 fax: 718-990-6705From: [EMAIL PROTECTED]: [tips] Tension between enabling understanding and good grades withTo: [EMAIL PROTECTED]: Sun, 29 Apr 2007 20:11:00 -0400 Miguel wrote Ed, I tend to agree with the general tone of your post. However, mycolleague, Jeff Nevid, has published evidence that at least one of thoselearning aids, concept signaling, (when short definitions/explanatory notesappear in the margins of the page) can enhance student performance. Alsomodular presentation of text, particularly if the students prefer suchformats, appears to enhance their exam performance. On the other hand, otherresearch cited by Nevid and Lampmann (see below) indicates that studentsrarely use some of the gimmicks you mention. I only wonder if the studies were conducted in vivo or in vitro. Too many of these studies give the students a chapter to read. One group gets a chapter with the gimmicks and the other group gets it without the gimmicks. This is what I mean by testing the gimmicks in vitro. To do it right (in vivo) I'd want to compare students studying for a REAL EXAM using a textbook that lacks the gimmicks and compare that with other students studying for an exam with a standard text (that includes the gimmicks). And I would like to see that books be used the entire semester to avoid any sort of Hawthorne effect. Until that's done, I remain unconvinced. Ed Edward I. Pollak, Ph.D. Department of Psychology West Chester University of Pennsylvania http://mywebpages.comcast.net/epollak/home.htm Husband, father, grandfather, biopsychologist, bluegrass fiddler and herpetoculturist.. in approximate order of importance. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
