Re: [tips] Anybody See Any Snow?
Up here in the Great White North it is raining and 5 degrees C. eh. I hear there is real snow in the rest of it though. Sally Capilano U - Original Message - From: Riki Koenigsberg To: Teaching in the Psychological Sciences (TIPS) Sent: Sunday, December 20, 2009 9:23 AM Subject: Re: [tips] Anybody See Any Snow? We were actually hit pretty hard for a first snowstorm. I live in Queens and we got almost a foot. On Long Island, they got over 20 inches. 800 flights were cancelled this morning at our 3 airports. One woman on a cancelled flight who wanted to go to Atlanta for the holidays was told the earliest flight they could put her on was this Thursday. On Sun, Dec 20, 2009 at 9:42 AM, Deborah S Briihl wrote: David and I are with you - no snow would be wonderful (Pittsburgh and Binghamton did it for me). However, in a some state of insanity, I promised my child (who is 6) last year that she could see real snow. SOOO, we will be flying up to Pittsburgh after Christmas to look at the white stuff. tay...@sandiego.edu wrote: >My youngest son (age 21) is going to New York for Christmas and New Years and is absolutely excited about all the snow. Frankly, I grew up on it (native Chicagoan) and if I never see another flake it will be too soon. > >Favorite christmas song this year: Stephen Colbert's Another Christmas song. You can get it for free on i-tunes if you download the free christmas album. > >Annette > >ps: not a flake in sight; just walked back from the pool :) > >Annette Kujawski Taylor, Ph.D. >Professor of Psychology >University of San Diego >5998 Alcala Park >San Diego, CA 92110 >619-260-4006 >tay...@sandiego.edu > > > Original message >>Date: Sat, 19 Dec 2009 04:17:18 -0500 >>From: "Mike Palij" >>Subject: [tips] Anybody See Any Snow? >>To: "Teaching in the Psychological Sciences (TIPS)" >>Cc: "Mike Palij" >> >>On the east coast of the U.S. there is supposed to be this >>lollapalooza of a snow storm moving north which is supposed >>to hit NYC and leave 8+ inches of snow (*yawn*). So far, >>no flakes (outside of the usual ones that one encounters on >>the streets of NYC). But I hear that there is a little bit of >>snow now around Maryland, round a place called Frostburg. >>Is this true or another misrepresentation by the eastern liberal >>elite media establishment? >> >>By the way, anyone have a favorite Holidays song? I'm >>partial to Annie Lennox's version of "Winter Wonderland". >> >> >>-Mike Palij >>New York University >>m...@nyu.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) > -- Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University 229-333-5994 dbri...@valdosta.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] It's that plagiarism time of year again...
Hi Carol, I don't know if this is still possible or not but I had a similar case a couple of years ago and couldn't find it using Google so I visited some of the essay for sale sites and by searching by topic found the student's paper. Sally Capilano U - Original Message - From: "DeVolder Carol L" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Thursday, December 17, 2009 11:56 AM Subject: [tips] It's that plagiarism time of year again... Hi, I have a student who has done poorly on his exams but has turned in a stunningly good paper. Frankly, I don't think he wrote it but I'm having difficulty showing that. I have Googled key phrases but nothing has turned up, so I don't think he copied and pasted, I think he bought it. Can anyone give me some idea of what Turnitin.com charges for an individual license? It's the only thing I can think of, other than confronting the student, which will most likely be my next step. I hate this stuff, it takes so much time and really takes a toll on my enthusiasm for grading. Thanks in advance for any help you can provide. Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: devoldercar...@sau.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] Fertility and teen pregnancy
There's a window of opportunity for conception - about 5 days generally, and it is dependent on how long the sperm are viable and at what point in time the egg is released and survives. My understanding is that in most cases sperm are good for about 2 days but can be viable up to 5, while the egg is more time-limited - 24 hours or so. I've never heard that teenagers' eggs "last longer" but there is an excellent book by Toni Wechsler that covers all aspects of ovulation, fertility, etc in great detail that is also highly readable. Did your student argue that teenagers get pregnant more easily because their eggs last longer? Sally Capilano U - Original Message - From: "Rob Weisskirch" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Wednesday, December 09, 2009 9:39 AM Subject: [tips] Fertility and teen pregnancy Tipsfolk, In my review for my adolescent development class, a student was asserting that greater fertility influences teen pregnancy. When I asked for further explanation, she said some people are just more fertile and get pregnant easier because of a longer window of ovulation. This just didn't make sense to me. There's fertile (releasing an ovum each month) and then there's problems with fertility (e.g., hormone levels, lack of ovulation, etc.). Can one person be more fertile than another? What does more fertile mean? Please refrain from referring to anyone who has a reality show and a litter of children. Thanks, Rob Rob Weisskirch, MSW. Ph.D. Professor 90.77% Furlough 9.23% Associate Professor of Human Development Certified Family Life Educator Liberal Studies Department California State University, Monterey Bay 100 Campus Center, Building 82C Seaside, CA 93955 (831) 582-5079 rweisski...@csumb.edu This message is intended only for the addressee and may contain confidential, privileged information. If you are not the intended recipient, you may not use, copy or disclose any information contained in the message. If you have received this message in error, please notify the sender by reply e-mail and delete the message. --- 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] "Rich media"?
also prezi (www.prezi.com) , an online "non-linear" presentation tool, nice alt to PP Harvard Outreach has some great flash presentations of neurons, action potentials etc pbs.org has many great videos Academic Earth has v. nice intro psyc lectures at Yale with downloadable transcripts Sally CapilanoU - Original Message - From: Britt, Michael To: Teaching in the Psychological Sciences (TIPS) Sent: Thursday, November 12, 2009 2:45 PM Subject: Re: [tips] "Rich media"? I would guess that she's talking about sites or tools that combine text, images, video, etc. If that's the case, then I highly recommend: Sprout (www.sproutbuilder.com), an online tool which allows users to combine various forms of media SlideRocket (http://www.sliderocket.com) - an online alternative to PowerPoint Voicethread (http://voicethread.com) enables students to discuss images and video presentations Timerliner XE (http://www.tomsnyder.com/timelinerxe/) - great timeline creation tool in which you can embed photos, video, etc. Sounds like fun Beth. Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com On Nov 12, 2009, at 5:19 PM, Jim Matiya wrote: Hi Beth, What is "Rich media?" jim Jim Matiya Florida Gulf Coast University jmat...@fgcu.edu Contributor, for Karen Huffman's Psychology in Action, Video Guest Lecturettes John Wiley and Sons. Using David Myers' texts for AP Psychology? Go to http://bcs.worthpublishers.com/cppsych/ High School Psychology and Advanced Psychology Graphic Organizers, Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net From: beth.ben...@gmail.com Date: Thu, 12 Nov 2009 16:48:35 -0500 Subject: [tips] "Rich media"? To: tips@acsun.frostburg.edu My college is having a workshop to encourage us to use rich media for our online courses and has asked us to bring anything we could or do use. Do any of you have any suggestions for things I can bring to the workshop? I know Sue Frantz and Michael Britt have many, many offerings. But where should I start? I'm planning an intro course in the spring, so it would be a great place for rich media. Suggestions appreciated! Beth Benoit Granite State College Plymouth State University New Hampshire ---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] Dumbing Down or Deeper Processing?
Ditto - I could see using this for students in an online class. Thanks! Sally Walters - Original Message - From: "Joan Warmbold" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Thursday, October 29, 2009 11:05 AM Subject: Re: [tips] Dumbing Down or Deeper Processing? Wow, to me there's no question--totally with option B. It asks for active engagement as well as requiring a deeper level of comprehension required by creating a personal example of the concept. And, as a bonus, most students will enjoy developing a comic strip. I think you've come up with a real winner here Michael. Joan Joan Warmbold Boggs jwarm...@oakton.edu Since we occasionally discuss the idea of "dumbing down" here on tips: I've been playing around with a fun site called ToonDoo (www.toondoo.com) which allows people like me who have zero drawing skills to make some pretty cool comics. Of course, I had to see if the tool would enable a kind of fun quiz or learning experience, so I made a "cartoon quiz" out of 6 of the Freudian defense mechanisms. ToonDoo is still a new site and the comics-maker is still a little buggy, but the comics didn't take too long to make. Pretty intuitive. Curious about tipster's reactions. I have to admit that while making the comics, the expression "dumbing down" was in the back (or front) of my mind. Here's what I was saying to myself: A) This is silly and unnecessary. Students should be able to understand the defense mechanisms without having to spend time creating childish comics. This is time consuming and adds little value to the learning experience. B) Creating a comic like this, which on one level appears kind of silly, requires the student to really think through each defense mechanism and come up with very concrete examples and actually put words into people's mouths. Thus, it'll help students get a deeper understanding of the defense mechanisms. So, which way do you go? A or B? Here's the link to the "cartoon comic": http://bit.ly/1kRto3 Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- 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] reply to bill and new student Q
One of your questions was: (2) Is there a "purpose" to having different eye and hair color? Most of the world's population has dark hair and brown eyes, so one could start by looking at the distribution of non-dark hair and eyes. Blonde and red hair both occur historically at northern/western european geographies and they also co-occur with pale skin. So they may confer some of the same advantages in terms of vit D production at northern climates, or they could be characteristics that don't have an adaptive function but just genetically got swept along with the pale skin. Without a lot of north-south movement and intermixing, it is easy to see how they variants could be maintained in the population. Whether it is advantageous to have hair and eye colour different to the majority in one's own population is a different question, but sexual selection could drive the maintenance of minority variants if so. Sally Walters - Original Message - From: To: "Teaching in the Psychological Sciences (TIPS)" Sent: Wednesday, October 21, 2009 1:16 PM Subject: [tips] reply to bill and new student Q I completely miss the point of your response and will not be able to respond again until tomorrow. And drat! I had ANOTHER student question to post: Is it common or rare or even possible that eye color changes across the life span? I am merely suggesting that Hake makes a good point. Given that we have a background in the areas of the many factors that make for good educational practice why are we not the driving force in that are of research and literature? If you examine the literature on outcomes assessment it is dominated by the hard sciences. Yet, there can be no denial based on my own published research and the literature reviews therein, that we, as a discipline of psychology are doing a horrible job of disabusing students of the psychobabble they come into our courses with. We are perfectly happy to fill students up with the facts as we see them, and never pay any attention as to whether or not they have taken the false preconceptions and replaced them with correct conceptions. We pay no attention to pedagogies and teaching techniques that could benefit our discipline in the public eye, by doing so. And I guess for that matter maybe we should have better behaved pets and children Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 21 Oct 2009 15:14:18 -0400 From: "William Scott" Subject: Re: [tips] Reclaiming TIPS To: "Teaching in the Psychological Sciences (TIPS)" 10/21/09 3:04 PM >>> ... things like student learning outcomes, how best to effect assessments, and [why] are psychologists NOT at the forefront of this work? And psychologists should have well behaved dogs and children, too! Bill Scott --- 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] response to Ed Callen
I have been an occasional contributor to the list and indeed there have been many times when I did have something to say to a post but got sidetracked by another post because of its incendiary, outrageous or offensive nature. I ended up posting nothing, and then somehow the moment passed in all of the competing demands for time. I will not respond to those incendiary posts I allude to in the hopes that nonreinforcement will increase the likelihood of extinction. Recent extraordinary bids for attention suggest otherwise. I have no problem with the listowner removing posters from the list and can appreciate what a difficult job Bill has. Sally Walters CapilanoU - Original Message - From: DeVolder Carol L To: Teaching in the Psychological Sciences (TIPS) Sent: Wednesday, October 21, 2009 8:41 AM Subject: RE: [tips] response to Ed Callen As I read through each post I keep thinking I'll respond to that one because I agree with it. Then I read the next one and agree with that too. So, I'm adding my voice to all of your very well-written posts. So many times I have been offended and tempted to respond, but then decided it (he) wasn't worth my time. Once in a while I got roped in, and immediately regretted it. Thanks Bill for this list, no thanks to the one person who is trying to ruin it for his own kicks. Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: devoldercar...@sau.edu From: Dennis Goff [mailto:dg...@randolphcollege.edu] Sent: Wednesday, October 21, 2009 10:35 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] response to Ed Callen I know that I am quiet on the list, but I have been here a long time and am not leaving. There is too much of value here to let one person drive me away. As others have pointed out, that monitored list is not a replacement for the knowledge or sense of community on TIPS. I have used filters for the list for much of the time that I have been here so I do not see the "exuberant" posts that begin these discussions. Those messages go straight into my delete folder. My guess is that Bill Gates and his minions invented the delete folder for exactly this purpose. Thanks to Bill Southerly for maintaining the list. It must seem something of a thankless job at times like this. Dennis -- Dennis M. Goff Charles A. Dana Professor of Psychology Department of Psychology Randolph College (Founded as Randolph-Macon Woman's College in 1891) Lynchburg VA 24503 dg...@randolphcollege.edu From: Frantz, Sue [mailto:sfra...@highline.edu] Sent: Wednesday, October 21, 2009 11:04 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] response to Ed Callen I, too, have been on this list for 15 years, and I'm not going anywhere. This community has been too valuable to me. For those of you who lean toward public protests, I've set up a poll on the TIPS subscribers page (http://flightline.highline.edu/sfrantz/tips/index.htm) where you are welcome to vote on whether M.S. should be retained or removed from TIPS. I'm not saying that the voting will have any impact one way or another, but raw numbers are easier to see, for everybody here, than speculation. For those who are more likely to protest in a less public manner, here again are the instructions for setting up filters in Outlook. If you use a different email system and would like assistance, you are welcome to email me off-list. Best, Sue From: Frantz, Sue [mailto:sfra...@highline.edu] Sent: Wednesday, September 30, 2009 9:34 AM To: Teaching in the Psychological Sciences (TIPS) Hi all, There's no need to leave the list because of one person. If you have Outlook, here's how you can use filters to delete messages before you even see them. 1. In the top menu, select "Tools" then "Rules and Alerts." Select "New Rule." In the "Start from a blank rule" section, choose "Check messages when they arrive." Click "Next." 2. Check the option, "From people or distribution list." Notice that this has been added to the box at the bottom of the screen. In that box, click on "people or distribution list." In the "From" box, type in the email address of the person you'd like to delete. 3. Click "OK" then "Next." Now check "Delete it." 4. Click "Next," then add an exception if you'd like. Then &
[tips] time for mc exam questions
Is there a general guideline for how much time to allow on an intro psyc midterm exam for each multiple choice question? I have heard 30 seconds, 45 seconds - just wondering what people think is reasonable. The questions themselves are from a testbank for Weiten. thanks, Sally Walters Capilano U --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Running head
Do we still put "Running head" on the title page? I'm just about to put a screencast together so if anyone knows of any other errors I could catch that would be helpful. thanks, Sally CapilanoU - Original Message - From: "Stuart McKelvie" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Monday, August 24, 2009 11:42 AM Subject: RE: [tips] Running head Dear Deb, Thanks for this update. (Sigh...) APA has admitted 100 mistakes in its new manual. To those of us who teach research methods and wish to impart accurate information to our students, this is proving to be a logistic nightmare. The fact that Amazon is now offering the faulty manual for some $15 only rubs salt in the wound. I encourage all frustrated Tipsters to write to APA and express their indignation. My colleague Leo Standing and I have already done so. Sincerely, Stuart McKelvie _ "Floreat Labore" "Recti cultus pectora roborant" Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Qu¨bec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore" ___ -Original Message- From: Deb Briihl [mailto:dbri...@valdosta.edu] Sent: August 24, 2009 2:08 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Running head One of my coworkers contacted the APA gurus about the Running head. The sample paper is incorrect (why is this a theme?) - the running head is to be on each page to the left - the words "Running head" are not to be included. Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 dbri...@valdosta.edu http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB --- 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] News: Cash for Courses - Inside Higher Ed
I hope not! I have taught one fully online course as part of my regular teaching load - it took far more time than a traditional course. You might get rich before having total mental collapse, not to mention debilitating RSI from mousing and keyboarding. Online education is extremely time-consuming and difficult to get right. Yes you can create podcasts and have people in several places listen to them, but the first time I created one it took me about 11 hours to produce 14 minutes (or was that 14 hours to produce 11 minutes) :-) Sally Capilano U - Original Message - From: To: "Teaching in the Psychological Sciences (TIPS)" Sent: Monday, August 17, 2009 6:58 AM Subject: Re: [tips] News: Cash for Courses - Inside Higher Ed I was just about to forward to my dept a psychteach post from today that "advertizes" someone's services as a distance learning professor--he is looking for more courses to teach. This is what I envision: a few enterprising people getting very rich teaching maybe 50 or 100 online courses a semester--same course offered through many colleges nationwide--and maybe sponsored by not just pharma companies, but any company--blog sites, twitter come to mind as well as any electronics that could be used with the course for say, listening to podcasts, and seeing video segments, and finally any foods or beverages (alcoholic included, after all pharma is there already) that young college students like. The future of education?? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Mon, 17 Aug 2009 08:44:03 -0400 From: "Christopher D. Green" Subject: [tips] News: Cash for Courses - Inside Higher Ed To: "Teaching in the Psychological Sciences (TIPS)" I can see it now: "Welcome to Psy327 - Psychopharmacology, brought to you by Eli Lilly, makers of Prozac. When you're feeling down, ask your doctor about Prozac. And now on to the course..." http://www.insidehighered.com/news/2009/08/17/ccsf Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.ca http://www.yorku.ca/christo/ == --- 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] word confusions
Me too :-) I spent some time in class last year in a second year course showing the students when to use I and me. They claimed that nobody had ever explained it to them and they thought it was always "proper" to use "John and I". - Original Message - From: To: "Teaching in the Psychological Sciences (TIPS)" Sent: Monday, August 10, 2009 12:06 PM Subject: RE: [tips] word confusions My number one is the misuse of me and I. John and me went to the zoo. He gave the book to John and I. ARRGGH very educated people do this because I believe it is part of local dialects and they grow up talking this way. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Mon, 10 Aug 2009 10:57:26 -0500 From: "DeVolder Carol L" Subject: RE: [tips] word confusions To: "Teaching in the Psychological Sciences (TIPS)" People using the reflexive "myself" instead of me. "The people there included John, Mary, and myself..." Using "comprised OF" instead of comprised. "The committee was comprised of the following members..." instead of "the committee comprised..." "Quote, unquote" instead of "quote...end quote (or close quote)" These drive me crazy. Thanks for the chance to vent. Oh--and tack and track, but I could go on. And on. Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: devoldercar...@sau.edu web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. -Original Message- From: Leah Adams-Curtis [mailto:ladamscur...@icc.edu] Sent: Mon 8/10/2009 10:46 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] word confusions In the past few years, this error has become increasingly common (and makes me crazy). I would like to loose fifteen pounds. I don't see however, Would you like your clothes to be lose? Leah From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Monday, August 10, 2009 10:10 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] word confusions Two word confusions I am tired of seeing (even in newspapers and books sometimes): jive vs. jibe "Your excuse for missing the test does not jibe with the facts." "Jive" is a dance. dribble vs. drivel "Don't give me that drivel. Just tell me what really happened." "Dribble" comes out of babies mouths. Honorable mention (because it really only comes up in a single idiomatic expression): metal vs. mettle (and even "meddle" and "medal") "Joining the military would really test your mettle." Do people have others that they care to share? Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.ca http://www.yorku.ca/christo/ == --- 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) winmail.dat (6k bytes) --- 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] word confusions
How about the disappearance of the word "that" from the news, as in "the government warned universities money would be tight". I keep noticing that one. Sally Capilano U - Original Message - From: "DeVolder Carol L" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Monday, August 10, 2009 8:57 AM Subject: RE: [tips] word confusions People using the reflexive "myself" instead of me. "The people there included John, Mary, and myself..." Using "comprised OF" instead of comprised. "The committee was comprised of the following members..." instead of "the committee comprised..." "Quote, unquote" instead of "quote...end quote (or close quote)" These drive me crazy. Thanks for the chance to vent. Oh--and tack and track, but I could go on. And on. Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: devoldercar...@sau.edu web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. -Original Message- From: Leah Adams-Curtis [mailto:ladamscur...@icc.edu] Sent: Mon 8/10/2009 10:46 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] word confusions In the past few years, this error has become increasingly common (and makes me crazy). I would like to loose fifteen pounds. I don't see however, Would you like your clothes to be lose? Leah From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Monday, August 10, 2009 10:10 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] word confusions Two word confusions I am tired of seeing (even in newspapers and books sometimes): jive vs. jibe "Your excuse for missing the test does not jibe with the facts." "Jive" is a dance. dribble vs. drivel "Don't give me that drivel. Just tell me what really happened." "Dribble" comes out of babies mouths. Honorable mention (because it really only comes up in a single idiomatic expression): metal vs. mettle (and even "meddle" and "medal") "Joining the military would really test your mettle." Do people have others that they care to share? Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.ca http://www.yorku.ca/christo/ == --- 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] Dreams
I've had the missed exam dream and also a variation dream: I'm in the middle of class and realize I've forgotten some handouts. I try to find the place where the photocopier is, then can't remember my code, then can't find the way back to class, etc etc Sally Capilano U - Original Message - From: Pollak, Edward To: Teaching in the Psychological Sciences (TIPS) Sent: Friday, August 07, 2009 6:46 AM Subject: [tips] Dreams (was PLEASE NOTE : NEW FEATURE) I've never missed an exam but that is the theme of a recurring nightmare that I have. When I was younger, the nightmare centered on missing an exam I was supposed to take. It now centers on missing an exam I'm supposed to give. When the shift occurred, I deemed it a major indicator of a changed self-image & stage of life. As for favorite drinks: as a near total teetotaler I can't relate. I learned in college that I don't get drunk. I go right from sober to sick. I blame a lack of acetaldehyde dehydrogenase. Ed Edward I. Pollak, Ph.D. Department of Psychology West Chester University of Pennsylvania http://home.comcast.net/~epollak Husband, father, grandfather, biopsychologist, bluegrass fiddler and herpetoculturist.. in approximate order of importance. Subject: RE: PLEASE NOTE : NEW FEATURE From: "Shearon, Tim" Date: Thu, 6 Aug 2009 10:12:52 -0600 X-Message-Number: 11 Carol Umm. I misread the finals schedule. I woke to a knock at my door (we lived 3 houses off campus). It was my dean- I made it over to the final at 8:45 (it started at 8!). I just told the class to skip every third test item and we turned it into a 2 hour final. The dean, on our way over, said, "You need to stop by my office when the final's over." The students were very understanding- but I felt horrible. I went to the dean's office afterward- the guy had a reputation as having no sense of humor and I had never been one of his favorites. It didn't look good at all. I sat down and he told me the story of having gone home one Friday afternoon with his best friend on the faculty. They were sitting on his porch drinking beer when his wife drove up and told him to get back to campus - he'd forgotten an exam! I didn't feel good but did feel better- and he and I were pretty close after that. Tim ---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] "International Editions" of text books
tiptsers may be interested in Connexions http://cnx.org/: "a group of organizations and individuals, including the world's foremost leaders in education, who work together to advance open source educational technology and open access educational content. Members join the Consortium to work and exchange ideas with other members." Textbooks can be "constructed" from modular content licensed under Creative Commons. They also offer print copies that are of equivalent quality to ordinary texts but at a fraction of the cost - publishers bid for the lowest price they can publish the book for. I heard founder Richard Baraniuk speak at an ed tech conference about open education and open courseware - looks like it might be huge in the future of education. Sally Walters Capilano U - Original Message - From: "Mike Palij" To: "Teaching in the Psychological Sciences (TIPS)" Cc: "Mike Palij" Sent: Sunday, August 02, 2009 4:35 PM Subject: re: [tips] "International Editions" of text books On Sun, 02 Aug 2009 14:52:46 -0700, Karl L.Wuensch wrote: One of my students is shopping for a deal on one of the texts that I use in first semester grad stats (Howell, 7th edition). He told me he could buy this text in the "international edition" for half the price of the regular edition, and he wants to know if this is the same text. I have no idea. What do you all know about so-called international editions of text books? A couple of my students have used "international editions" of textbooks in my classes and my brief examination of the did not reveal any major differences (they were paperbacks while the U.S. was only available in hardcover; paper seemed thinner/cheaper; markings indicating that it was an international edition, etc.). Some of the online bookstores sell international editions and this is what one of them says about them: |What are International Edition textbooks? | |Textbook publishers sell their books worldwide and often price |them based on book prices and economic conditions of the |destination countries. These textbooks sold abroad are referred |to "International Editions" or "Low price editions". The International |Edition may not include the accompanying CDs, charts or DVDs. |Most importantly, the price is significantly cheaper! | |The publishers of International Editions generally do not authorize |the sale and distribution of International Editions in the United States |and Canada and such sale or distribution may violate the copyrights |and trademarks of the publishers of such works. | |How are International Editions identified? | |Generally, the textbook will state "International Edition" or "Low price |edition" on the cover or included with the publication information inside. | |To make finding textbooks easier, and to show your purchasing options, |booksellers must clearly state that the copy they are offering is an International |edition. Booksellers offering international editions on AbeBooks must |adhere to publishers copyright restrictions. | |How can I tell which textbooks on the AbeBooks site are International |Editions? | |Booksellers are required to state in the books description, that the textbook |is an International Edition. Also, to make them easier to spot in search |results, we've flagged them with an "International Edition" icon. http://www.abebooks.com/books/Textbooks/international-editions-faqs.shtml These textbooks might also be considered to be "grey market" goods and Wikipedia (standard disclaimers) has an entry on the grey market: http://en.wikipedia.org/wiki/Grey_market -Mike Palij New York University m...@nyu.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)
[tips] the science news cycle
science news and where it goes :-) http://blogs.discovermagazine.com/intersection/2009/05/22/the-science-news-cycle/ Sally Walters Capilano University --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Uneasiness with Evolutionary Psychology
I agree with Ken's points. And I would add the following: Some of the uneasiness comes from a misunderstanding about the difference between ev psych and behavioural genetics. Ev psych seeks to understand design features that are universal and therefore genetically more-or-less 'fixed" in the human population (although fixed does not necessarily mean environmentally unalterable!!) while behav genetics seeks to understand how genetic differences affect the phenotype in terms of behaviours, illness etc. Both are obviously biological approaches but there is constant confusion between the two. As well, there is often misunderstanding about the interplay between genes and environment: ev psych is interested in how the same genes can respond to different environments differently - e.g., an adaptation has to respond to the environment in which it finds itself, so you would not expect behaviours to be constant over different environments. E.g., brain contains adaptations for language acquisition and "sorting" sounds into grammar etc; brain responds to the language it hears specifically and child learns any language in pretty much the same way. Some people hold the notion that ev psych is measuring behaviour as the 'only' evidence of psychological adaptation. This is a bit like assuming that we measure how people feel and think only by looking at the movement of their facial muscles. there was a big debate about 20 years ago between "darwinian anthropology' and "ev psyc" if you are interested - see some of the Cosmides and Tooby stuff from the early 1990s. Some people don't like the fact that ev psyc compares humans to our closest relatives. However a close read of some of these comparisons, e,g frans de Waal's work with chimps and bonobos shows a VERY careful analysis and comparison of species - just because some people would like to believe that natural selection somehow doesn't apply to humans because we're special is not a good enough reason not to make those comparisons. Obviously though, they cannot be made without much study and analysis - something that the critics too frequently have not done. Finally, just because something evolved, does not give it any inherent moral superiority, desirability or anything else. It means that in the ancestral environment, that design worked the best in terms of leaving offspring. Natural selection does not have a purpose or a design - it responds to gene frequencies. So if we have an evolved tendency towards some negative behaviour, no ev psychologist is going to argue that that behaviour is 'good" just because it evolved. But that doesn't mean we shouldn't examine it. If we can understand it maybe we have a better chance of changing it. I did all of my graduate work in ev psyc and was often amazed by the professors and graduate students who told me they didn't "believe in ev psyc" or didn't think looking at the evolved design of the human mind could tell us anything interesting about why people behave the way they do - most often without any discernable knowledge of evolutionary theory. So I would treat the misgivings carefully because they are not always informed. And of course it's pretty hard to generalize about an entire approach In my experience, ev psyc is an area that holds great fascination for students. Unfortunately it's also sometimes the area with the worst explanations and discussions in intro psyc textbooks. i think that's because it's very difficult to lay out the logic of essentially an entire field - evolutionary biology - succintly and clearly. Sally Walters capilano u - Original Message - From: Michael Britt To: Teaching in the Psychological Sciences (TIPS) Sent: Sunday, April 26, 2009 9:21 AM Subject: [tips] Uneasiness with Evolutionary Psychology David Buss wrote a very good summary of the main ideas and some of the recent research in the area of evolutionary psychology in the most recent edition of American Psychologist (The Great Struggles of Life, February-March 2009). It's really quite an interesting article and since I've received a number of emails asking me about evolutionary psychology I thought I would discuss the article in an upcoming podcast. In doing this I don't really want to enter into the debate over religion vs. science (though in some ways I guess it's going to be unavoidable). I do, however, want to make sure I understand the concerns/criticisms/uneasiness some people have with this area of psychology. If I understand it right, some people are concerned about this perspective because, for example, even though animals demonstrate a behavior that is in some way similar to what humans do doesn't mean that the reason animals show this behavior (which is probably related to increas
Re: [tips] Can you plagiarize your own work?
Double-dipping! I agree with you. Sally CapilanoU - Original Message - From: "Stuart McKelvie" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Wednesday, February 18, 2009 5:16 PM Subject: RE: [tips] Can you plagiarize your own work? Dear Tipsters, May I ask how Chris and others how you would react to this? I recently was asked to review two papers from two different journals. One manuscript was anonymous and the other was not. The two papers presented different data but they referred to fairly similar research questions. Large chunks of the two introductions were word-for-word the same. Parts of the method were word-for-word the same. There was no clear cross-referencing for these bits of the text in the two manuscripts. I saw this as (self-) plagiarism and expressed this view to the referees in very strong terms. Do you think I was wrong? Sincerely, Stuart ___ Stuart J. McKelvie, Ph.D., Phone: (819)822-9600, Extension 2402 Department of Psychology, Fax: (819)822-9661 Bishop's University, 2600 College Street, Sherbrooke (Borough of Lennoxville), Qu¨bec J1M 1Z7, Canada. E-mail: smcke...@ubishops.ca or stuart.mckel...@ubishops.ca Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy ___ -Original Message- From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Wed 18-Feb-09 3:23 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Can you plagiarize your own work? Dap Louw wrote: I've just returned from a workshop on Plagiarism where the presenter was adamant that if you use any part of what you've previously published without referencing it, it's plagiarism. I agree that this could be the case if the person goes overboard. However, according to the presenter this also includes single sentences, phrases and examples. I find this too rigid. I wonder if that speaker had ever before said in public any of the things s/he said at that conference. The world is full of people who desperately want there to be immutable, inviolable, utterly explicit rules for conduct. Unfortunately, the only way to make rules like that is to make them extremely restrictive. Such people think that wrong rules that are transparently clear are better than right rules that might be open to interpretation. It's a little like looking for your lost keys under the streetlamp (rather than where you lost them) because the light is better. They spend their time correcting your use of commas (where there was little chance of misinterpretation) and wondering whether you have ever before strung the same five words together in the same order. In their effort to be utterly consistent, they will get themselves into Barber Paradoxes of these kinds. (viz., Plagiarism is, at core, presenting the ideas of another as your own. But what if the "other" is, in fact, yourself at another time? Wouldn't that count as a kind of plagiarism as well? And around they go.) The real question is whether you are presenting an old idea as though it were completely original. Is this audience led to believe that it is the first ever to hear the idea that you are about to express? My experience is that few conference-goers actually have such high expectations of every talk they attend. On the other hand, they will be justifiably disappointed if they hear you give essentially the same talk they heard you give last year, or at another conference with a large overlap in membership. The solution is not to come up with a watertight definition of "plagiarism." It is, instead, to meet your obligations to your audience. (Consider, would you rather hear an interesting new idea that was first presented just a week ago across the continent and a conference for a different discipline that you never would have attended anyway, or would you prefer not hearing about that interesting new idea precisely because it was first presented then, there, to them?) To my mind, a powerpoint slide at the beginning or end of the presentation saying that "some of this material has been previously presented at..." should hold be enough to hold the mavens at bay. They are best ignored. There are too many more important things to do. Of course, you run the risk that they will ultimately get into positions of power and try to clobber you over the head. (But most aspects of life run the risk that silly and crazy people will get into power and do that...) Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostbu
Re: [tips] Genie update?
Thanks Beth - very interesting. Sally - Original Message - From: Beth Benoit To: Teaching in the Psychological Sciences (TIPS) Sent: Wednesday, February 18, 2009 2:43 PM Subject: Re: [tips] Genie update? I can't vouch for this site, but many of the facts match up, the photos are familiar (including the one of Genie as a young adult before 2003) and most of the facts match up with those I know. http://www.countyhistorian.com/cecilweb/index.php/Susan_Wiley Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Feb 18, 2009 at 5:10 PM, swalters wrote: I'm showing Secret of the Wild Child again in class - is anyone aware of any follow-up info on Genie? thanks, Sally capilanoU --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) -- "We will not learn how to live in peace by killing each other's children." - Jimmy Carter "Are our children more precious than theirs?" ---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] screencast software - preference?
I teach a fully online intro psyc. I want to create some screencasts and have been reading up on possible software - does anyone have any recommendations? It doesn't have to be free. I'm particularly interested in Camtasia versus Captivate. Initially I want to make one to teach beginner APA style, and another to teach students how to use PsycINFO from our library portal. Any recommendations or advice appreciated. thanks, Sally Sally Walters, PhD Dept. of Psychology Capilano University North Vancouver, BC --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Weighty problem
Assuming that we can never exercise perfect judgment I would ask myself what kind of "mistake" I would rather make. Given the history of the student's intereaction with the institution, if it were me, I would rather err on the side of the student. This is however, an excellent teaching case for the department and institution, and perhaps future evidence of "marginality" can, where the student is deficient but shows promise, be treated with remediation before it ever gets to this point. Sally Walters Capilano University North Vancouver, BC - Original Message - From: "Joan Warmbold" To: "Teaching in the Psychological Sciences (TIPS)" Sent: Saturday, January 10, 2009 6:11 PM Subject: Re: [tips] Weighty problem I'm with Raymond on this one. I simply can't consider this rather unique situation without considering the amazing odds that this student has managed to surmount. Of course not every student is college material, as I have learned so well teaching at Oakton. However, this young woman has shown that she is quite capable but needs extra support to make it to the end line. I happen to find Raymond's idea of 'thinking of it as good karma or an act of kindness' to pass this student as very appropriate and appealing. This is an exceptional case Carol, as you so eloquently explained to us all. If simply passing her does not appeal, however, consider asking her to write a scholarly paper/thesis that explores an area of special interest relative to her future goals and aspirations. Whatever you decide, the amount of effort you put into describing your student's dilemma speaks volumes about your level of commitment to your students and to your teaching. Joan jwarm...@oakton.edu What does it cost (non-monetarily) either the professor or the college to pass this student? Think of it as a mitzvah. Think of it as an act of kindness. Think of it as good karma. In term of the student, it would be determinative in his life's journey. In terms of the professor and the college it would be inconsequental. Too often we get trapped in policy, rules, shoulds, oughts, etc. and forget that we are dealing with another human being. Raymond Rogoway rogo...@infionline.net On Jan 10, 2009, at 9:08 AM, DeVolder Carol L wrote: Dear Colleagues, I need to weigh this one carefully and would appreciate input; I'll try to be brief. There is a student who has been struggling through classes for several years. This student has managed to earn As and Bs, mostly through luck, a bit through hard work, and somewhat because some faculty members have given "sympathy grades." In other words, this student is marginal at best. The student comes from an environment where the mother was a hard drug user-crack, coke, you name it-and the mother is paying a heavy price (currently dying of hepatitis and cirrhosis). The student wants to graduate, and actually to be the first in the family to attend college and subsequently graduate before the mother dies. There have been other issues that have cropped up from time to time (i.e. an incomplete in three courses because the student was unable to attend classes due to a broken leg from an assault). Eventually the student finished the courses, but it took a great deal of time (and energy from the faculty). Here's thecurrent problem: This student recently received a D in a course that is required for the major, and must have Cs or better in all major coursework. The professor who assigned the D is a fair and compassionate individual, and he has worked with this student a great deal over the course of the semester (which the student acknowledges). Now that the student has been informed that, in order to graduate as expected, all grades in the major must be of a certain level, the student wants another exception made and is willing to write papers or do any type of extra credit to have the grade raised to a C. There have been many exceptions made for this student in the past. On the other hand, retaking the course is problematic because of limited financial resources (financial aid won't cover it and the student has little income). How much should be done to facilitate this student's graduation? At what point does the integrity of the degree take precedence over the efforts of a student whom life has dealt a raw deal? At this point, I'm not the one who will make the decision, but I have been asked for my advice. I plan on thinking about this at length, but I really want to hear what others have to say. Although this isn't a typical scenario, there have been relatively similar cases in the past. Morally and ethically, what would you advise? Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: devoldercar...@sau.edu web: http:
[tips] anyone using mypsychlab.com?
Is anyone on the list using mypsychlab.com? I would like to compare notes if so. thanks Sally Walters Capilano University --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Novel-like Books for Courses
Novel-like Books for CoursesSome suggestions for novels - all with great
writing, and all both witty and serious:
Therapy by David Lodge - hilarious and poignant - good for counselling students?
The Curious Incident of the Dog in the Night, and A Spot of Bother, both by
Mark Hadden - the first about Asperger's, the second about hypochondrias
Trans-sister Radio by Chris Bohjalion and Middlesex by Jefferey Eugenides -
both about sex change
When we Were Bad: A Novel by Charlotte Mendelson - dysfunctional family dyamics
A Long Way Down by Nick Hornby about suicide
Engleby by Sebastian Faulkes - a creepy but good read about inside the mind of
a murderer
We Need to Talk about Kevin by Lionel Shriver - about a teenage boy who murders
at school - a must read
Daniel Isn't Talking by Marti Leimbach - about autism and behavioural
intervention
regards,
Sally Walters
Capilano U
- Original Message -
From: Jablonski, Jessica
To: Teaching in the Psychological Sciences (TIPS)
Sent: Saturday, August 09, 2008 1:14 PM
Subject: [tips] Novel-like Books for Courses
Hello All,
I have been incorporating novel-like books as supplementary reading into some
of my courses and have found that many of the students really enjoy when we
devote the first 15 minutes of each class to discussing our reactions to a
chapter of the book. I also require that they keep a typed journal of their
reactions to each chapter and turn that in at the end of the semester. I've
found this to promote class participation in class sizes around 35 students or
smaller, and I am looking for book suggestions for the following courses that I
have yet to find a reading that I think the undergraduate students will really
enjoy:
Theories of Counseling
Personality
Social Psychology
Health Psychology ("Standing Tall: The Kevin Everett Story" was recently
recommended to me by a student, but I have not yet read it)
Any suggestions you have are welcomed. Thanks.
Jessica Jablonski, Psy.D.
Visiting Assistant Professor of Psychology
Richard Stockton College of New Jersey
PO Box 195
Pomona, NJ 08240-0195
Phone: 609-626-5512
Email: [EMAIL PROTECTED]
My Website on Grad Study in Psych: http://home.comcast.net/~jpsyd/graduate.htm
---To make changes to your subscription contact:Bill Southerly ([EMAIL
PROTECTED])
---
To make changes to your subscription contact:
Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Grading discrepancy
Hi, Very good question! I agree with the previous comments about challenging the Y students more. You are not then lowering any standards, rather raising them where it seems appropriate to do so. If you give a very challenging midterm one-third of the way through the course the students will realize they have to work hard to do well. Could you ask for clarification from you chair about expectations for a mean score or final percentage? If you get a low mean you can always curve the grades till you get a feel for the true mean. Do you have any colleagues there who would share their exams with you? I don't think there's anything inherently wrong with adjusting your expectations for a group of students who should be performing at a higher level. They are probably more test-wise, articulate and sophisticated about "getting by". Challenge them so that the truly A+ students stand out. It would be interesting to know where the mean is in intro psych courses everywhere. Mine are typically around 68% but I've also had much lower and a bit higher. best wishes, Sally Walters PhD CapilanoU - Original Message - From: [EMAIL PROTECTED] To: Teaching in the Psychological Sciences (TIPS) Sent: Wednesday, July 16, 2008 6:22 AM Subject: [tips] Grading discrepancy Hi all, Hope you are having good summer down time. I need some guidance. The names have been changed to protect the somewhat innocent. School X is my full time job, school Y is a steady part time gig. School X is in a working class/poor neighborhood, school Y is in an affluent area of LA. Students at school X are more likely to be working and students at school Y are more likely to be fully supported by their families. Cheating is more likely to occur at school Y although it is not unknown at school X. I tend to monitor school Y students more closely because of this. In my psychology 1 classes, I teach and grade the same way. I offer open-book pop quizzes, exams with a limited number of notes allowed, one take home exam and a required term paper. My grade curve at school X is more evenly distributed than at school Y where it is much higher. I am getting in trouble because of the high average in my school Y classes and might lose this job (since school X doesn't always provide summer work - 10 month contract - I kind of don't want that to happen). I've taught at Y since 2000. I feel attached to it. I have considered the possibility that I am being a "lenient part timer" at school Y, but I really don't think so. If anything, when I sit down to grade the work of those students I am more likely to be in a negative frame of mind (the students at school Y are VERY immature and behave badly in class). The fact is they generally do better on the MC/objective sections of my tests than school X students. I am discussing this with my department head. I have considered going to closed book exams at school Y. She suggests using a curve. It seems unfair to me to do things differently at school Y just because they do better. They may be poorly behaved, but they are generally pretty bright. I am just looking for thoughtful opinions and guidance. I really believe I am being honest with myself and portraying this fairly. Thanks for your help. Nancy Melucci Long Beach CA www.kiva.org - check it out! -- The Famous, the Infamous, the Lame - in your browser. Get the TMZ Toolbar Now! ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
