Applied Mozart at Pitt
According to my local media,administrators at U of Pittsburg have placed jumbo speakers near college bars and are transmitting Mozart and other classical music. The intent is that the music will have a calming effect on rowdy drinking students and hence decrease the probabilty of aggression. Michael Sylvester Daytona Beach,Florida
PSYCHOLOGY2K
How will Psychology2k differ from the current Psychology? My predictions: Psychochemistry will be in; Learning perspective will be out. There will be a Compact Disc model of behavior Clinical Psychologists will be able to prescribe drugs,but may tell clients to get them from Europe. Paul Smith,Mike Scoles and Paul Brandon will leave TIPS. Freud will make a comeback. Tenure will be abolished. Nancy Melucci will get a full time job. And what will happen to the Eurocentric perspective??? Michael Sylvester Daytona Beach,Florida
Re: Applied Mozart at Pitt
On Wed, 03 Nov 1999 08:20:19 -0500 (EST) Michael Sylvester <[EMAIL PROTECTED]> wrote: > According to my local media,administrators at U of Pittsburg have placed > jumbo speakers near college bars and are transmitting Mozart and other > classical music. The intent is that the music will have a calming effect on > rowdy drinking students and hence decrease the probabilty of aggression. > I would have suggested Brahm's Lullaby, but I guess Mozart does everything... Ken -- Kenneth M. Steele[EMAIL PROTECTED] Associate Professor Dept. of Psychology Appalachian State University Boone, NC 28608 USA
RE: PSYCHOLOGY2K
Michael Sylvester will start playing Mozart at all of his DJ gigs, raising the average IQ level of south Florida by ten points and reducing bar fights by 40 percent. His 15 minutes will end abruptly when an anonymous TIPSter leaks a story to the media about this being part of a great European conspiracy to keep the immigrant community in check. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Wednesday, November 03, 1999 8:40 AM To: TIPS Subject: PSYCHOLOGY2K How will Psychology2k differ from the current Psychology? My predictions: Psychochemistry will be in; Learning perspective will be out. There will be a Compact Disc model of behavior Clinical Psychologists will be able to prescribe drugs,but may tell clients to get them from Europe. Paul Smith,Mike Scoles and Paul Brandon will leave TIPS. Freud will make a comeback. Tenure will be abolished. Nancy Melucci will get a full time job. And what will happen to the Eurocentric perspective??? Michael Sylvester Daytona Beach,Florida
Re: Applied Mozart at Pitt
> > According to my local media,administrators at U of Pittsburg have placed > > jumbo speakers near college bars and are transmitting Mozart and other > > classical music. The intent is that the music will have a calming effect on > > rowdy drinking students and hence decrease the probabilty of aggression. > > > > I would have suggested Brahm's Lullaby, but I guess Mozart does > everything... > > Ken > ...just what we want: SMARTER drunken rowdy students! ** Patrick Cabe, Ph.D. Department of Psychology University of North Carolina at Pembroke One University Drive Pembroke, NC 28372-1510 (910) 521-6630 [EMAIL PROTECTED]
No Subject
Does anyone know of any good videos about childhood disorders? thanks, Molly Straight Adjunct Lecturer of Psychology Alderson-Broaddus College Phillippi, WV
New list
I'm excited by the appearance of the new PsychTeach list. In the time that I've been on this list it has become increasingly irrelevant to its stated purpose and much of the discussion has turned personal and silly. I subscribe to a number of other lists which meet my needs for discussion in those areas; I miss the greater percentage of time spent on the discussion of educational matters that once characterized this list and I assume that the new list will better meet my needs in that area. Those who don't want a moderated list need simplyt not subscribe. Mark Press M. Press, Ph.D.Professor of Psychology, Touro College[EMAIL PROTECTED] or [EMAIL PROTECTED]
Y2K opportunities for teaching & research
I offer no guess as to how psychology will differ in the next 1000 years (Michael's question). But, Y2K presents alot of opportunities for social psychology research. These include an opportunity to study hoarding behavior (who does it, what do they hoard, etc.), mass hysteria, a replication of Festinger's dissonance findings on prophecies (i.e. how to cults explain why the world didn't end), religious behavior, The possibilities are endless .. It will also be fun seeing who will be the _first_ tipster to post in the next millinium :) --- John W. Kulig[EMAIL PROTECTED] Department of Psychology http://oz.plymouth.edu Plymouth State College tel: (603) 535-2468 Plymouth NH USA 03264fax: (603) 535-2412 --- "The only rational way of educating is to be an example - if one can't help it, a warning example." A. Einstein, 1934.
Multi-purpose Mozart
On Wed, 3 Nov 1999, Kenneth M. Steele wrote: > > On Wed, 03 Nov 1999 08:20:19 -0500 (EST) Michael Sylvester > <[EMAIL PROTECTED]> wrote: > > > According to my local media,administrators at U of Pittsburg have placed > > jumbo speakers near college bars and are transmitting Mozart and other > > classical music. The intent is that the music will have a calming effect on > > rowdy drinking students and hence decrease the probabilty of aggression. > > > > I would have suggested Brahm's Lullaby, but I guess Mozart does > everything... Or nothing, as Ken well knows. But _my_ local media reports that they're using classical music (in NYC?) to drive people away. Apparently it has this effect on loiterers and druggies (and students?). Isn't culture wonderful? -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
Magical thinking, etcetera
Paul Smith wrote: > People apparently find it very easy to believe in all sorts of > magical powers, universal cures (ever really look at the lists of claims for > those herbal supplements?), and religious miracles. Surely the belief is not > the product of the very meager real-world evidence. One would expect these > to be the kind of exceptional claims that require exceptional evidence, but > they're treated almost as though the burden of evidence is in the other > direction. And Ken Steele agreed: > Paul brings up a point that I have wondered about, surely there > is little real-world experience supporting the belief in magical > powers and outcomes. In thinking about the origins of human belief systems focused on the existence of a transcendental world of unseen entities and forces, I began to question the premise that there is little "real-world" evidence or experience of such a realm. In fact, it seems to me that our most fundamental experience of ourselves gives a vast amount of support to the claim that a supernatural world is the provenance of the natural one. Our experience of ourselves is that of a consciousness that feels separate from our bodies and from the rest of the natural world. It feels as if we make decisions independently of any determinants in the natural world (i.e., we feel as if we have free will). Although our thoughts and emotions are affected by what happens to our bodies, it still feels as if the mind somehow is independent of these happenings. One might explain these experiences by arguing that they are conditioned by cultural conceptions of the self; but, for our students (and for us, too), that doesn't remove the visceral power of the experiences nor does it explain why such conceptions seem so self-evident. The mind is experienced as supernatural (by even a naturalist such as myself). It takes years of intellectual labor to begin to see that such an experience is not necessarily good evidence for conceiving the mind as supernatural. Even then, it often is difficult to bring this view into our everyday dealings with others. If this analysis is adequate, it has very important implications for how we approach the teaching of psychology to undergraduates. But I really need to get to class. So, let's talk later. 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 "The truth is rare and never simple." Oscar Wilde "Instead of having 'answers' on a test, they should just call them 'impressions'. And, if you got a different 'impression', so what? Can't we all be brothers?" Jack Handey
Re: re-sending the IQ test
".exe" files only work on PC's. At 10:32 AM -0600 11/2/99, Dr. Joyce Johnson wrote: >Ok now try it. Open the attached file. EnJoyce >Attachment converted: Macintosh HD:Iqtest.exe (bina/mdos) (0401347A) > * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html*
Re: Applied Mozart at Pitt
At 8:20 AM -0500 11/3/99, Michael Sylvester wrote: > According to my local media,administrators at U of Pittsburg have placed >jumbo speakers near college bars and are transmitting Mozart and other >classical music. The intent is that the music will have a calming effect on >rowdy drinking students and hence decrease the probabilty of aggression. > >Michael Sylvester >Daytona Beach,Florida Of course, ol' Wolfie was one of the rowdier drinkers going! Guess the Mozart effect didn't work on him. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html*
Re: Applied Mozart at Pitt
Sorry to rain on your parade, but this is news to this Pitt faculty member. This confirms my suspicion that M.S. and I inhabit parallel universes. Or perhaps the U of Pittsburg is different from the U of Pittsburgh. don Pat Cabe wrote: > > > According to my local media,administrators at U of Pittsburg have placed > > > jumbo speakers near college bars and are transmitting Mozart and other > > > classical music. The intent is that the music will have a calming effect on > > > rowdy drinking students and hence decrease the probabilty of aggression. > > > > > > > I would have suggested Brahm's Lullaby, but I guess Mozart does > > everything... > > > > Ken > > > > ...just what we want: SMARTER drunken rowdy students! > > ** > Patrick Cabe, Ph.D. > Department of Psychology > University of North Carolina at Pembroke > One University Drive > Pembroke, NC 28372-1510 > > (910) 521-6630 > > [EMAIL PROTECTED]
Re: Y2K opportunities for teaching & research
In a message dated 11/3/99 7:21:41 AM Pacific Standard Time, [EMAIL PROTECTED] writes: <> I'll be sitting with my finger on the mouse button and my message written at 11:59PM on 12/31 both in 1999 and 2000, just to be sure it's me. : ) : ) Nancy Melucci
jobs in psych
I asked you folks a few weeks ago if anyone could send me that list of jobs that students with a BA get. I haven't heard back because I assume that everyone who kept the list assumed that someone else would send the list. Please send me the list if you have it. Thanks. Rip Pisacreta, Ph.D. Professor, Psychology, Ferris State University Big Rapids, MI 49307 email: [EMAIL PROTECTED] __ Get Your Private, Free Email at http://www.hotmail.com
RE: re-sending the IQ test
Joyce wrote: > Ok now try it. Open the attached file. EnJoyce Must be a bad copy, Joyce. After you click the "No!" button at the beginning and you answer the five questions based on the first picture, about half the second picture appears then the program locks up. Give the copy on your disk a try and see if it was a bad send or if you have a bad copy. Considering the degree of logic required to figure out how to click the "No!" button and the bizarre nature of the questions based on the picture (who _wrote_ this thing, Charles Fort?), I'd really like to see how the rest of the program performs. Rick -- Rick Adams [EMAIL PROTECTED] [EMAIL PROTECTED] Department of Social Sciences Jackson Community College, Jackson, MI "... and the only measure of your worth and your deeds will be the love you leave behind when you're gone." Fred Small, J.D., "Everything Possible"
Re: Multi-purpose Mozart
On Wed, 3 Nov 1999, Stephen Black went: > But _my_ local media reports that they're using classical music (in > NYC?) to drive people away. Apparently it has this effect on loiterers > and druggies (and students?). Isn't culture wonderful? I can attest that on recent visit to Penn Station (in Manhattan), the background music was a lovely chamber piece, vaguely Schubert-like. It was the kind of thing I'd listen to at home. However, in the _New York Times_ (I think), a Penn Station employee pointed out that the music is on a loop, so that if even if you like it, it should discourage you from hanging out for too long. --David Epstein [EMAIL PROTECTED]
Developmental Psychology Position Open
PSYCHOLOGY - Assistant Professor of Psychology [tenure-track] beginning Fall, 2000, to teach undergraduate courses and advise undergraduate research theses. Courses to include Introductory Psychology and courses in Developmental Psychology covering the lifespan. Regular participation in the College's interdisciplinary First-Year Seminar program is expected. Send CV and three letters of recommendation to William B. Scott, Ph.D., Chair, Department of Psychology, College of Wooster, Wooster, OH 44691. Deadline: December 31, 1999 The College of Wooster is an independent college of the liberal arts and sciences with a commitment to excellence in undergraduate education. The college values diversity, strives to attract qualified women and minority candidates, and encourages individuals belonging to these groups to apply. Wooster seeks to ensure diversity by its policy of making appointments without regard to age, sex, race, creed, national origin, disability, handicap, sexual orientation, or political affiliation. The college of Wooster is an Equal Opportunity, Affirmative Action Employer.
RE: Y2K opportunities for teaching & research
I have been formulating a small hypothesis in this regard. I have been impressed by the relative lack of apocalyptic cults that have surfaced. My hypothesis is that the presence of the "real" Y2K threat has dampened the enthusiasm for the more Nostradamus-type of predictions. My problem is I don't know of a good way to test the validity of this speculation. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: John W. Kulig [mailto:[EMAIL PROTECTED]] Sent: Wednesday, November 03, 1999 10:17 AM To: TIPS Subject: Y2K opportunities for teaching & research I offer no guess as to how psychology will differ in the next 1000 years (Michael's question). But, Y2K presents alot of opportunities for social psychology research. These include an opportunity to study hoarding behavior (who does it, what do they hoard, etc.), mass hysteria, a replication of Festinger's dissonance findings on prophecies (i.e. how to cults explain why the world didn't end), religious behavior, The possibilities are endless .. It will also be fun seeing who will be the _first_ tipster to post in the next millinium :) --- John W. Kulig[EMAIL PROTECTED] Department of Psychology http://oz.plymouth.edu Plymouth State College tel: (603) 535-2468 Plymouth NH USA 03264fax: (603) 535-2412 --- "The only rational way of educating is to be an example - if one can't help it, a warning example." A. Einstein, 1934.
Student perceptions of academic performance
TIPSters: I have a student who is working on a research project looking at the academic performance of athletes in-season and out-of-season. One facet of his work is concerned with how realistic the student-athletes are in their perceptions of their academic performance in- and out-of-season. Often we hear students say that they do better in-season because the demanding schedule of practices and games forces them to better budget their time, and that when the season is over and the demands on their time are less, they waste more time and do worse. My student's question is whether this is true, or whether they only think they do better when actually they do worse. We've been searching the literature (using PsycLit and ERIC databases) for any reports which relate to the accuracy of students' perceptions of their academic performance (particularly in terms of grades, but also in terms of behaviors which relate to academic performance), but have found relatively little work that is germane...and nothing that deals with such perceptions of student-athletes. Do any of you have any good sources on this topic, or know of any work which has been done that is relevant? I (and my student) would be most grateful for any suggestions you have. Lots of thanks in advance! Bob Herdegen === Robert T. Herdegen III Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 ===
gen psych exercise/magical thinking/naive psych
The areas of so-called magical thinking, belief in the paranormal, experiences interpreted as paranormal, as well as class emphases on critical thinking are of interest to me. I am not now teaching Gen. Psych, but want to use the following the next time I teach the class. Ask the class if they have ever felt the stares of others they can't see. Ask next, if they felt there might be some kind of energy wave or rays coming from the starer's eyes. This should lead to some good discussion when you talk about what people think they know about their own psychology, intuitive beliefs, and actual knowledge of the visual system. It might also be fun to see if this correlates, not so much with general belief in the paranormal, but with specific ideas regarding ESP and particularly, telepathy. I think the exercise is also useful in a social psychology class regarding discussion of interpersonal communication, and the influence of shared social understandings affecting interpersonal behavior. The role of everyday experience and the influence of cultural beliefs regarding "making contact" with our eyes can also lead to some useful discussion---this can dovetail nicely with discussion of popular movies, romance novels, etc., where the eye-contact is often described magically and even as a kind of ESP. For some sound empirical references on belief in "extromissions" see the Winer and Cottrell article below. While beliefs in rays emanating from the eyes should be low if asked separately, Winer and Cottrell found such beliefs easily expressed in combination with the more common experience of feeling someone is staring at you. This latter ability to "feel the stares of others" increases with age. . For advanced classes, this phenomenon might make for useful discussion/detective work regarding the role of psychology, culture, and social psychology in the kinds of attributions and beliefs resulting from feeling yourself (correctly or not) the object of others' eyes. If you try this, let me know how it works as I won't be teaching General Psych for a while. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 Coover, J. E. (1993). The feeling of being stared at. __American Journal of Psychology,__24, 570-575. Cottrell, J. E., Winer, G. A., & Smith, M. C (1996). Beliefs of children and adults about feeling stares of unseen others. __Developmental Psychology,__32, 50-61. Peterson, G. L. (1998). Why I believe in (the social psychology of) mind-reading. Unpublished class materials. Titchener, E. B. (1898). The feeling of being stared at. __Science,__8, 895-897. Winer, G. A., & Cottrell, J. E. (1996). Does anything leave the eye when we see? Extramission beliefs of children and adults. __Current Directions in Psychological Science,__5(5), 137-142.
RE: New list
Mark Press wrote: -Original Message-From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]]On Behalf Of Mark PressSent: Wednesday, November 03, 1999 10:11To: [EMAIL PROTECTED]Subject: New list I'm excited by the appearance of the new PsychTeach list. In the time that I've been on this list it has become increasingly irrelevant to its stated purpose and much of the discussion has turned personal and silly. I subscribe to a number of other lists which meet my needs for discussion in those areas; I miss the greater percentage of time spent on the discussion of educational matters that once characterized this list and I assume that the new list will better meet my needs in that area. Those who don't want a moderated list need simplyt not subscribe. Mark Press M. Press, Ph.D.Professor of Psychology, Touro College[EMAIL PROTECTED] or [EMAIL PROTECTED] I think that the existence of the new list will serve two excellent purposes: 1. It will provide a forum for those who want a very structured and focused list in which to discuss _only_ the subject of teaching with no "side jaunts," casual conversation or lengthy debates. By being moderated, posts such as nearly all of Michael Sylvester's messages, Louis' "Random Thoughts," my own ventures into free speech, etc. 2. It will eliminate any justification for insisting that such conversations _not_ appear in this list. TIPS members who have been insisting that such conversation are not appropriate to this forum and deprive them of the teaching-specific content they seek, will be able to simply subscribe to the new list, and thus there will be no legitimacy in demanding that the conversations cease here. Personally, I suspect that the new list, as a moderated environment, will quickly become rather "talked out" and very low traffic (no list which does not permit a wide range of views and topics can maintain a stable membership for long--there is simply too much tendency for the same topics to repeat over and over as new members join and introduce them), but if it does endure it will provide the resource mentioned above, while if it does not it will make the point that Tips should never try to impose such limitations. In either case, it is a benefit to everyone. Rick --Rick Adams[EMAIL PROTECTED][EMAIL PROTECTED]Department of Social SciencesJackson Community College, Jackson, MI"... and the only measure of your worth and your deedswill be the love you leave behind when you're gone."Fred Small, J.D., "Everything Possible"
Re: your mail
In the world of abnormal psychology series there is an episode on behavioral disorders of childhood. I am not a child clinical person and find it very good--but then again maybe I don't have enough background to know better annette On Wed, 3 Nov 1999, Molly Straight wrote: > Does anyone know of any good videos about childhood disorders? > thanks, > Molly Straight > Adjunct Lecturer of Psychology > Alderson-Broaddus College > Phillippi, WV > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
follow-up to smelling situation.
One of my colleagues just suggested my use of technology in the classroom has backfired! annette Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Re: jobs in psych
Well it sounds like you have 'a' list in mind and I don't have that but there is an apa publication titled carreers in psych that lists such jobs. Also, I believe, the APA website keep such a listing. annette On Wed, 3 Nov 1999, RICHARD PISACRETA wrote: > I asked you folks a few weeks ago if anyone could send me that list of jobs > that students with a BA get. I haven't heard back because I assume that > everyone who kept the list assumed that someone else would send the list. > Please send me the list if you have it. Thanks. > > > > Rip Pisacreta, Ph.D. > Professor, Psychology, > Ferris State University > Big Rapids, MI 49307 > email: [EMAIL PROTECTED] > > __ > Get Your Private, Free Email at http://www.hotmail.com > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
RE: New list
Actually I have been lurking on the new list for a several days now and find it BORING--the same old questions that are archived in tips are being asked and there are just as many redundant responses with no new information as one would normally get on tips--at least 6 people have already mentioned that little albert was not followed up; that he was adopted out and taken away before extinction trials; that all of this has been grossly exaggerated, et. cetc. Ditto for going over Genie. Ok, so the teaching of psych assessment thread is less redundant. But overall, I suspect Rick is right! annette On Wed, 3 Nov 1999, Rick Adams wrote: > 1. It will provide a forum for those who want a very structured > and focused list in which to discuss _only_ the subject of teaching with no > "side jaunts," casual conversation or lengthy debates. By being moderated, > posts such as nearly all of Michael Sylvester's messages, Louis' "Random > Thoughts," my own ventures into free speech, etc. > > 2. It will eliminate any justification for insisting that such > conversations _not_ appear in this list. TIPS members who have been > insisting that such conversation are not appropriate to this forum and > deprive them of the teaching-specific content they seek, will be able to > simply subscribe to the new list, and thus there will be no legitimacy in > demanding that the conversations cease here. > > Personally, I suspect that the new list, as a moderated environment, > will quickly become rather "talked out" and very low traffic (no list which > does not permit a wide range of views and topics can maintain a stable > membership for long--there is simply too much tendency for the same topics > to repeat over and over as new members join and introduce them), but if it > does endure it will provide the resource mentioned above, while if it does > not it will make the point that Tips should never try to impose such > limitations. In either case, it is a benefit to everyone. > > Rick > -- > > Rick Adams > [EMAIL PROTECTED] > [EMAIL PROTECTED] > Department of Social Sciences > Jackson Community College, Jackson, MI > > "... and the only measure of your worth and your deeds > will be the love you leave behind when you're gone." > > Fred Small, J.D., "Everything Possible" > > > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Embarassing teaching moment related to technology.
Here's a new one for those of us trying to incorporate technology into the classroom--you can all learn from my red face! I gave a test in cognitive this week that was a really stinkeroo-- 11/36 students got a D or F and only 1 got an A-, with lots and lots more Cs than Bs. Very disappointing for me and the students :-( Well, I decided I would defuse the giving back of the exams by sending an email and I started it out in the Subject line with "What's that awful smell around here?" And the first line of message text read: "Must be those exams I just graded" And from there went on to talk more seriously about other issues in terms of what's going on and what do we want to do now--(class voted to take a make-up examwhole other issue) Wouldn't you know it. One student in our class has been having, shall we say, a slight indigestion problem, on rather a consistent basis. And, of course, one student, who thought she was replying to me personally sent the reply to the whole class with the subject as it was listed and the first line of her text, "It must be " GZ I wanted to dig a hole in my technoworld and bury myself in it! Guess I will have to be MUCH more careful about diffusing things with humor, when the humor can be misapplied--I do admit I was very tired and disconcerted when I wrote that subject heading annette Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
RE: jobs in psych
Rip, I recommend http://www.psywww.com/careers/index.htm Marky Lloyd's page. I seem to recall that it was from her that I got a disk with Appleby's book on it with permission to reproduce it. That was just over a year ago, and I assume it is still available. Oh, the entire http://www.psywww.com/ is on my web page below as "Russ Dewey's" Al Al L. Cone Jamestown College <[EMAIL PROTECTED]> North Dakota 701.252.3467 X 2604 http://www.jc.edu/users/faculty/cone -Original Message- From: RICHARD PISACRETA [mailto:[EMAIL PROTECTED]] Sent: Wednesday, November 03, 1999 12:53 PM To: [EMAIL PROTECTED] Subject: jobs in psych I asked you folks a few weeks ago if anyone could send me that list of jobs that students with a BA get. I haven't heard back because I assume that everyone who kept the list assumed that someone else would send the list. Please send me the list if you have it. Thanks. Rip Pisacreta, Ph.D. Professor, Psychology, Ferris State University Big Rapids, MI 49307 email: [EMAIL PROTECTED] __ Get Your Private, Free Email at http://www.hotmail.com
exams
I am in my first year of teaching at a small private college. I only have 3 students in my class! I just gave an exam on 2 chapters and had a D and 2 F's. And this was a computer-generated exam from the test bank that came with the text! I had even given them a study guide, which I wrote after I had made up the exam! One of the reasons I just joined this list and a few others, was for ideas, support, and inspiration. So, Annette & others, what do you do besides give a make-up exam? I don't really want to do that. I do not have class time to spend on that. I assigned an essay combining elements from both chapters, for 15 points towards their exam grade (total of 60 points). They had the weekend to do it. I feel I have to know that they understand the material or else I cannot give them a passing grade on the material. I have also been very disappointed in the quality of their writing. What are they teaching in high schools, anyway? These students were probably considered good students in high school. So, I have had to lower my expectations of their writing or they would all be failing! Other instructors there are having the same problems. I was an undergraduate just three years ago myself and I would not have dreamed of turning in papers of the level that they are. Molly Straight
Re: exams
Welcome to the club Molly. Your experiences are not that unusual. Your frustration and disappointment is understandable. You are one of our successes and were not aware that you were different from the other students. If you can keep your students learning eventually they will perform at the level you are currently at. Teaching at a small private college suggest that your students came from well to do intellectual parents who are hopefully that you can accomplish a miracle by converting the student into mature learning adults. Ron Blue > - Original Message - From: Molly Straight <[EMAIL PROTECTED]> To: TIPS <[EMAIL PROTECTED]> Sent: Wednesday, November 03, 1999 10:15 PM Subject: exams I am in my first year of teaching at a small private college. I only have 3 students in my class! I just gave an exam on 2 chapters and had a D and 2 F's. And this was a computer-generated exam from the test bank that came with the text! I had even given them a study guide, which I wrote after I had made up the exam! One of the reasons I just joined this list and a few others, was for ideas, support, and inspiration. So, Annette & others, what do you do besides give a make-up exam? I don't really want to do that. I do not have class time to spend on that. I assigned an essay combining elements from both chapters, for 15 points towards their exam grade (total of 60 points). They had the weekend to do it. I feel I have to know that they understand the material or else I cannot give them a passing grade on the material. I have also been very disappointed in the quality of their writing. What are they teaching in high schools, anyway? These students were probably considered good students in high school. So, I have had to lower my expectations of their writing or they would all be failing! Other instructors there are having the same problems. I was an undergraduate just three years ago myself and I would not have dreamed of turning in papers of the level that they are. Molly Straight
