Re: Historical and cross-cultural course

[David Likely]

jim clark, who was no doubt thinking about something else, wrote:
  >.(do History of Psychology books ever cover periods prior to scientific
psychology?)...
Omygoodnessyes! Yea, these last 30 years so has it been,
since Daniel Robinson's _An intellectual h o p_, it's pretty
much the norm, although I guess one can still get hop books
that "do" five pages of Greeks-to-Descartes, immediately
after which Wundt or James or somebody springs full-
blown from the mysterious sea, like Venus emerging (but
wearing more clothes.) -David
===
David G. Likely, Department of Psychology,
University of New Brunswick
Fredericton,  N. B.,  E3B 5A3  Canada

History of Psychology:
 http://www.unb.ca/web/psychology/likely/psyc4053.htm
===

No Subject

[Melany Brown]

I would like to know how to sign off from the list serve.  If anyone could
tell me how I could disband I would appreciate it.  Thank you.

Melany Brown

position announcement

[DAVID KREINER]

Faculty Position, Psychology: Tenure track Assistant Professor beginning 8/2001. 
Requirements: APA-approved doctorate in counseling or clinical psychology (or closely 
related field), licensed (or license eligible within 1 year) as Psychologist in 
Missouri. Commitment to excellence in teaching, research and service. College level 
teaching experience and record of (or potential for) scholarly and professional 
activities highly desirable. Teaching Duties: May include broad range of 
clinical/counseling areas as well as core psychology courses. Current starting salary 
for nine-month contract is $43,000.00 plus possibility of summer teaching. Send letter 
of application, vita, 3 letters of recommendation, copies of graduate transcripts, 
documentation of teaching effectiveness, and reprints/preprints to: Patrick A. Ament, 
Ph.D., Chair, Search Committee, Department of Psychology and Counselor Education, 
Central Missouri State University, Warrensburg, MO., 64093. Review begins 2/1/01 and 
continues until filled. Women and minorities are strongly encouraged to apply. For 
additional information go to www.cmsu.edu/psychology. AA/EEO/ADA

Re: Office Hours

[Carla Grayson]

> Michael Kane asks:
> >
> >Does anyone out there know of any research on factors that influence whether
> >students take advantage of teachers' office hours?

I go over the exams in class but students need to come to office hourse to
actually see THEIR exam. I've had an unending stream of students all semester.
However, many of the students who do the worst do not come in, despite personal
invitations (and an explicit acknowledgement that it is embarrassing but need not
be).

--
===
Carla E. Grayson, Ph.D.
The University of Montana
Dept. of Psychology
Missoula, MT 59812
Phone:   406 243-2391
Fax: 406 243-6366
E-mail:  [EMAIL PROTECTED]

Re: Higher order imprinting

[Sharon Carnahan]

A great movie about this is available -- titled "Fly Away Home" about a
similar saga from Canada.  Some terrific imprinting footage.

Michael Sylvester wrote:

>   A very interesting story this year was the successful attempt of leading
> the whooping cranes from Wisconsin to a winter haven in Florida.
> Just as Konrad Lorenz had ducklings imprinted on him, whooping cranes
> followed a light aircraft all the way from Wisconsin to Florida.
> This seems to involve elements of imprinting,social-aviational
> learning and reinforcement
>
> Michael Sylvester,PhD
> Daytona Beach,Florida

office hours

[Dr. Joyce Johnson]

1) Keep a jar of m & m's on your desk (or some other reinforcing "pellet").
2) Arrange the office furniture so that the student's (visitor's) chair is
on the same side of the desk as the teacher's (authority's) chair. Be aware
that the desk is seen as a fortress or barrier.  Place the desk in such a
position that it does not separate you from the student. Try this. Stand in
your doorway and try to look at your office arrangement objectively.  Where
could you place your desk, computer, phone, files, chairs, etc., so that
these items are both convenient & efficient for your work habits AND
communicate the silent message that visitors are welcome?
3) Have ambient lighting available- perhaps a desk lamp instead of harsh
overhead fluorescence.  I put a full spectrum bulb in my desk lamp b/c here
in the basement, we don't get much sunshine.
4) Occasionally, play background music, if the noise level is not a
distraction to you or to others.
5) Personalize your space with color.  Have your office painted a pleasant
color, then put interesting pictures on the walls.  To paint even one wall
an accent color can change the whole look.
6) Weave an occasional invitation during classtime to folks to visit your
office outside of classtime.  For example, perhaps someone asks a question,
and you answer in part, then say, "Come by my office so that I can show you
an illustration of this in one of my textbooks."
7) Invite students to visit individually. I don't know how large your
classes are, but if you have a manageable number, you could invite them to
come to your office for a private consultation. For example, I ask students
to read an article and summarize it in APA format. They have one
opportunity to rewrite the paper after I have edited it. I tell them during
classtime to come by my office outside of classtime to pick up their papers
individually. When they come to pick up their paper, I invite them to sit
in my guest chair.  I get out their paper and go over some of my editorial
comments, show them where to find the guidance source in the APA manual,
and so on. 
8) Have interesting things in your office: posted comics, model of a brain
that can be handled, a nerd basketball hoop over the trashcan with nerd
ball nearby, one of those metallic magnetic scultures, a transparent vial
of oil and water that moves when it is inverted -- you get the idea. Place
items around your desk that signal approach and trigger curiosity.
9) Place/attach a small whiteboard with an erasable marker on your door or
hang a pad of sticky notes with a pen for messages.
10) Don't forget the role of smell. Olfaction is the oldest form of memory,
and the first sense to habituate.  Does your office smell dusty? moldy?
pleasant? You don't have to put out a bowl of potpouri.  I run a small Hepa
air cleaner in my office in the basement b/c mold can build up down here. I
have a lamp ring with fragrant oil in it. The idea is not to overwhelm
someone with in-your-face fragrance, but to make sure that the atmosphere
in your office is not aversive.



***
Dr. Joyce Johnson
Assistant Professor of Psychology
Developmental/ Experimental
Centenary College of Louisiana
PO Box 41188
2911 Centenary Blvd.
Shreveport, LA 71134-1188
homepage: 
office 318 869 5253
FAX 318 869 5004 Attn: Dr Johnson, Psychology

Higher order imprinting

[Michael Sylvester]

  A very interesting story this year was the successful attempt of leading
the whooping cranes from Wisconsin to a winter haven in Florida.
Just as Konrad Lorenz had ducklings imprinted on him, whooping cranes
followed a light aircraft all the way from Wisconsin to Florida.
This seems to involve elements of imprinting,social-aviational
learning and reinforcement

Michael Sylvester,PhD
Daytona Beach,Florida

Re: Office Hours

[Richard Pisacreta]

I require all students who earn less than a 70 on an exam to see me in my 
office before the next exam.



Rip Pisacreta, Ph.D.
Professor, Psychology,
Ferris State University
Big Rapids, MI 49307
email: [EMAIL PROTECTED]

_
Get more from the Web.  FREE MSN Explorer download : http://explorer.msn.com

Tips:goals for 2001

[Michael Sylvester]

  - more posts from international tipsters
  - cessation of media bashing
  -- decrease in the Eurocentric model
  -- more posts re linking psy to the social and political problems of our
times
  -- less developmental,more physiological
 -- more posts that show creativity of postee

Happy holidays dudes and dudettes.
I am going underground at midnite and will resurface with post in
mid-January.

Michael Sylvester,PhD
Daytona Beach,Florida

Re: Office Hours

[Deborah Briihl]

A factor that I think plays a role in office visits is the distance from 
the majority of their classes (or, for that matter, your class) and your 
office. If students have to travel far, they aren't going to show. Our 
dept. is (literally) blocks away from the main campus and we have 1 small 
classroom building nearby for some of the courses. If my class is in that 
building, the students tend to show up more than if my class is in another 
building. I have also noticed that if the area around your office is 
student friendly (has computer space, places for them to sit and study, 
etc.) that also leads to more students in your office.
While they might not be in your office, do they call? Use e-mail? Some of 
my students that must travel far are much more likely to e-mail me than to 
just stop by. And, as I have been sitting here attempting to write this 
e-mail, I have received 2 phone calls (as well as one stop in). Another 
factor - is your door open or shut? I have noticed that, when my door is 
shut, students automatically assume that I am not in and don't knock!

One odd thing I have noticed is that some students assume that I favor 
those students that show up frequently to my office (not that this changes 
their office visiting behavior in any way :). They think that I like those 
students more because I'm always talking to them - not that I'm talking to 
those students more because they stop by more and that perhaps the reason 
why those students are doing better is because they are asking me questions.


At 09:59 AM 12/6/00 -0500, Michael J. Kane wrote:
>Hi folks,
>
>Does anyone out there know of any research on factors that influence whether
>students take advantage of teachers' office hours?  I don't know whether 
>it's a
>function of my style, my courses, or my class sizes (or something else 
>altogether),
>but I have a very difficult time getting my students to come to see me 
>outside of
>class for extra help.  The few that do come once tend to come back, but 
>getting them
>in the door for the first time is what I'm concerned about.  How do you 
>all manage to get
>students who are struggling in your classes to come to you for help?  On 
>course
>evaluations my students endorse that I'm very approachable and that I 
>relate to students
>very well, and yet (most) don't come.  And my version of the "help me help 
>you" speech
>just isn't cutting the mustard.
>
>Thanks for any input!
>
>-Mike
>
>
>Michael J. Kane
>Department of Psychology
>P.O. Box 26164
>University of North Carolina at Greensboro
>Greensboro, NC 27402-6164
>email: [EMAIL PROTECTED]
>phone: 336-256-1022
>fax: 336-334-5066
>

Deb

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

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

Re: Office Hours

[Michael Sylvester]

On Wed, 6 Dec 2000, Michael J. Kane wrote:

> Hi folks,
> 
> Does anyone out there know of any research on factors that influence whether
> students take advantage of teachers' office hours?  I don't know whether it's a
> function of my style, my courses, or my class sizes (or something else 
> altogether),
> but I have a very difficult time getting my students to come to see me 
> outside of
> class for extra help.  The few that do come once tend to come back, but 
> getting them
> in the door for the first time is what I'm concerned about.  How do you all 
> manage to get
> students who are struggling in your classes to come to you for help?  On 
> course
> evaluations my students endorse that I'm very approachable and that I 
> relate to students
> very well, and yet (most) don't come.  And my version of the "help me help 
> you" speech
> just isn't cutting the mustard.
> 
> Thanks for any input!
> 
> -Mike
> 
  A few years ago we addressed this issue in a post I introduced
titled " Where have all the students gone?"

 I prefer to use the direct intervention method: I make them
 come by scheduling  appointments for them.It works.

Michael Sylvester,PhD
Daytona Beach,Florida

"Elevation" story web address

[Beth Benoit]

Sorry to any who tried to access the story via the path I gave.  It seems to
have a short circuit in it.

In lieu of that, please go to the main site:

www.boston.com/globe/

The story is on the front page there for today's (Dec. 6th) edition.  I'll
see if I can figure out a way to access it after today.  Sorry for
confusion.

Beth Benoit
University of Massachusetts Lowell

Re: Office Hours

[Nina Tarner]

Michael,
I require that students come by my office within the first two
weeks of the semsester. They receive 10 points for this assignment. As you
mentioned, once students stop by they are likely to return. By forcing my
students to stop by they are making that first step. Plus, it is easier
for me to learn the names of my students if I can talk with them outside
of the classroom. If I learn every student's name by the third class
meeting, then the students can change one MINOR aspect of the
syllabus. Students usually like this reinforcement.
Nina

$$$
Nina L. Tarner$ http://www-personal.ksu.edu/~ninat
Graduate Student in Animal Learning   $   Kansas State University
Department of Psychology  $Manhattan, KS. 66506
539 Bluemont Hall $ (785) 532-6850 (msg)
email:  [EMAIL PROTECTED] $ (785) 532-7004 (fax)
$$$

On Wed, 6 Dec 2000, Michael J. Kane wrote:

> Hi folks,
> 
> Does anyone out there know of any research on factors that influence whether
> students take advantage of teachers' office hours?  I don't know whether it's a
> function of my style, my courses, or my class sizes (or something else 
> altogether),
> but I have a very difficult time getting my students to come to see me 
> outside of
> class for extra help.  The few that do come once tend to come back, but 
> getting them
> in the door for the first time is what I'm concerned about.  How do you all 
> manage to get
> students who are struggling in your classes to come to you for help?  On 
> course
> evaluations my students endorse that I'm very approachable and that I 
> relate to students
> very well, and yet (most) don't come.  And my version of the "help me help 
> you" speech
> just isn't cutting the mustard.
> 
> Thanks for any input!
> 
> -Mike
> 
> 
> Michael J. Kane
> Department of Psychology
> P.O. Box 26164
> University of North Carolina at Greensboro
> Greensboro, NC 27402-6164
> email: [EMAIL PROTECTED]
> phone: 336-256-1022
> fax: 336-334-5066
> 

"Elevation" in the news

[Beth Benoit]

I'm always pleased to see psychology getting intelligent and positive press.
Research on the emotion of "elevation" by Jonathon Haidt (U. of Va.) got
front page coverage in the Boston Globe this morning.  (For those of you not
from the Boston area, the Globe is a very intelligent - albeit very liberal,
my husband complains and I cheer - newspaper, not related in any way to that
sensationalist rag with a similar name.  Hint:  the word "Boston" doesn't
precede the other one.)

Haidt describes elevation as a distinct emotion that can function as a kind
of physical gateway to encourage people to be more social and giving.

Again, I stress that this is not a journal article, but rather a nicely done
article for the "common folk."  It also has a nice collection of photographs
of facial expressions and what they denote that would have come in handy
recently when someone on TIPS was looking for photos showing emotions.

Here's the website:

http://www.boston.com/dailyglobe2/341/nation/Seeing_how_the_spirit_moves_us+
.shtml

Beth Benoit
University of Massachusetts Lowell

Re: Office Hours

[Jeff Bartel]

On Wed, 6 Dec 2000, Michael J. Kane wrote:

> Does anyone out there know of any research on factors that influence
> whether students take advantage of teachers' office hours?  I don't
> know whether it's a function of my style, my courses, or my class
> sizes (or something else altogether), but I have a very difficult time
> getting my students to come to see me outside of class for extra help.  
> The few that do come once tend to come back, but getting them in the
> door for the first time is what I'm concerned about.  How do you all
> manage to get students who are struggling in your classes to come to
> you for help?  On course evaluations my students endorse that I'm very
> approachable and that I relate to students very well, and yet (most)
> don't come.  And my version of the "help me help you" speech just
> isn't cutting the mustard.
> 
Although I don't know of any research in this area, one approach a
colleague of mine used to get them to her office was to return the first
exam exclusively during office hours or appointments.  Typically the
appointment lasted only a few minutes, but she was able to "get them in
the door the first time" with this approach.  I believe she distributed a
sign-up sheet with 10 minute blocks on it so that there wasn't a rush of
students at one time.

Obviously this would not work in very large classes, but in smaller
classes, it might help.

I'm interested in others' approaches to this problem.  The General
Psychology class I teach is large enough (about 60 students) that even
giving 10 minutes per student might not be feasible--though maybe 10 hours
is worth it if they're more likely to return.  Writing "please see me" on
the top of students' exams (and even emailing them) hasn't been effective,
so I, too, am looking for alternative ways of encouraging them to utilize
office hours.

Jeff

=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Jeff Bartel   
http://www-personal.ksu.edu/~jbartel
Department of Psychology, Kansas State University
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

Reading an email message about a new email virus?  Getting a note that's
been forwarded to a dozen other people?  Before you pass it along, drop by
http://www.US.datafellows.com/news/hoax/ for a list of recent hoaxes and
chain letters.

Office Hours

[Claudia Stanny]

Michael Kane asks:
>
>Does anyone out there know of any research on factors that influence whether
>students take advantage of teachers' office hours?  I don't know whether
it's a
>function of my style, my courses, or my class sizes (or something else 
>altogether),
>but I have a very difficult time getting my students to come to see me 
>outside of
>class for extra help.  

Teach a course in experimental psychology or research methods and require
students to do individual research projects of their own design and analyze
the data they collect.  You will be innundated.

The good news is that durng the bulk of the term you will have lots of
delightful discussions with the best students during which you can weigh
the pros and cons of various design options, consider interesting
manipulations and creative sources for stimulus materials.  The bad news is
that in the last week of the term you will be eaten alive by students who
are dazed and confused, waited until 4 days before the due date of the
paper to finish (or, in one case, _start_) their data collection.

>From the tired and beleaguered voice of experience,
Claudia Stanny




Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED]
Department of PsychologyPhone:  (850) 474 - 3163
University of West Florida  FAX:(850) 857 - 6060
Pensacola, FL  32514 - 5751 

Web:http://www.uwf.edu/psych/stanny.html

Re: Office Hours

[Chuck Huff]

There is research in "help seeking" much of which is done in academic 
venues.  The book " The Psychology of Helping and Altruism" by 
Schroeder, Penner, Dovidio, and Pilliavin has a chapter that reviews 
this research.

-Chuck

PS: surprise: academic help seeking is negatively correlated with needing help.

At 9:59 AM -0500 12/6/00, Michael J. Kane wrote:
>Hi folks,
>
>Does anyone out there know of any research on factors that influence whether
>students take advantage of teachers' office hours?  I don't know 
>whether it's a
>function of my style, my courses, or my class sizes (or something 
>else altogether),
>but I have a very difficult time getting my students to come to see 
>me outside of
>class for extra help.  The few that do come once tend to come back, 
>but getting them
>in the door for the first time is what I'm concerned about.  How do 
>you all manage to get
>students who are struggling in your classes to come to you for help? 
>On course
>evaluations my students endorse that I'm very approachable and that 
>I relate to students
>very well, and yet (most) don't come.  And my version of the "help 
>me help you" speech
>just isn't cutting the mustard.
>
>Thanks for any input!
>
>-Mike
>
>
>Michael J. Kane
>Department of Psychology
>P.O. Box 26164
>University of North Carolina at Greensboro
>Greensboro, NC 27402-6164
>email: [EMAIL PROTECTED]
>phone: 336-256-1022
>fax: 336-334-5066

Re: Historical and cross-cultural course

[Chuck Huff]

At 9:02 AM -0600 12/6/00, jim clark wrote:
>I would be cautious in how a course such as you are
>proposing was cast, especially if there was a chance that others
>(with a less scientific orientation) might teach it.  I once
>taught a graduate course on systems in which I thought that I
>would expose students to alternative views of psychology.  Turns
>out they found those views very attractive to their natural way
>of thinking.  You might want students to have a solid foundation
>in scientific approaches as a requirement.

God forbid, here is a place where Prof. Clark and I agree.

In teaching similar courses, I find students consistently attracted 
to the claims of alternative approaches and insufficiently skeptical 
of those claims.  I regularly use an assignment "design a study to 
test X claim" as an antidote to this.

Where Prof. Clark suggest a "solid foundation" in science, I would go 
further (if there were no explicit assignments to continuously point 
out the empirical-and thus testable-claims being made).  Without this 
consistent scientific scaffolding, I think this would work only with 
seniors who had taken stats/research methods and several lab courses.

-Chuck
- Chuck Huff; 507.646.3169; http://www.stolaf.edu/people/huff/
- Psychology Department, St.Olaf College, Northfield, MN 55057 

Re: Historical and cross-cultural course

[jim clark]

Hi

On Wed, 6 Dec 2000, Jeff Ricker wrote:
> For various reasons, I am thinking of designing a course, tentatively
> entitled "Psychology in Other Times and Cultures." A very brief summary
> follows:

It sounds like you are thinking about a more meta-theoretical
approach, but having just finished teaching a one-term course on
Culture and Psychology, I think that you would have _lots_ to
cover just talking about culture.  Or perhaps you already have a
course that covers the vast literature in cross-cultural
psychology?  I would be cautious in how a course such as you are
proposing was cast, especially if there was a chance that others
(with a less scientific orientation) might teach it.  I once
taught a graduate course on systems in which I thought that I
would expose students to alternative views of psychology.  Turns
out they found those views very attractive to their natural way
of thinking.  You might want students to have a solid foundation
in scientific approaches as a requirement.

As to your specific request, you might need to consider several
books, one associated with the temporal dimension (do History of
Psychology books ever cover periods prior to scientific
psychology?) and another with the cultural dimension (perhaps
some of the books on Indigenous Psychologies would be apt?).  And
of course, there are any number of alternative views about
psychology in our own culture and time (e.g., New Age
approaches).  One point that I would try to make in such a course
would be that it is scientific psychology that stands isolated
and alone fighting against the hordes of ill-founded yet loudly
proclaimed alternative views that continue to dominate lay views
about human beings. ... whoops ... slipped into polemical mode
there.  Pardon.

Best wishes
Jim


James M. Clark  (204) 786-9757
Department of Psychology(204) 774-4134 Fax
University of Winnipeg  4L05D
Winnipeg, Manitoba  R3B 2E9 [EMAIL PROTECTED]
CANADA  http://www.uwinnipeg.ca/~clark

Re: Historical and cross-cultural course

[Chuck Huff]

There is a burgeoning literature in "Buddhist Psychology" that is 
quite fascinating.  It is not "spiritual" in the western sense, but 
based more on experience and introspection of practicing Buddhists. 
It is, thus, empirical and systematic, but not what we would call 
scientific.  There are still fascinating parallels between modern 
cognitive psychology (e.g. to process theories) and the claims of 
Buddhist psychology.

A simple term search for Buddhist Psychology should get you a fair 
amount of material.  Some clinical therapy texts now include a 
chapter on practices taken from Buddhism.

-Chuck
- Chuck Huff; 507.646.3169; http://www.stolaf.edu/people/huff/
- Psychology Department, St.Olaf College, Northfield, MN 55057

>Hello,
>
>I have been off of TIPS for the past few months because I have been very
>busy this semester; but I have rejoined and will remain here for the
>forseeable future.
>
>For various reasons, I am thinking of designing a course, tentatively
>entitled "Psychology in Other Times and Cultures." A very brief summary
>follows:
>
>"In the modern Western world, psychology is defined as the science of
>mind and behavior. But attempts to understand mind and behavior have
>existed since probably the dawn of humanity. These attempts at
>understanding have typically been expressed in myths and other
>nonscientific  ways, but this makes the attempts no less serious and
>important. In this course, we will examine some of the attempts of
>humans, throughout their history and in various cultures, to understand
>mind and behavior, in both their normal and abnormal forms."
>
>It sounds to me as if such a course, as I presently conceive of it,
>would be daunting, both to teach and to take. So, I definitely want to
>simplify and limit the range of topics to be covered. For example, I am
>toying with the idea of limiting the topic to abnormal psychology. I
>also am not a fan of the notion that "truth changes depending upon one's
>perspective" and so I want to make certain that the course doesn't
>devolve into a postmodern relativism.
>
>Does anyone know of any similar courses from which I may steal . . . I
>mean borrow . . . ideas? And are there any textbooks that examine such a
>topic?
>
>Thank you in advance,
>
>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
>"Science must begin with myths and with the criticism of myths"
>   Karl Popper
>"Nothing is more dangerous than active ignorance"
>   Johann Wolfgang von Goethe
>
>
>Listowner: Psychologists Educating Students to Think Skeptically (PESTS)
>
>http://www.sc.maricopa.edu/sbscience/pests/index.html

Office Hours

[Michael J. Kane]

Hi folks,

Does anyone out there know of any research on factors that influence whether
students take advantage of teachers' office hours?  I don't know whether it's a
function of my style, my courses, or my class sizes (or something else 
altogether),
but I have a very difficult time getting my students to come to see me 
outside of
class for extra help.  The few that do come once tend to come back, but 
getting them
in the door for the first time is what I'm concerned about.  How do you all 
manage to get
students who are struggling in your classes to come to you for help?  On 
course
evaluations my students endorse that I'm very approachable and that I 
relate to students
very well, and yet (most) don't come.  And my version of the "help me help 
you" speech
just isn't cutting the mustard.

Thanks for any input!

-Mike


Michael J. Kane
Department of Psychology
P.O. Box 26164
University of North Carolina at Greensboro
Greensboro, NC 27402-6164
email: [EMAIL PROTECTED]
phone: 336-256-1022
fax: 336-334-5066

Concept Mapping Software

[jim clark]

Hi

I wonder if anyone on the list has experience with concept
mapping software to organize lectures or help students with
learning?  I'm looking for something that would allow for the
development of large concept maps, but including regular
hypertext links.

Best wishes
Jim


James M. Clark  (204) 786-9757
Department of Psychology(204) 774-4134 Fax
University of Winnipeg  4L05D
Winnipeg, Manitoba  R3B 2E9 [EMAIL PROTECTED]
CANADA  http://www.uwinnipeg.ca/~clark

Historical and cross-cultural course

[Jeff Ricker]

Hello,

I have been off of TIPS for the past few months because I have been very
busy this semester; but I have rejoined and will remain here for the
forseeable future.

For various reasons, I am thinking of designing a course, tentatively
entitled "Psychology in Other Times and Cultures." A very brief summary
follows:

"In the modern Western world, psychology is defined as the science of
mind and behavior. But attempts to understand mind and behavior have
existed since probably the dawn of humanity. These attempts at
understanding have typically been expressed in myths and other
nonscientific  ways, but this makes the attempts no less serious and
important. In this course, we will examine some of the attempts of
humans, throughout their history and in various cultures, to understand
mind and behavior, in both their normal and abnormal forms."

It sounds to me as if such a course, as I presently conceive of it,
would be daunting, both to teach and to take. So, I definitely want to
simplify and limit the range of topics to be covered. For example, I am
toying with the idea of limiting the topic to abnormal psychology. I
also am not a fan of the notion that "truth changes depending upon one's
perspective" and so I want to make certain that the course doesn't
devolve into a postmodern relativism.

Does anyone know of any similar courses from which I may steal . . . I
mean borrow . . . ideas? And are there any textbooks that examine such a
topic?

Thank you in advance,

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
"Science must begin with myths and with the criticism of myths"
  Karl Popper
"Nothing is more dangerous than active ignorance"
  Johann Wolfgang von Goethe


Listowner: Psychologists Educating Students to Think Skeptically (PESTS)

http://www.sc.maricopa.edu/sbscience/pests/index.html