thanks for the help - Humand Dev class

[H. Gelpi]

Hi all

I just want to say thank you to all who responded to help me with the
information to put together my Human Development class.

I really appreciate it.  It was a lifesaver.  Especially now since I went in
to the department last week to find that the book that we are using (Human
Development by Craig) did not come with any transparencies and I don't think
the department is getting a test bank so I'll be even busier than I thought.

Haydee Gelpi
Broward Community College
Florida

RE: computational formula - sum of squares

[H. Gelpi]

Wow, I'm glad to see TIPS back in action!

I wonder if anyone can help.  I just found out I'm teaching a Human
Development class this semester and I have to develop the entire class but I
haven't taught HD before.  I have no choice on the book, which is Human
Development, 9th Ed., by Craig.

I wanted to know if anyone had a syllabus that has worked for them that they
would be willing to share??? I have about 2 weeks to prepare.

Also, does anyone have any suggestions for interesting assignments or
exercises?

Haydee Gelpi
Broward Community College
Florida

-Original Message-
From: Russell T. Hurlburt [mailto:[EMAIL PROTECTED]]
Sent: Monday, August 06, 2001 3:35 AM
To: [EMAIL PROTECTED]
Subject: Re: computational formula - sum of squares

Judith--

Here 'tis.

sum (x-xbar)^2
= sum (x^2 - 2 x xbar + xbar^2)
= sum x^2 - sum 2 x xbar + sum xbar^2
now because 2 and xbar are constants
=sum x^2 - 2 xbar sum x+ sum xbar^2
now because sum x = n xbar
=sum x^2 - 2 xbar n xbar + sum xbar^2
=sum x^2 - 2 n xbar ^2+ sum xbar^2
now because sum of a constant = n times that constant
=sum x^2 - 2 n xbar^2 + n xbar^2
=sum x^2 -n xbar^2
now because xbar = sum x / n
=sum x^2 - n( sum x)^2 / n^2
=sum x^2 - ( sum x)^2 / n

--Russ
_
Russell T. Hurlburt, Ph.D.Email: [EMAIL PROTECTED]
Professor of Psychology   Telephone:  (702) 895-0194
University of Nevada, Las Vegas   Fax:(702) 895-0195
4505 S. Maryland Parkway
Las Vegas, NV 89154-5030 USA
http://www.nevada.edu/~russ

Info about Comprehending Behavioral Statistics (2nd ed.)
is at http://psychology.wadsworth.com/authors/hurlburtr/cbs.html
_

Judith wrote:

SS = the sum of the squared scores minus the sum of the scores squared,
divided by the number of scores.

Does anyone know the mathematical proof for this formula's equivalence to
the definitional formula?

The definitional formula being:

SS = The sum of the squared deviations from the mean

RE: Bullying and Homophobia

[H. Gelpi]

This is outrageous.  Can you cite the article?

<<< The CC opines that the legislation is really gay-rights legislation, and
that it would interfere with the right of
Christian students to express their condemnation of homosexuality. >>>

Can this be?  By virtue of one's religious beliefs, could it be that we have
a Constitutional right to "condemn" people whose faith does not contain the
same restrictions as our own?  Or is it only the CC who have that right??? <
tongue in cheek>

The fact that the CC can "stall" legislation is also offensive.

Haydee Gelpi
Broward Community College
DHHS/FOH Florida


-Original Message-
From: Wuensch, Karl L. [mailto:[EMAIL PROTECTED]]
Sent: Wednesday, May 02, 2001 12:35 PM
To: TIPS
Cc: Beth Vleurnick (E-mail)
Subject: Bullying and Homophobia


Does the psychological literature contain much on the relationship
between homophobia and bullying in the schools?  I ask because of an AP
release I found in our local newspaper today:

There is pending legislation in the state of Washington that would
require schools to take actions to stop the harassment of kids that are the
target of bullies.  This legislation has, however, stalled after being
opposed by the Christian Coalition.  The CC opines that the legislation is
really gay-rights legislation, and that it would interfere with the right of
Christian students to express their condemnation of homosexuality.
Apparently the eleventh commandment is "Thou shalt beat up homos."
;-(

RE: Non-Traditional Student Question

[H. Gelpi]

There were several individuals in my graduate program who were in their
forties.  In addition, there were two individuals who were in their late
50's.

 , his advisor gave him the impression that, "at his age" pursuing
graduate study in psychology (especially the doctorate) would be risky.
Basically, they suggested that he would have trouble getting work because of
his age.

Frankly, this type of "advice" seems offensive and suggests an attitude of
discrimination.Considering the vast and diverse opportunities in this
field, the advice seems to be based in ignorance as well.

At the risk of stereotyping, my experience with college advisors has been
that one must take an attitude of caveat emptor.  They may give bad advice
for which they are not held responsible, hence the title "advisor."  If you
read the qualification requirements (an look at salary ranges) for people
who are in college advisement, many are people who may only have AA or BA
degrees and are better able to discuss majors, minors, and the articulation
agreements their institutions have with a variety of colleges.
However, their expertise in career counseling may be merely a reflection of
their own, uninformed, biases.  Actually, having taught Student Success
courses for a number of years, advisement has come up frequently.  I have
heard a number of "horror" stories from students who have been,
unintentionally, mislead by their advisors, resulting in extended time in
college due to taking unnecessary classes and improper prerequisites.

Haydee Gelpi
Broward Community College
DHHS/FOH Florida


-Original Message-
From: Mark Sciutto [mailto:[EMAIL PROTECTED]]
Sent: Tuesday, May 01, 2001 1:13 PM
To: [EMAIL PROTECTED]
Subject: Non-Traditional Student Question

I recently had a student ask me about career options etc.  However, he is a
non-traditional student (i.e., adult-learner) and has been getting some
conflicting advice about career options.  I thought I would gather feedback
from fellow psychologists for him to help in making his decisions.  Here is
some brief background:

He is currently in his mid-40's and will complete his BA in about a year.
He would like to go on to get his masters or perhaps a doctorate. He is most
interest in clinical/counseling areas of psych. He is particularly attracted
to educational settings and would like to pursue a path that would allow him
to work in an educational setting of some sort.  We have discussed school
psych, and he is also attracted to college teaching.  However, his advisor
gave him the impression that, "at his age" pursuing graduate study in
psychology (especially the doctorate) would be risky.  Basically, they
suggested that he would have trouble getting work because of his age.

This disturbed me (and him), because I know of many Ph.D.s who entered grad
school late and have gone on to successful and fulfilling careers.  Also, in
my personal experience, the opportunities are never quite as narrow as many
people suggest.  However, I would like to give him some additional feedback
from others in the field.  Any thoughts are welcome. Thanks

Mark



Mark J. Sciutto, Ph.D.
Dept. of Psychology
Westminster College
New Wilmington, PA 16172
[EMAIL PROTECTED]

RE: chalkboard anyone?

[H. Gelpi]

I always felt the same way towards dry erase boards but have
recently found them very helpful when using (old fashioned) transparencies against
the dry erase board.  When I use
the board as the background for the transparency, I’m able to use the markers
to underline, make extra points, shoot off arrows and add ideas.  I get so excited when I use this
method, that yesterday, I accidentally wrote on the transparency itself and now
I can’t erase it.  

 

I think it
actually enhances the learning process. 
Anyway, that’s my two-bits.

 

Haydee Gelpi 

Broward Community College 

DHHS/FOH Florida 

 

 

-Original
Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED]]
Sent: Tuesday, May 01, 2001 12:20
PM
To: [EMAIL PROTECTED];
[EMAIL PROTECTED]
Subject: Re: chalkboard anyone?

 

Hello, 

I always use my chalkboard along with video and overheads (at the very 
beginning of the semester.) 

I detest the dry erase boards because the markers are an additional thing to 
remember every class, they are always being taken by other faculty or 
students ( I hear that they can be "huffed") and it is very easy to 
mistakenly write on them with permanent marker, which makes the 
administrative staff temporarily homicidal towards one. 

Dry erase boards suck. 

Nancy Melucci 
ELAC

RE: bystander effect and cross-cultural research

[H. Gelpi]

I had to respond to this.  I found many aspects of this thread refreshing
and interesting, and totally relevant to teaching.  Bystander effect and
diffusion of responsibility are one of the more interesting topics that I
use to generate interest in students, and bring to life, issues that are
important to all of us.  While some of the contributors did offer more
informative, academically sound and useful information, if it were not for
the uninformed contributors, we would not have benefited from them.

I am especially appreciative of those who share their PsychInfo lit searches
since it provides me with up-to-date references and saves me a trip to my
school and an hour of my time, which as an adjunct instructor, is very
limited.  Now I can easily order the articles through interlibrary loan,
since my college has limited assets.

Thanks To Paul Smith on that.

Haydee Gelpi
Broward Community College
Florida


-Original Message-
From: Stuart Mckelvie [mailto:[EMAIL PROTECTED]]
Sent: Tuesday, April 24, 2001 9:28 AM
To: [EMAIL PROTECTED]
Cc: Paul Smith
Subject: RE: bystander effect and cross-cultural research


Dear Tipsters,

We have had a number of informative responses to the question
concerning culture/bystander/FAE, particularly the detailed one
from Paul Smith.

May I humbly suggest that if people have a question about an issue,
they do their own homework then inform us in the context of teaching?
I, for one, do not appreciate uninformed opinion.  Of course, if
someone searches and does not find, it is appropriate to ask for
guidance.

Sincerely,

Stuart


___
Stuart J. McKelvie, Ph.D.,Phone: (819)822-9600
Department of Psychology, Extension 2402
Bishop's University,  Fax: (819)822-9661
3 Route 108 East,
Lennoxville,  e-mail: [EMAIL PROTECTED]
Quebec J1M 1Z7,
Canada.

Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy
___

Things to fear - lets name the fear

[H. Gelpi]

Joyce/Tipsters

Those were such great fears, two of which I think I occasionally manifest
around test-grading time like fear of missing important things!  But I'd add
that it would be even better with a title like:

Fear of eating something with hair in it that gets stuck in your mouth:
Hairballophobia

So I had to add:

Fear that you forgot to finish dressing before leaving the house:
sanspantsophobia

Haydee Gelpi
Broward Community College
DHHS/FOH Florida


-Original Message-
From: Dr. Joyce Johnson [mailto:[EMAIL PROTECTED]]
Sent: Wednesday, April 04, 2001 1:48 PM
To: [EMAIL PROTECTED]
Subject: more things to fear


Fear of eating something with hair in it that gets stuck in your maouth
Fear of other people's dirty hands
Fear of having dirty hands (like post washing them, touching bathroom doors
and such.
Fear of missing important things (class, tests, meetings)
Fear of bedbugs eating my mattress and my dead skin cells.
Fear of a bug in my bed that could crawl across me under the covers I not
be able to catch it
Fear of being rejected
Fear of forgettting to do something (take medicene on time, do homework)



***
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

Looking for Workplace Violence Prevention expertise

[H. Gelpi]

Tipsters

I have to prepare/present/facilitate a workshop on Workplace Violence with a
focus on prevention and response.  I am looking for any resources in the
form of presentation aids. For a portion of the presentation, I planned to
present video cases.  I wanted to purchase some video vignettes that would
stimulate discussions.  I have plenty of sensational information on
notorious workplace violence situations, but I'm looking for something
conducive to training in prevention.

I have been scanning the publisher sites and haven't seen much.  I have
found a number of videos offered by private consultants.  The publishers
have a number of their search engines broken down by category and I have
been unable to locate much using keywords like conflict resolution,
workplace violence, etc.  I guess my difficulty has come from my confusion
around this: Is this an IO psychology area or a business/HR category.
Although, I've been getting more knowledge/training in this area lately, I
admit its not my area of expertise and I've been less than efficient in
locating training materials.

I was wondering if anyone out there had any suggestions for resources.
Thanks.

Haydee Gelpi
Broward Community College
DHHS/FOH Florida

RE: Multiple choice vs. essay

[H. Gelpi]

Nancy/Tipsters

 

Sorry too.

 

Sounds
like I misunderstood your angle. 
Everything that you/Beth would say, I think would be appropriate, if
said in a straight-forward way as you described below.  It was the “Duh” part I was responding to in Beth’s email, and it seems
like you were responding to the message itself – that we should communicate
EXACTLY why there was a failure.  

 

I might
have been splitting hairs but it’s been comments like this (“duh,” and “what would your think would happen if…?”)
that have been getting some instructors in trouble lately.  The kind of, overly relaxed,
communication style that is so a part of our student’s (and ours’) speech these
days.  It’s a catch-22, I think
that we want to reach these people on their level, and that’s well-intentioned,
but when we have to give negative feedback, many of us fail to switch to a more
formal (translation: careful) style of communication and get in trouble.

 

Haydee Gelpi

Project
Officer

DHHS/FOH
Florida

(954) 776-6500

 

-Original
Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]]
Sent: Thursday, March 29, 2001
12:37 PM
To: [EMAIL PROTECTED]
Cc: [EMAIL PROTECTED]
Subject: Re: Multiple choice vs.
essay

 

Hello, 

I didn't pick up the sarcasm angle and did not intend to convey that one 
should be sarcastic. Perhaps I misinterpreted Beth's comment.  In said 
hypothetical situation, the student comes to office hours or emails or 
telephones and says "you gave me an F, why?"  And I would merely
list the 
reasons why - you failed the final, you didn't turn in the research project, 
you did not come to class enough. 

I think I misinterpreted. I thought Beth was indicating that she would 
somehow tiptoe around the facts.  In retrospect, that's pretty silly on my

part, but since I am doing about 3 things at once this morning, I guess I 
wasn't reading carefully enough. 

Sorry. 

Nancy Melucci 
ELAC

RE: Multiple choice vs essay testing

[H. Gelpi]

Tipsters,

 

My own rationale
for including a portion of essays along with my MC items are that, for whatever
reason, some really bright students are really not great MC test takers.  It seems like small portion of students
(I ask every class for a show of hands) show a preference for essays, to the
majority of the class’ horror!

 

So, I like
to include an opportunity for all my students to have access to different
testing modalities because of the diversity of their abilities.  And I don’t really think that students
who prefer MC items are necessarily lazy either.  It may have to do with exposure to particular testing
methods, training, practice… I am not in a position to speak on this and I’m
admitting that I haven’t researched it at all.  

 

This
obviously, is my completely unscientific conclusion based on my own experience
and anecdotal evidence.

 

My own
experience is that I don’t get it, as I have always had good “luck” with MC
tests as a student, and plenty of anxiety associated with essays (I always felt
that the grading is so unpredictable, and now, since I grade them, I know its
true).  In addition, I have met quite
a few hard-working, motivated, scholarly colleagues that cringe at MC tests and
perform poorly, but shine when given an opportunity to write.  

 

 

Haydee Gelpi

Broward
Community College

DHHS/FOH
Florida

 

 

-Original
Message-
From: Rick Stevens
[mailto:[EMAIL PROTECTED]]
Sent: Thursday, March 29, 2001
11:06 AM
To: TIPS
Subject: Re: Multiple choice vs
essay testing

 

[EMAIL PROTECTED]
wrote: 

Tipsters, 

I guess I am a little flummoxed now because I feel like I am
battling an 
argument
that basically states that "If Anastasi says it, it must be 
correct."

... 

 

RE: Multiple choice vs. essay

[H. Gelpi]

 

 

I’d like to respond to the comments
below and suggest that as much as we’d like to, Beth is playing on the safer
side by avoiding comments that could be construed as demeaning to the students
and relying on the “miss manners” approach.

 

Not to disparage you Nancy, I absolutely
have been there (frustrated!!!) with students and regrettably, have probably
stated the obvious to them, as you say you do.  I haven’t suffered any repercussions from this but….

 

I don’t know about any of you out there,
but our institution has specifically outlined verbal and written behavior that
instructors cannot engage in when interacting with students (without
risking some kind of punitive action – especially vulnerable are adjuncts!).   In fact, our handbook includes a clearly states that sarcasm
of any kind is an example of such an offensive behavior.  So, we may internally roll our eyes,
and want to say “Lets see, you ask why you got a D, F, etc., when you don’t
turn in completed work, show up late/not at all, and sleep through class?  Duh!!! Ninny!!!” 

 

Anyway, my conclusion here is that it’s
risky to act on our frustration in a way that may clue the student to our
exasperation via sarcasm or insulting speech and/or body language, as ultimately
reflects poorly on us in the long run. 
It seems like, at least at our college, this could result in a valid
grievance on the part of the student. 
Worse even, if the student can come up with witnesses to this!!!  So…. Just a thought… Anybody have
similar employee guidelines or comments on this?

 

In a message dated 3/29/2001 7:44:44 AM
Pacific Standard Time, 
[EMAIL PROTECTED] writes: 

<>

 

In a message
dated  Thursday, March 29,
2001 10:55 AM, [EMAIL PROTECTED] writes 

<>

 

Haydee Gelpi

Project
Officer

DHHS/FOH
Florida

(954) 776-6500

 

-Original
Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED]]
Sent: Thursday, March 29, 2001
10:55 AM
To: [EMAIL PROTECTED];
[EMAIL PROTECTED]
Subject: Re: Multiple choice vs.
essay

 

In a message dated 3/29/2001 7:44:44 AM
Pacific Standard Time, 
[EMAIL PROTECTED] writes: 

Hello, 







And
it's almost always a challenge from a student to whom I'd like to say, 
"Duh, could be because you failed the final, didn't hand in your paper and

only came to class half the time."  But I'm a disciple of Miss
Manners, so 
I don't.) 







Why
not say it? If it is true, I do.  Fall Semester 2000 I had almost half of 
a class decide that the paper, shown as required on the syllabus, was 
optional.  So I gave a lot of low grades and failures. I had one student
go 
to the ombudsman to complain about her grade. She decided to take the fourth 
exam (I only require three) instead of write the paper.  She
misrepresented 
the issue and told them that I had given her that option. I had not and would 
never.  I said I would consider changing her grade if she wrote the
required 
paper. I have received nothing from her. 







Anybody
else feel that multiple choice questions have a bigger safety harbor? 




There is less room for complaining, but even an MC can be
written poorly or 
unclearly.  At any rate, I am trying not to be intimidated and blackmailed

out of teaching in the manner I think is best for all. I usually lose a few 
students at the beginning of each semester when they see the writing 
requirements of my classes. And I am coming to believe more and more that it 
is their loss, not mine. 

Nancy Melucci 
ELAC 

RE: Evidence for Repressed Memories?

[H. Gelpi]

Maybe Gary's question was rhetorical and/or maybe Jeffery mistyped.   But
just for the heck of it

Freud's repression of memories was considered to be one the Ego's defense
mechanisms, and was done without conscious volition.  However, the act of
suppression of a memory would be done, at least initially, voluntarily.

Of course, I imagine that If one successfully voluntarily "suppresses" the
memory of an event at the time of the occurrence, hence "forgets" it, and is
reminded it of it years later, I imagine that one could forget that they had
consciously tried to suppress the event and perceive it as a repressed
memory.  And at that point, would it even make a difference if it were
suppressed or repressed. (Sorry for the run-on sentence).

Haydee Gelpi
Broward Community College
DHHS/FOH Florida


-Original Message-
From: Gary Peterson [mailto:[EMAIL PROTECTED]]
Sent: Wednesday, March 14, 2001 7:59 PM
To: Jeffrey Nagelbush; [EMAIL PROTECTED]
Subject: Re: Evidence for Repressed Memories?


Is suppression the same as repression?  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

> Dark thoughts
> Freud may have been right: people can suppress memories
>
> Michael Anderson and Collin Green of the University of Oregon in Eugene
> asked
> 32 people to memorise a list of 50 or so simple pairs of words, such as
> "ordeal" and "roach".
>
> The volunteers were then presented with the first word and asked either to
> recall the second or banish it from their minds for four seconds.
Volunteers
> were asked to suppress the second word between zero and 16 times.
>
> The researchers found that volunteers were much less able to recall words
> that
> had been repressed many times - even when they were offered money to
> remember.
> "I'm not making the claim that you're forgetting the memory," says
Anderson.
> "It's inhibited, not erased."
>
> Full text:
> http://www.newscientist.com/dailynews/news.jsp?id=ns519
>
>
>
> _
> Get your FREE download of MSN Explorer at http://explorer.msn.com
>
>
>

RE: Abnormal: status of Szasz?

[H. Gelpi]

Here's my two cents on Szasz.

I think that Szasz's viewpoints are interesting but more appropriate for
graduate level abnormal and therapy courses where there would be time to
gain understanding.  With Szasz, I think it helps to expose students to
films of his work and other materials to fully cover his ideas in depth, it
does his work no justice to just present Szasz as the guy who wrote Myth of
Mental Illness, who doesn't believe in Mental Illness, etc. and move on, it
comes off as too simplistic, and its easy to present him as a crackpot.

There may be room for a brief mention of his position in an upper level
abnormal course, but it would probably compete with all the other material
as was mentioned.  However, at the graduate level one can use his argument
to stimulate thought and discussion/debate about whether or not there is
evidence that some types of disorders are over-diagnosed and over-medicated
in certain populations.  And whether this has a cultural/historical
significance.  One example: ADHD/Ritalin? Of course this is Szasz's
argument, but he's not alone on this one.

I think his work can also be presented in a course on Therapy Approaches, as
he does utilize a humanistic approach to clients with an emphasis on respect
and a willingness to join with the client in genuine way.  No matter whether
one believes in his theory about the non-existence of mental illness, his
clinical approach is a decent example of a humanistic, genuine, empathic,
relationship-oriented therapeutic technique.  There are some good films that
present this but I can't recall the names.  I'm not sure but I suspect you
can access them on his website.  I believe its:
http://www.enabling.org/ia/szasz/intro.html, or one of them anyway.  It's a
springboard.

Went a bit over, maybe 3 cents.


Haydee Gelpi
Broward Community College
DHHS/FOH Florida


-Original Message-
From: Michael Ofsowitz [mailto:[EMAIL PROTECTED]]
Sent: Tuesday, March 13, 2001 9:47 AM
To: [EMAIL PROTECTED]
Subject: Abnormal: status of Szasz?

Nancy mentioned Szasz the other day, and it made me wonder just how
well his ideas are covered in psych classes.

I used to talk about his position in intro a little, but it seems
there's hardly time for it, and if I rush through other material at
his expense, students might come out with a biased view (though
Szasz's position is clearly that the mainstream view itself is
horribly biased). In sociology courses I devote more time to the
ideas.

I don't teach abnormal, but what about it? Do you folks cover Szasz
in courses on abnormal? Is it, uh, normal to do so?

I checked a few intro texts (I only have 7 here), and only one -
Weiten - had Szasz listed in the index (and devoted a paragraph to
his critique).


  --> Mike O.
--

___
  Michael S. Ofsowitz   [EMAIL PROTECTED]
   University of Maryland - European Division
  http://faculty.ed.umuc.edu/~mofsowit

RE: Abnormal Psychology

[H. Gelpi]

On the pedagogical question, I would also suggest that, at the high
school/undergraduate level, I would encourage overall understanding of
abnormal psychology, the general diagnostic categories, and the profound
effect it has on people and families, etc.

I agree that diagnosis is an area of special training and the caveat is
always to steer students at this level away from a feeling that this course
has provided them with any ability to engage in diagnosing themselves, or
their friends and families, as they often do anyway.

Remembering my undergraduate abnormal psych class (verses the emphasis of my
doctoral level abnormal course). I recall that we were shown
educational/instructional videos that provided exposure to the some of the
more extreme diagnostic categories (i.e., catatonic states, etc.).  In
addition, I recall there being an emphasis on empathizing with, and
respecting, the people portrayed and remembering that these are real people
in real distress.

Finally, I would caution against the use of some mainstream films, which
would offer a poor understanding of the personality disorder categories, as
they do more to sensationalize and stereotype them.  Maybe "one flew over
the cuckoo's nest could illustrate the negligent treatment of the mentally
ill as opposed to good examples of pathology.

Haydee Gelpi
Broward Community College
DHHS/FOH Florida


-Original Message-
From: Vincent Prohaska [mailto:[EMAIL PROTECTED]]
Sent: Friday, March 09, 2001 11:13 AM
To: TIPS
Subject: Re: Abnormal Psychology


I am way, way out of my area of expertise here, so I am not even going to
attempt a direct answer.

However, I did want to raise a pedagogical issue. It seems to me that if I
were using this exercise either with undergraduates or high school
students, I would be more interested in how they justified their diagnoses
(i.e, what evidence did they draw from Blanche's behavior, is that
evidence appropriate to their diagnosis, etc.) than in whether their
diagnoses are correct. In doing so, I would be stressing that diagnosis is
difficult, requires a great deal of training, and is not something I would
expect them to be able to do accurately.

Vinny



Vincent Prohaska, Ph.D.
Associate Professor and Chair
Department of Psychology
Lehman College, City University of New York
Bronx,  NY  10468-1589
[EMAIL PROTECTED]
718-960-8204
718-960-8092 fax

RE: Kingsfield questions

[H. Gelpi]

For a Kingsfield procedure approach check out Sue Frantz's web page.

Her psych syllabus contains a description for her students.  Actually the
site's pretty awesome anyway.  Here is the URL:

http://alamo.nmsu.edu/~frantz/


Haydee Gelpi
Broward Community College
DHHS/FOH Florida


-Original Message-
From: Roderick D. Hetzel [mailto:[EMAIL PROTECTED]]
Sent: Thursday, March 08, 2001 10:33 AM
To: [EMAIL PROTECTED]
Subject: Kingsfield questions

Hi everyone:

I want to use the Kingsfield procedure for my courses next quarter.  Does
any
have a specific description of how to do Kingsfield questions?  I'm
constructing
my syllabi this weekend.  Thanks!

Rod

--
Roderick D. Hetzel, Ph.D.
Department of Psychology
College of Liberal Arts
Rochester Institute of Technology
92 Lomb Memorial Drive, Building 06
Rochester, New York  14623-5604
716-475-5366 (phone)
[EMAIL PROTECTED]  (email)

RE: Student goals, expectations

[H. Gelpi]

Title: Haydee Gelpi









---Mike
Scoles wrote:

 

Me:  Well, what do you think you
should do? 
Student: [shrugs and leaves]

 

Me:  The very fact that you are asking
that question may have something to do with how you did on the last exam. 
Student:  OK.  You do drop one exam don't you?  How many exams
are there? Do the computer assignments count as much as the exams?  Is
there a place on campus that I can find a tutor?---

 

 

My own “take” on the above.  Obviously it may be completely off the
mark for your situation and college population.

 

I teach in a community college where a
large majority of students are unprepared academically, unclear about why they
are in college, and seriously unable to make well-thought out and rational
choices like your student.  

 

I’ve gotten into similar discussions with students
where a Socratic-type of questioning, when dealing with high functioning,
insightful students, would produce logical conclusions.  However, it’s evident that when dealing
with students who are high risk or academically marginal, its best to be much
more concrete and direct.  They may
not have ever had the opportunity to develop their logical reasoning skills in
their family of origin.  Asking
questions and hoping for insight and understanding is going to be disappointing
for you and frustrating for the student who will walk away thinking he just got
a hard time, while you walk away thinking you just tried to help and its
useless.

 

When a student approaches me who is functioning
on that level, I have found that, whether or not the outcome is improved
performance, its best to step back and really see where this student is coming
from.  I just tell them that we
need to discuss some choices they might need to make in life and about
school.  Then, I tell them exactly
what they need to do step by step, I may even write it down if they start to
look stunned.  It seems like
spoon-feeding, and it is, but its also mentoring.  

 

I don’t know your student, of course, but I
would assume that he’s the first generation in his family going to college, and
rarely picked up a book in high school. 
If his parents are  high
school drop outs, or even if they graduated H.S., its likely he did not get
even minimal guidance about how to succeed in school, much less college.  Anyway, I let him know that he has
several choices; to change his study behavior, to fail, to drop the class, to
reconsider college, to take a break and come back when he is really ready…No
shame in that either.

 

I hope I didn’t sound like I was
sermonizing.  Just that where I am,
in a coastal community college, on the border of Miami, I see a huge percentage
of first generation college students and ESL students.  Worse yet, I get those “high risk”
students who graduated high school, with a 3.5 GPA with such marginal SAT
scores that the only class they can take that isn’t Math Prep or English Prep,
is psychology.  Lucky me.  MOST sound like your example, except
they usually can’t afford a tutor, rarely go to the learning resource center,
and have at least one full time job.   And many take 5 years to get their AA.

 

Haydee Gelpi

Broward
Community College

Florida

 

 

-Original
Message-
From: Mike Scoles [mailto:[EMAIL PROTECTED]]
Sent: Wednesday, February 28, 2001
4:42 PM
To: TIPS
Subject: Re: Student goals,
expectations

 

Louis_Schmier
wrote: 

Well, a lot of students aren't like us as
we were or remember selectively 
as we were.  Are to penalize them for that omission or are we to help them

become the persons they are capable of becoming even if we have to leave 
the comfort of what we are doing, adapt and change, and even if it takes a 
tad more time and effort?

OK, Louis
(and anyone else), help me out here.  What type of adaptation and change
should occur *within me* to deal with the following situations from today: 

Student:  Dr. Scoles, I have a note
from my coach explaining that I won't be in class tomorrow because I have a
basketball game. 
Me:  You know, you have failed two tests this semester. 
Student:  Yes, I know that I'm not doing well. 
Me:  Do you think missing class is going to help?  I know that
student athletes get into this bind sometimes, where they aren't doing well in
class but put sports first. 
Student:  I know. 
Me:  Well, what do you think you should do? 
Student: [shrugs and leaves] 
  

Student:  I want to see how I am
doing in class. 
Me:  Well, you have failed both tests.  On the last one you were well
below the rest of the class. 
Student:  But it seems like I know the material.  My tutor and I go
over problems after each class. 
Me: [realizing something isn't quite right] You go over the problems in the
book? 
Student:  Well, the one's we do in class. 
Me:  Oh--because 4 of 6 problems that were on the last test came directly
out of the book. 
Student: So, I need to work the problems in the book? 
Me:  Yes. 
Student:  Maybe I need another tutor. 
Me:  No.  There is no tutor that 

RE: Student goals, expectations

[H. Gelpi]

Had to add my 5 cents

Responding to the reality that we were probably not perfect students either.
I completely remember playing the "do the minimum and maintain the GPA" game
in college.  Even in grad school, while juggling work, school, and personal
life, there were textbooks and readings I did not completely keep up with,
etc.  I guess the point is I understand that we may not be that different
from today's students.

However, The big (and often shocking) difference for me is this.  When I
attended classes, no matter how I felt about the class, I had the sense to
present myself to the instructor as a highly motivated and dedicated
student, regardless of my interest level or occasional lack of preparation.
Also, if I hadn't properly prepared for a class, for whatever the reason, I
tried to bring as little attention to that as possible.

On the other hand, many of my students proudly make statements that I would
have considered (and still do) academic suicide.  They often make it known
that your class is not even close to a priority.  And if that's not bad
enough, they inform you that they have no intention of reading the book, or
even buying it.  To make it worse, this lack of preparation does not prevent
them from asking uninformed and irrelevant questions.

Maybe college was more intimidating to me.  Maybe it was good manners.  I
actually recall as a 1st or 2nd grader when we were obligated to sit "eyes
up and at ready" with pen and paper on desk before our teacher entered the
class.  Was I dreaming?

That was the problem.  Here's my solution.

I like to think of our current students as having a skills deficit and help
them identify and develop a set of behaviors that they may not have ever
really learned.  Such as body language that indicates interest, eye contact,
note-taking behavior.

When I teach freshman seminars, I usually bring this topic up and find that
there is some resistance to the idea that maybe they could stop using their
backpacks like a pillow on their desks, and instead, have a pen and an open
notebook on the desk.  Some have actually argued that it would be dishonest
to act like they want to be there, when they really don't - which is another
whole topic.  Anyway, I found that I have to convince them that its to their
benefit (in terms of grades) to act motivated (to act "as if") and that
looking prepared and interested can be almost as important to their success
as being prepared.  Third grade stuff for me, but maybe not this cohort of
students.

On the good manners.  I try to get them to see that, even though they may
hate a course, their instructors have probably dedicated much of their lives
to it and they are not likely to respond positively when a student devalues
their life's interest.  Unless I'm fooling myself, or they're using my
suggestions to fool me I think my freshmen seminar students tend to respond
better if I frame it this way (with lots of examples and dialog of course).
I use myself as an example and let them know that I feel pretty bad when I'm
teaching a class about psychology, something that I really love, and they
look like they are undergoing dental surgery.  Not only do I feel bad but I
may start to wonder if its my teaching skills, if my teaching is off the
mark, which they all deny, of course.  I guess I try to generate a little
empathy for us here.  The "we're people too" routine.


Haydee Gelpi
Broward Community College
Florida


-Original Message-
From: Esther Yoder Strahan [mailto:[EMAIL PROTECTED]]
Sent: Wednesday, February 28, 2001 9:00 AM
To: Stephen W Tuholski; TIPS
Subject: Re: Student goals, expectations

Dear Tipsters:

I understand how this issue of low student aspirations frustrates us as
profs, but I can also remember fairly clearly (or, given the nature of
memory, I believe I remember clearly) my own attitude as an undergrad.

I always intended to go to grad school (some day) and was an "A" student
who wished to maintain that GPA. However, depending on the nature of the
course and my relationship with the prof, I played games like finding what
was the least possible work I could do and still get an "A."  This was
academic brinksmanship (brinkspersonship?? :{  )  with no emphasis on
learning at all. I also remember what (who) really engaged my passion, and
frankly my microbiology class was no competition.

Just my pitch for keeping in mind that our profs would have had reason to
tear their hair out about many of us, and that we can stimulate and engage
only to the extent that the student allows us to...

Esther


At 04:08 PM 2/27/01 -0600, Stephen W Tuholski wrote:
>Mike,
>
>Wow.  1 in 25.
>
>It has been suggested to me before that this is a real problem.  We may
>want to teach at a high level, and try to motivate our students to learn
>the material, but at the end of the day many students only want to
>pass.  I find this very depressing, although it does explain poor grade
>distributions despite my best efforts... you can lead some

RE: Intro Midterm and Final Exams

[H. Gelpi]

Deborah

<>

In my intro psych course, I give 3 or 4 exams depending on whether it is the
mini-term or the 16-week term.  Usually each exam is 50 questions, multiple
choice.  I rarely use T/F, as those are pretty hard (I know, maybe that's
not the best reason to avoid those).  I'll sometimes slip in a few matching
questions.


<>


I keep a file of questions handy and select different ones from the base
file for each class.  So the work is labor intensive for me once and I just
cut/rework different questions from my base file for different classes.
Initially,  I compile the "base" file of about 100 questions for each of the
exams using the test bank questions as the base for that.   I just use the
test bank questions to save time but I usually rewrite the test bank
questions and make them more "user friendly"  (not necessarily to dumb them
down, just more unique to my style) and more consistent with the phrasing I
used in my transparencies.  I think this helps stimulates their recall.

You might think this is overboard, but I also allow them the option of
turning in a bonus essay question for extra credit on each test (you know,
pick one out of three). If they take the time to turn in an Essay with the
test, they can get an extra 10 or so points depending on the level of
sophistication of the work.

Hope this helps.

P.S.

Some months back (3 Oct 00), Sue Frantz posted an interesting alternative
that I really liked and keep thinking of trying  -  I particularly like the
idea that you don't need work out a make-up exam schedule.  The final exam
automatically becomes the make-up opportunity.   Here is the gist (quoted
from her post).  There is lots more on her post and you may want to check
out her web page which is excellent.

<>

Haydee Gelpi
Broward Community College, Florida
(954) 776-6500

-Original Message-
From: Deborah Briihl [mailto:[EMAIL PROTECTED]]
Sent: Wednesday, January 31, 2001 3:49 PM
To: [EMAIL PROTECTED]
Subject: Intro Midterm and Final Exams

Hello all. I am teaching an Intro to Psych class this term and, for the
first time, must give a midterm and comprehensive final. I have not given
these in my Intro classes before (not this format anyway) and am not sure
what the best method would be. For those of you who give these tests, do
you use mainly MC questions, or fill in the blanks, or essays? Do you pull
questions from previous tests? How many questions do you typically ask?
Thanks in advance for any help.
Deb

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

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

RE: Needing to defend myself in a grade appeal

[H. Gelpi]

The
students clearly failed to fulfill course requirements that account for 25% of
the grade.  If this was broken down
in the syllabus, then the students deserve the grade.   Based on my own
experience, as long as the syllabus is clear (no loopholes), your department
should support you.  The only thing
students who challenge the grade can hope for is a grade change to an “Incomplete”
and the opportunity to submit the work. However, I would hope that your school
would defer to you to decide this. 


In this
case, I imagine that the student should have to convince the school that there
were extenuating circumstances that, not only prevented them from completing
the assignment, but also from notifying you, the instructor.  In fact, I see it as especially
damaging to this student’s case that they would wait until receiving the grade
then, without contacting you, go “above your head” and challenge your
grade.  The typical expectation is
that one awards an “I” to a student who approaches the instructor and states an
intent and desire to do the work and presents some acceptable circumstance that
prevented the student from finishing the work.

 

Haydee Gelpi

DHHS/FOH
Florida

 

 

-Original
Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED]]
Sent: Tuesday, January 23, 2001
12:39 AM
To: [EMAIL PROTECTED]
Subject: Needing to defend myself
in a grade appeal

 

Tipsters,


My introductory psychology syllabus states on the first page that the course 
requirements are based on three (out of four) examinations, quizzes, and a 
final project. The split is given 50% for the exams, 25% for the quizzes, 25% 
for the final project. 

Several students in one section of intro psych at Santa Monica College either 
just flat out didn't hand in the final project, or decided (without 
consulting me) to take the fourth exam and not hand in the final project.
 In 
the case of one student who did the latter, I took the average of the three 
highest exam grades, the quizzes, and got a 67% - a D.  Since her grade
would 
have been an A or a B if she'd fulfilled the requirements as stated on the 
syllabus, I decided to be merciful and give her a C. But I have received a 
phone call from the college ombudsperson and fear that I will end up having 
to revise her grade upwards. 

How does my case look to you - I have a copy of my syllabus available.
 Based 
on your experiences, will I end up having to raise her grade because "she 
took four exams, so it's equal to the course requirements?" 

Nancy Melucci 
ELAC

RE: Child Psychology

[H. Gelpi]

This isn't a very structured exercise but is a good ice breaker and has been
effective for me for several years.

On the first day of class, after the students engage in their usual
self-introductions, "what do I want to get out of this course..." routines,
after I explain how the course will be organized, I explain the "history of
childhood" starting with the middle ages to the present.  Papalia and Olds,
author's of "a Child's World offer a concise and interesting view of this in
their teachers' manual.

This leads me to speak of how many well-accepted beliefs about childrearing
and childhood have been dominated by mythology, and cultural and religious
beliefs.  I write "mythbusters" on the board and ask the students to
brainstorm what they think are myths, sayings grandparents told them, etc.
Then we have a show of hands (without teacher comments) as a show of
support, agreement, disbelief.  We generate comments like "spare the rod,
spoil the child, children should be seen and not heard, etc.."  Often,
students will digress into some "culture-bashing" types of comments which
result in real disagreement between them.  Such as the long-term
breastfeeding, co-sleeping with kids, pacifier-use.
I facilitate this (one person talks at a time...) for a few minutes (or
provoke it, if they don't go in that direction themselves)  Then I stop the
whole thing and ask them to pay attention to their EMOTIONAL responses. I
discuss how practices which seem perfectly appropriate for some people can
actually seem to horrify others, I point to the varied
agreement/disagreement in the class.

We then get into a discussion about how "Child Psych" in particular may
touch some very personal places for some of them because the ideas may
challenge personally held beliefs that were shaped by their parents, grand
parents, culture, religion.  (Mom and Dad can't be wrong can they?)

We then talk about how this can lead to a resistance to learn certain
concepts (I spanked my kids and they're fine!! My mom and dad hit me and I'm
fine...) and I invite them to explore these emotions when a topic elicits
something.

Afterward, I hand out and discuss "Ten myths about Child Development" from
the last few Annual Editions of Child Growth and Development.  We "bust" a
few myths, and talk about the tendency to "hold" on to personal beliefs in
spite of data, facts, etc

Hopefully, by the end of this "exercise" the class is ready to accept that I
will urge them to view Developmental issues from a less ethnocentric,
biased. Place.

Throughout the class I hand-out readings from The Annual Editions (easy to
read, short) to provoke the class into controversial discussions.
Especially those centered around parenting, spanking, and gender.  The
classes really seem to enjoy that (based on their evaluations anyway)

Haydee Gelpi
DHHS/FOH Florida


-Original Message-
From: K Jung [mailto:[EMAIL PROTECTED]]
Sent: Friday, January 19, 2001 12:14 PM
To: [EMAIL PROTECTED]
Subject: Child Psychology

Hello All,

Do any of you have some neat intro exercises for Child Psychology???  This
will be my first time teaching the course - naturally the textbook that was
adopted by other faculty (and the one I have to use this semester) doesn't
have an instructor's manual!  My book rep is sending other text's
instructor's manuals, but I haven't received them yet!  Yikes!  Classes
start Monday!

TIA,
K

Kitty K. Jung, MA
Truckee Meadows Community College
Reno, NV
[EMAIL PROTECTED]
775.673.7098
_
Get your FREE download of MSN Explorer at http://explorer.msn.com

RE: Human Sexuality

[H. Gelpi]

Here is an
interesting and effective icebreaker for human sexuality courses:

 

The
instructor breaks up the class into groups of about 5 and, depending on the
size of the class, each group is given one or two “non-slang” descriptors for
genitalia and/or sexual acts (i.e., intercourse, breast, masturbation, male or
female homosexuality…). 

 

The instructions
to the groups are to brainstorm as many “synonyms” for these items as possible
given a time limit of approx. 10 minutes per word.  In order to help the students arrive at these terms, the
instructor gives a quick run-down (with examples) on the variety of ways these
acts/parts of the body are described, such as using the language of science, the
childhood terms (i.e., pee, pee), street slang, and the common euphemism (i.e.,
“making love” in lieu of intercourse). 

 

Each group
is given instructions in order to ensure that each person in the group is not
forced to provide terms if they are not comfortable, of course.  Other instructions are to allow for the
giggling, discomfort etc., that is expected to occur initially.  Finally, a representative from each
group reads their groups’ list aloud, at which time, the other groups may offer
additional terms. 

 

Some Questions
for class discussions can include:

 

1. How did
you feel doing this exercise?  Did
your feelings change as the exercise progressed?

Did you
find it difficult to say any particular terms?  What made it difficult to say?

 

2. Did the
presence of the opposite sex inhibit you? 
If so, was that more true with some words than with others?

 

3. Were
there any surprises for you in the exercises?

 

4. Are
there any general patterns to the synonyms for any of the brainstorming words?

 

Post-exercise
debrief:  

The
instructor should then engage the class in a discussion about what was
intended/accomplished and ensure that students understand that this exercise was
meant to:


 Break
 down barriers.
 Desensitize
 the class so that the lectures can now proceed with a minimum of embarrassment/giggles
 – although some will undoubtedly be expected throughout.
 Give
 permission.  By setting up the
 exercise as a competition between groups, students had permission to
 engage in behaviors that are otherwise taboo in our culture.


 

Here is another, sometimes riskier, exercise.  That would usually follow the above exercise:

 

Using
separate 3x5 cards, write topic names : 


Nudity,
abortion, masturbation, virginity, physical closeness & touching, homosexuality,
sterilization, oral-genital sex, safer sex…

 

Each group
is given a set of cards with all the topics above (or any other topics you
choose).  The students are asked to
take turns shuffling the cards, within their groups, and discuss a topic for 10
minutes (this is only done within the group, and not necessarily shared with
the class).   Of course,
students are told that they may choose not to select a topic if they are uncomfortable.
 The instructor calls “TIME” every
10 minutes until all group members have had an opportunity to talk.  

 

Then the group/class
discussion can center on:

 


 How
 the students felt about the topics cognitively/emotionally.  Was there any dissonance on the topics?
 How
 they feel about the topic regarding the opinions they heard.


 

This can
lead to discussions about diversity, tolerance, etc. And set up the class to be
prepared to be exposed to subjects/topics that may elicit specific emotional
reactions from them.  Here the
instructor can set up expectations he or she has regarding how students express
these reactions in ways that will not demean, insult, dehumanize, etc.,

 

 

Haydee Gelpi, M.A.

DHHS/FOH
Florida

 

-Original
Message-
From: Diana Kyle
[mailto:[EMAIL PROTECTED]]
Sent: Monday, January 15, 2001
11:27 AM
To: TIPS
Subject: Human Sexuality

 

Hello
Tipsters,

 

I am
searching for a great "beginning day" activity for my human sexuality
class.  I have a little survey of myths I found

but
wondered if others teaching this course might have a more creative or fun
activity.  As always, I appreciate your

help. 
Thanks.

 

 

Diana
J. Kyle, M.A.
Psychology Department
Fullerton College
Fullerton, California

 

Office:   
523-0
Phone:   714-992-7166

 

The
fewer the facts, the stronger the opinion.
Arnold H. Glasow  

 

You are
educated when you have the ability to listen to almost anything without losing
your temper or self-confidence.
Robert Frost (1874-1963)  

 

 

RE: Nova Southeastern U.

[H. Gelpi]

The skinny on Nova.

I'm ABD from Nova.  So of course I may not be representative of the typical
Nova student.  But I don't think  I'm atypical either.  Unlike some Clinical
Psych programs, it "farms" students through. By this I am talking about
their overly large student body.  I think that, for my academic year, there
was a class size of about 75 or so, meaning that there was an active student
population of around 600 or so.  Since it's a Masters en route, program,
there is quite a bit of diversity among the students.  We had
Bachelors-level students, who had NO idea about psychology beyond what they
picked up on college.  We had Masters-level students who had varying amounts
of clinical experience.  We had MSWs, etc.  You get the idea.  The problem
with that is that it makes faculty mentorship virtually impossible for the
staff.  I found that, students easily "fell through the cracks."  Especially
those who had the least amount of preparation.  Which would be expected when
accepting BA/BS-level students.  You can imagine the stress on the faculty,
which of course affected the students.  I also found that SOME faculty
advisors resented being consulted for anything.

On the other hand, I think they do a good job of managing the large student
body when providing for the students' academic needs.  The classes were,
overall, very good.  The clinical training, though is a matter of luck.
Although the Broward and Miami Dade areas are very big, with a number of
potentially appropriate settings, having to place around 200-300 students in
effective clinical environments can be disastrous for some students.  I also
found that, out of four total practicum placements that I had (I chose an
extra one beyond the required 3), one placement was absolutely excellent (in
terms of supervision and opportunity).  Unfortunately, that faculty member
in charge of that program  has moved on.  However, for the other placements,
I received and/or witnessed supervision that ranged from sarcastic and
insulting to disinterested.  Basically, I felt that we were really "on our
own" quite a bit in terms of supervision and support.

I don't think you'll get accurate stats from Nova in terms of program
completion.  But, after all is said.  It was a basically good, albeit
overcrowded, program.  Also, I think that it is easier to be accepted into
Nova.  I also feel that, even though it is "double" the work.  People with a
Masters would tend to do better (i.e., finish) because they may have a clear
sense of their goal in Psych.  Nova Reps. May deny this but, as a former
student,  my personal opinion is that the Program is still geared to those
with a more extensive background in the discipline.

Of course, this may have improved in the past few years.

The value of my input? Am I biased/bitter?  I hope not.  I don't blame Nova
at all.  I hope I have been accurate and as fair as possible.   I would
probably have chosen to finish if the Hurricane (Andrew) hadn't radically
affected my personal life. I'm ABD for about 5 years - Overtime.  Oh well, I
am still involved in the discipline.  I work in the I/O Psych. environment
(workplace violence training),  I adjunct teach a number of psych. Courses
at the local community colleges.  In addition, I teach "College
Success/Freshman Experience" courses, I hope that I can help students make
more informed grad. School choices than I did.  And I'm eventually going to
finish the Ph.D but without a clinical emphasis.

Haydee Gelpi
DHHS/FOH Florida Satellite


 -Original Message-
From:   Michael Sylvester [mailto:[EMAIL PROTECTED]]
Sent:   Thursday, January 11, 2001 12:31 PM
To: TIPS
Subject:Nova Southeastern U.


 What's the skinny on Nova U?
 Would you recommend to students?
 I also have questions about Webster U.

Michael Sylvester,PhD
Daytona Beach,Florida