[tips] History Systems class ideas
Hi all: I took over a History and Systems class (Yes, Chris, that is the title) in the middle of last semester on an emergency basis. I followed the syllabus of the original instructor. It seemed to follow a common format. The initial 3/4 of the semester was lecture and the last 1/4 was student presentations of classic studies. I could see that most students hated having to sit through the presentations. In addition, the memory load of names and facts was overwhelming for many students. I will need to teach the class again this semester and I have been searching for a different approach on the STP and SHoP sites without much luck. Syllabi are either very similar to the one I used or are very individual, having been developed over many years. My idea is that I want students participating from the beginning (whether doing presentations or involved in projects) to avoid the 12 weeks of lecture/3 weeks of presentations approach. If you know of such an approach then I would be grateful if you could share it with me. Ken PS - The assigned textbook is by Schultz and Schultz. -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=41442 or send a blank email to leave-41442-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] History Systems class ideas
I've been teaching our capstone level History course since 1995, and like Paul, it is completely discussion-based. Participation is 20% of the grade, and evaluated daily. 65% of the final grade comes from 3 analytical papers that students submit and another 15% is from a presentation at the end of the semester. I got away from the heavy names-and-dates model some time ago, and the course is much better as a result. Class periods are centered around a variety of critical thinking questions on a given topic (using Hergenhahn's text), with students first discussing responses within small teams and then all groups presenting their ideas to the entire class. I can go into a lot more detail (e.g., syllabi, sample outlines, etc.) off-list if you want; feel free to e-mail me. Cheers, Lou - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Dr. Lou Manza Professor Chair of Psychology Lebanon Valley College 101 N. College Avenue, Annville, PA 17003 Phone: 717.867.6193 | Fax: 717.867.6894 | ma...@lvc.edumailto:ma...@lvc.edu | www.lvc.eduhttp://www.lvc.edu/ This message may contain confidential or privileged information. Unless you are the addressee (or authorized to receive the information on behalf of the addressee), you may not use, copy or disclose the information to anyone. If you received this message in error, please advise the sender by reply email, and delete or destroy the message. Thank you. / From: Paul C Bernhardt [pcbernha...@frostburg.edu] You don’t indicate the level of the class. I have been teaching it as one of our capstone courses for seniors. Therefore, YMMV. I do a strict discussion format. No lecture at all. I treat it as if all students have read before coming into the room and I raise questions about various historical turns, outside historical issues that may have influenced psychology, ask students to compare and contrast, etc. Students are graded daily for participation (though I’ll probably go for a weekly grade in the future to reduce my evaluation load and their stress). I am fortunate that the class is generally small (about 15 students). I use a short and to-the-point text that reduces the ancient history a bit and has chapters for material after 1960 when most other texts appear to think the history of psychology ended. (A Brief History of Psychology, 5th edition by Wertheimer (2012). ISBN 9781848728752). I think this encourages the students to actually read (though I see a lot of them cramming in the hallway before class). In the past I’ve done a ‘history of psychology at our school’ project. But, it is played out. I’m considering, but not sure I have the energy to create, a “Reacting to the Past” type activity. It is a role play in which the students take on personas connected to an event in history and then play their roles as the event’s elements unfold. They must know that person well to do a good job on it. But, creating that kind of activity is extremely time consuming… probably not in the coming semester. (Search Reacting to the Past) to find out more about this ingenious program that has been largely used in history classes, among others. The issue you raise with students remembering all the names and dates is very problematic. I’m not happy with their scoring on specific points of historical note, either. I’m not sure how I want to address it in future semesters. I’d love to see other’s ideas. On Jan 8, 2015, at 12:10 PM, Ken Steele steel...@appstate.edumailto:steel...@appstate.edu wrote: from Ken Steele: Hi all: I took over a History and Systems class (Yes, Chris, that is the title) in the middle of last semester on an emergency basis. I followed the syllabus of the original instructor. It seemed to follow a common format. The initial 3/4 of the semester was lecture and the last 1/4 was student presentations of classic studies. I could see that most students hated having to sit through the presentations. In addition, the memory load of names and facts was overwhelming for many students. I will need to teach the class again this semester and I have been searching for a different approach on the STP and SHoP sites without much luck. Syllabi are either very similar to the one I used or are very individual, having been developed over many years. My idea is that I want students participating from the beginning (whether doing presentations or involved in projects) to avoid the 12 weeks of lecture/3 weeks of presentations approach. If you know of such an approach then I would be grateful if you could share it with me. Ken PS - The assigned textbook is by Schultz and Schultz. --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=41444 or send a blank email to
Re: [tips] History Systems class ideas
This is my 3rd post of the day so I won't be able to reply publicly in the near future. The class is supposed to be a senior capstone course and the enrollment is capped at 20 students. The class size is one reason I thought I could get away from the lecture format. One observation from last semester about students taking a History of Psych course. My students seemed to focus on almost irrelevant details, like birth and death dates, and seemed to miss the big picture, like why Piaget or Hull think this approach is the important way to think about issues. Freud was a complete disaster, with students wanting to memorize the age ranges of psychosexual stages. A public thanks to all that have replied (or may reply in the near future). Ken PS - two short teaching tales for the non HoP people: 1. My second course in psychology as an undergrad was the senior-level HS course. (Obviously, I never met with an advisor.) My instructor didn't know what was going on until I went to meet with him to discuss my paper project and then it was past the drop date. I loved HS because it was all about big ideas, and their historical interrelationships. This carried over to the rest of my education. I could see why there was a separate cognition and learning course, and what this might mean about psychology. 2. Small courses invite different approaches. I remember an instructor who was used to teach, by lecture, classes of 25-30 students. One semester, for some reason, this instructor had about 5 registered students. Only 2 to 3 students would actually show up for an individual class. I would see him lecturing to 2 or 3 students in a 70-seat room. On 1/8/2015 12:40 PM, Paul C Bernhardt wrote: You don’t indicate the level of the class. I have been teaching it as one of our capstone courses for seniors. Therefore, YMMV. I do a strict discussion format. No lecture at all. I treat it as if all students have read before coming into the room and I raise questions about various historical turns, outside historical issues that may have influenced psychology, ask students to compare and contrast, etc. Students are graded daily for participation (though I’ll probably go for a weekly grade in the future to reduce my evaluation load and their stress). I am fortunate that the class is generally small (about 15 students). -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=41445 or send a blank email to leave-41445-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] History Systems class ideas
Here is what I do. Every day, when students come into class, they pick up their index card. By picking it up, I know that they have attended class. When students participate, I give them a pen (I have a bunch of different colors so different colors for different days). They mark down a small bit about what they said. Students only get 1 participation per class to make sure everyone gets a chance. After a while, I let the pen float around the class. I ask questions and students must answer and that is how lecture rolls. I start out with points given for both right and wrong answers. The card allows the student to see how much they have participate. I have had students give presentations but I have had several times in which wrong information was presented so I moved to this. Deb Deborah Briihl Dept of psych and counseling Valdosta state university dbri...@valdosta.edu ,Sent from my iPad On Jan 8, 2015, at 1:56 PM, Ken Steele steel...@appstate.edu wrote: This is my 3rd post of the day so I won't be able to reply publicly in the near future. The class is supposed to be a senior capstone course and the enrollment is capped at 20 students. The class size is one reason I thought I could get away from the lecture format. One observation from last semester about students taking a History of Psych course. My students seemed to focus on almost irrelevant details, like birth and death dates, and seemed to miss the big picture, like why Piaget or Hull think this approach is the important way to think about issues. Freud was a complete disaster, with students wanting to memorize the age ranges of psychosexual stages. A public thanks to all that have replied (or may reply in the near future). Ken PS - two short teaching tales for the non HoP people: 1. My second course in psychology as an undergrad was the senior-level HS course. (Obviously, I never met with an advisor.) My instructor didn't know what was going on until I went to meet with him to discuss my paper project and then it was past the drop date. I loved HS because it was all about big ideas, and their historical interrelationships. This carried over to the rest of my education. I could see why there was a separate cognition and learning course, and what this might mean about psychology. 2. Small courses invite different approaches. I remember an instructor who was used to teach, by lecture, classes of 25-30 students. One semester, for some reason, this instructor had about 5 registered students. Only 2 to 3 students would actually show up for an individual class. I would see him lecturing to 2 or 3 students in a 70-seat room. On 1/8/2015 12:40 PM, Paul C Bernhardt wrote: You don’t indicate the level of the class. I have been teaching it as one of our capstone courses for seniors. Therefore, YMMV. I do a strict discussion format. No lecture at all. I treat it as if all students have read before coming into the room and I raise questions about various historical turns, outside historical issues that may have influenced psychology, ask students to compare and contrast, etc. Students are graded daily for participation (though I’ll probably go for a weekly grade in the future to reduce my evaluation load and their stress). I am fortunate that the class is generally small (about 15 students). -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- You are currently subscribed to tips as: dbri...@valdosta.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13162.50de294b9d4987a3c89b4a5cc4bdea62n=Tl=tipso=41445 or send a blank email to leave-41445-13162.50de294b9d4987a3c89b4a5cc4bde...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=41446 or send a blank email to leave-41446-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] History Systems
In educational settings, nothing signals improvement like a name change. You can be assured that the content changed significantly. Michael T. Scoles, Ph.D. Associate Professor of Psychology Counseling University of Central Arkansas Conway, AR 72035 Phone: 501-450-5418 Fax: 501-450-5424 AVID: UCA dedicates itself to Academic Vitality, Integrity, and Diversity. Christopher Green chri...@yorku.ca 9/24/2014 2:39 PM ( mailto:chri...@yorku.ca) On Sep 24, 2014, at 10:28 AM, Lisa Gassin lgas...@olivet.edu wrote: Thanks to all who responded! Any other thoughts will be appreciated, too. One other thought: no one in the know uses history and systems anymore. That was a phrase popularized in the 1950s (though it may date back to the 1930s) that marks a course as one that hasn't been rethought in a very long time. Plain history of psychology (or sometimes history theory, which was a 1980s phenomenon) signals a more contemporary approach. Chris - Christopher D. Green Department of Psychology York University Toronto, ON M6C 1G4 Canada chri...@yorku.ca --- You are currently subscribed to tips as: micha...@uca.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=357701.a768e95c4963686e69b47febf8aa657an=Tl=tipso=38505 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-38505-357701.a768e95c4963686e69b47febf8aa6...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38514 or send a blank email to leave-38514-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
re: [tips] History Systems
On Thu, 25 Sep 2014 08:25:33 -0700, Annette Taylor wrote: The response from my department has been: a rose by any other name I argue that it's not the same and would like more input from the list for this topic that omitting systems is a significant departure. I have some ideas but they are probably not sufficiently strong to sway the rose by any other name folks. In these matters I generally defer to Chris Green's knowledge and expertise but one can evaluate for oneself whether a course title like History and Systems makes any sense. Consider: (1) What is the definition of a system? If one uses Edna Heidbeder's classic book Seven Psychologies, then one can claim that once upon a time in psychology there were several theoretical-metatheoretical-philosophical positions that guided the study and interpretation of psychological phenomena, such as: (a) Structuralism (first Wundt's, later Titchener's) (b) Functionalism (such as Dewey's) (c) Pragmatism (somewhat William James-ish, Peirce-ish) (d) Dynamic psychology (after Robert S. Woodworth) (e) Behaviorism (different flavors depending upon the the expert being used as the authority to guide thinking) (f) Gestalt Psychology (g) Psychoanalytic theory/practice All of the above can be considered a school of thought in that they tried to create an interpretative framework for doing psychology. In some cases, the proponents were located at a single institution or the authority figure was a specific school, giving rise to the notion of, say, the Chicago school. I think that it is fair to say that today the major distinctions involve whether is primarily focused on: (i) Behavior (ii) Cognition (iii) Neuroscience These are not schools in the sense used by Heidbeder and others, rather, these represent area of focus that one believes is of greatest relevance to the psychological phenomena that one is interested in. One can focus on only one area (e.g., old school behaviorists who follow Skinner in ignoring cognitive and neuroscience) or some combination. Researchers who are methodological behaviorists (i.e., they believe that cognitive and neuropsychological processes have to be explicitly linked to observable behavior in order to be valid theories) obviously rely heavily on behavior while others may not (e.g., theorists who use computer simulation of cognitive processing as proof of concept initially -- whether animals and/or humans engage in such processing is a later question). (2) One could argue that the critical distinction today is whether or not cognitive and brain processes should be considered some form of computational process, either rule and symbol systems (e.g., the Atkinson Shiffrin model of memory, Newell Simon theories of problem solving and cognition, Chomsky's syntactic theory of language) or connectionist/neural network models (i.e., artificial networks of idealized neurons structured to perform particular tasks, such as NetTalk, a three layer neural network that learns the rules of correspondence between printed text and it spoken version, and the various PDP models by Rumelhart, McClelland, and others). Even purely behavioral approaches are incorporated into a computational framework if one thinks of classical and operant conditioning as forms of associative learning -- this can be modeled by a neural network, thus, they are no longer noncognitive. A critical issue is whether the computational models we have are really adequate for psychological processing and what relationship they have to basic brain processes which they appear to mimic. The question is whether to use them as models and guides or to reject them as inadequate. The third way is to argue that hybrid models composed of rule and symbol system components and connectionist components provide better accounts than either one separate -- a situation similar to theories of color vision where in the 19th century one either supported a trichromaticity theory or an opponent process theory and it is not until the mid 20th century the Hurvich and Jameson showed that both were needed. The computational perspective goes back to the 19th century in psychology and one can use the phone books of readings on Neurocomputing as a guide to the history and theoretical developments that have come to influence most of contemporary psychology. Finally another colleague asked me to ask the list about theories of personality. It is currently taught, pretty much, as the history of the theories of personality with an extremely strong emphasis on psychodynamic and humanistic approaches. Are there no 21st century theories? Again, I defer to others with greater knowledge in issues of personality theory but I would point out two points to consider: (1) From a purely behavioral perspective, personality theory has little meaning given that behavior is seen as a function of its consequences and as an adaptation to one's environment. One has to assume either some cognitive mechanism for the
Re: [tips] History Systems
To be clear, I don't think that too much hangs on a name. One can teach a crappy course under a cool name, no doubt, and vice versa. I think the problem that was being addressed by this change is that history systems signalled (and often was) a course that was centrally focused on intellectual issues (cognitive resources, as historians of science like to say) to the exclusion of social and material resources (e.g., institutional developments with character of the university; social influences such as universal public education, immigration, labor strife; the new opportunities afforded by technological developments not specifically related to psychology or the laboratory (e.g., electrification, telephony)). As the old intellectual history fell out of favor generally, ( in the 1970s) history courses as taught in economics, psychology, medicine, and philosophy department became increasingly anachronistic. The change to just history or history and theory was picked up by those who wanted to bring newer, more inclusive historiographic trends into their courses. If you're tempted to dismiss these changes as mere fashion or dismiss them as post-modernism or some such, I would put it to you that trying to teach the history of, say, intelligence testing without teaching at least a bit of the history of immigration and ethnic strife in turn-of-the-20th-century American cities is to simply miss the reason intelligence tests became so popular so fast in the US (as compared to, say, France -- see John Carson's book _The Measure of Merit_ on this last issue). So, it doesn't really matter what you call your course, but if you want those whose research specialty is the history of psychology to presume (perhaps unfairly) that you're teaching a course in the style of 25 or 30 or even 40 years ago, calling it history systems will probably do the trick. Best, Chris ... Christopher D Green Department of Psychology York University Toronto, ON M3J 1P3 chri...@yorku.ca http://www.yorku.ca/christo On Sep 25, 2014, at 12:43 PM, Mike Palij m...@nyu.edu wrote: In these matters I generally defer to Chris Green's knowledge and expertise but one can evaluate for oneself whether a course title like History and Systems makes any sense. Consider: (1) What is the definition of a system? If one uses Edna Heidbeder's classic book Seven Psychologies, then one can claim that once upon a time in psychology there were several theoretical-metatheoretical-philosophical positions that guided the study and interpretation of psychological phenomena, such as: (a) Structuralism (first Wundt's, later Titchener's) (b) Functionalism (such as Dewey's) (c) Pragmatism (somewhat William James-ish, Peirce-ish) (d) Dynamic psychology (after Robert S. Woodworth) (e) Behaviorism (different flavors depending upon the the expert being used as the authority to guide thinking) (f) Gestalt Psychology (g) Psychoanalytic theory/practice All of the above can be considered a school of thought in that they tried to create an interpretative framework for doing psychology. In some cases, the proponents were located at a single institution or the authority figure was a specific school, giving rise to the notion of, say, the Chicago school. I think that it is fair to say that today the major distinctions involve whether is primarily focused on: (i) Behavior (ii) Cognition (iii) Neuroscience These are not schools in the sense used by Heidbeder and others, rather, these represent area of focus that one believes is of greatest relevance to the psychological phenomena that one is interested in. One can focus on only one area (e.g., old school behaviorists who follow Skinner in ignoring cognitive and neuroscience) or some combination. Researchers who are methodological behaviorists (i.e., they believe that cognitive and neuropsychological processes have to be explicitly linked to observable behavior in order to be valid theories) obviously rely heavily on behavior while others may not (e.g., theorists who use computer simulation of cognitive processing as proof of concept initially -- whether animals and/or humans engage in such processing is a later question). (2) One could argue that the critical distinction today is whether or not cognitive and brain processes should be considered some form of computational process, either rule and symbol systems (e.g., the Atkinson Shiffrin model of memory, Newell Simon theories of problem solving and cognition, Chomsky's syntactic theory of language) or connectionist/neural network models (i.e., artificial networks of idealized neurons structured to perform particular tasks, such as NetTalk, a three layer neural network that learns the rules of correspondence between printed text and it spoken version, and the various PDP models by Rumelhart, McClelland, and others). Even purely behavioral approaches are incorporated into a computational
Re: [tips] History Systems
A few other comments: On Sep 25, 2014, at 12:43 PM, Mike Palij m...@nyu.edu wrote: (a) Structuralism (first Wundt's, later Titchener's) Never Wundt's. An invention of Titchener's, picked up as fact by T's student Boring. (b) Functionalism (such as Dewey's) Dewey never adopted the term, though his student, Angell, did. The term originated as a term of derision from Titchener. (c) Pragmatism (somewhat William James-ish, Peirce-ish) Hmm. Is pragmatism really part of the history of psychology? I used to think of Functionalism as the psychological counterpart to Pragmatism, but Angell -- the leading self-described Functionalist -- published deep doubts about the adequacy of Pragmatism. Although James picked up from Peirce the name of Pragmatism for his own philosophy in the late 1890s, Peirce became so horrified by came to be attached to the term that he changed the name of his own philosophy to Pragmaticism, a term he described in 1905 as being so ugly that it will be safe from kidnappers. (d) Dynamic psychology (after Robert S. Woodworth) Heidbredder seems to have been wrong about this. There was no school, there was just Woodworth, who has long since been assimilated to the Columbia branch of Functionalism (and who argued in the 1930s that the vast majority of psychologist belonged to no school -- a very good reason NOT to organize your history of psychology course around schools). (e) Behaviorism (different flavors depending upon the the expert being used as the authority to guide thinking) Which is why I call this unit of my Hist of psych course Behaviorisms (f) Gestalt Psychology (g) Psychoanalytic theory/practice Americans got so keen about the school as the fundamental structure of a scholarly discipline, that they began applying it willy nilly to things far outside of their experience. Gestalt -- maybe, but it was so badly misunderstood by Americans (who mostly never read the original German works) that it may deserve its own separate kind of treatment. Psychoanalysis? Interestingly, there was no real *school* here at all, just Freud's parlor (and later, bigger rooms elsewhere). It was kind of the anti-school (although American applied psychology of all kind mostly developed outside of schools too. Yes, there are exceptions like late Münsterberg, Harry Hollingworth, and Walter Dill Scott). Best, Chris ... Christopher D Green Department of Psychology York University Toronto, ON M3J 1P3 chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38534 or send a blank email to leave-38534-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] History Systems
Thanks to all who responded! Any other thoughts will be appreciated, too. --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38501 or send a blank email to leave-38501-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] History Systems
On Sep 24, 2014, at 10:28 AM, Lisa Gassin lgas...@olivet.edu wrote: Thanks to all who responded! Any other thoughts will be appreciated, too. One other thought: no one in the know uses history and systems anymore. That was a phrase popularized in the 1950s (though it may date back to the 1930s) that marks a course as one that hasn't been rethought in a very long time. Plain history of psychology (or sometimes history theory, which was a 1980s phenomenon) signals a more contemporary approach. Chris - Christopher D. Green Department of Psychology York University Toronto, ON M6C 1G4 Canada chri...@yorku.ca --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38505 or send a blank email to leave-38505-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] History Systems
Hello, All- I have History Systems as a new prep this year, so I have been checking out the syllabi on the Division 2 website and visiting a variety of schools' websites to see where it falls in their curriculum. I notice that almost always, it looks as if it is an upper division, if not actually senior level, course. For some reason, we have it as a 200-level (sophomore) course. I'm not sure what the rationale was for putting it at the 200-level, but for those of you who teach it as upper division, do you have a sense of why it is taught there and not earlier? If so, please share : ). If your school offers it as lower-division, what are the reasons for that? We are re-visiting our curriculum in general this year, so your comments may help with some decision-making about the class' placement. Thanks! Lisa Gassin Elizabeth (Lisa) A. Gassin, Ph.D., LPC Professor of Psychology Olivet Nazarene University 1 University Avenue Bourbonnais, IL 60914 Tel: (815) 928-5569 Fax: (815) 928-5571 This message is from the Department of Behavioral Sciences at Olivet Nazarene University and is intended only for the recipient to whom it is addressed. This message and attachments may contain confidential or privileged information (including FERPA-protected information) and are intended solely for the use of the recipient noted above. Please do not share or forward this e-mail without the permission of the sender. If you are not the proper addressee, please do not review, disclose, copy, distribute or use the contents of this message; please destroy the message immediately and notify me at 815-928-5569 or lgas...@olivet.edu. --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38484 or send a blank email to leave-38484-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE:[tips] History Systems
Dear Lisa In my school history of psychology was during many time taught at the first year of graduation in Psychology. However after two curriculum reforms we placed it at third year of the curriculum; I am teaching that and I become aware that it is much more interesting teaching it at a more senior level than at the beginning of the graduation; History of psychology course is for me and I guess for the students an opportunity of connecting the dots of so many knowledge they already have and at he same time to understand more some kind of discussions actually are taking place for the future of psychology and methods of teaching it. I adopted the book form Goodwin, last edition and appreciate a lot the book of L. Benjamin also. Best wishes José ___ José Ferreira-Alves, PhD Assistant Professor School of Psychology University of Minho Campus de Gualtar 4710-057 Braga Portugal Tel.cel. +351919378514 Tel. Gabinete: 253604233 Email: al...@psi.uminho.pt http://escola.psi.uminho.pt/docentes_investigadores/falves.html http://orcid.org/-0003-1967-0074 De: Lisa Gassin [mailto:lgas...@olivet.edu] Enviada: 23 de setembro de 2014 18:02 Para: Teaching in the Psychological Sciences (TIPS) Assunto: [tips] History Systems Hello, All- I have History Systems as a new prep this year, so I have been checking out the syllabi on the Division 2 website and visiting a variety of schools' websites to see where it falls in their curriculum. I notice that almost always, it looks as if it is an upper division, if not actually senior level, course. For some reason, we have it as a 200-level (sophomore) course. I'm not sure what the rationale was for putting it at the 200-level, but for those of you who teach it as upper division, do you have a sense of why it is taught there and not earlier? If so, please share : ). If your school offers it as lower-division, what are the reasons for that? We are re-visiting our curriculum in general this year, so your comments may help with some decision-making about the class' placement. Thanks! Lisa Gassin Elizabeth (Lisa) A. Gassin, Ph.D., LPC Professor of Psychology Olivet Nazarene University 1 University Avenue Bourbonnais, IL 60914 Tel: (815) 928-5569 Fax: (815) 928-5571 This message is from the Department of Behavioral Sciences at Olivet Nazarene University and is intended only for the recipient to whom it is addressed. This message and attachments may contain confidential or privileged information (including FERPA-protected information) and are intended solely for the use of the recipient noted above. Please do not share or forward this e-mail without the permission of the sender. If you are not the proper addressee, please do not review, disclose, copy, distribute or use the contents of this message; please destroy the message immediately and notify me at 815-928-5569 or lgas...@olivet.edumailto:lgas...@olivet.edu. --- You are currently subscribed to tips as: al...@psi.uminho.ptmailto:al...@psi.uminho.pt. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13079.37464550bba7c9b4601a21fd9decb43cn=Tl=tipso=38484 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-38484-13079.37464550bba7c9b4601a21fd9decb...@fsulist.frostburg.edumailto:leave-38484-13079.37464550bba7c9b4601a21fd9decb...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38485 or send a blank email to leave-38485-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] History Systems
Here it is an upper level, capstone class for seniors ready to graduate. Here, the student must apply for admission to this class. I think the intention is to revisit or provide discussion of historical context and classical philos perspectives. The idea is to provide a framework that integrates the diverse classes and perspectives the student has encountered. It also serves to stimulate more mature discussion of historical and epistemological issues. I think personally, there is no reason why students could not be given some historical context earlier, except for the level of discussion and work expected. - Original Message - From: Lisa Gassin lgas...@olivet.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, September 23, 2014 1:01:44 PM Subject: [tips] History Systems Hello, All- I have History Systems as a new prep this year, so I have been checking out the syllabi on the Division 2 website and visiting a variety of schools' websites to see where it falls in their curriculum. I notice that almost always, it looks as if it is an upper division, if not actually senior level, course. For some reason, we have it as a 200-level (sophomore) course. I'm not sure what the rationale was for putting it at the 200-level, but for those of you who teach it as upper division, do you have a sense of why it is taught there and not earlier? If so, please share : ). If your school offers it as lower-division, what are the reasons for that? We are re-visiting our curriculum in general this year, so your comments may help with some decision-making about the class' placement. Thanks! Lisa Gassin Elizabeth (Lisa) A. Gassin, Ph.D., LPC Professor of Psychology Olivet Nazarene University 1 University Avenue Bourbonnais, IL 60914 Tel: (815) 928-5569 Fax: (815) 928-5571 This message is from the Department of Behavioral Sciences at Olivet Nazarene University and is intended only for the recipient to whom it is addressed. This message and attachments may contain confidential or privileged information (including FERPA-protected information) and are intended solely for the use of the recipient noted above. Please do not share or forward this e-mail without the permission of the sender. If you are not the proper addressee, please do not review, disclose, copy, distribute or use the contents of this message; please destroy the message immediately and notify me at 815-928-5569 or lgas...@olivet.edu. --- You are currently subscribed to tips as: peter...@svsu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13445.e3edca0f6e68bfb76eaf26a8eb6dd94bn=Tl=tipso=38484 or send a blank email to leave-38484-13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38487 or send a blank email to leave-38487-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re:[tips] History Systems
We teach the class as one of our capstone options. I think it works better as a senior level course because so much of it requires an understanding of a wide variety of psych concepts. It would be difficult for me to have to teach not only how the concepts developed but what they are as well. Deborah Briihl, PhD Dept. of Psychology and Counseling Valdosta State University 229-333-5994 dbri...@valdosta.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38488 or send a blank email to leave-38488-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] History Systems
I think it is usually taught as an upper division course because (although it might seem logical to go in chronological order from the historical background to the present), it turns out to be pretty difficult to make history meaningful to students until know a fair bit about psychology as it exists today. If they don’t know, say, the uses, strengths and weaknesses of intelligence tests today, then the historical underpinnings of how the tests got to be that way don’t make very much sense. They have nothing to “hang” their new historical knowledge on, and so it ends up floating free rather than integrating into a network of pre-existing knowledge (and free-floating knowledge rapidly turns into misremembered or forgotten knowledge). Chris ….. Christopher D Green Department of Psychology York University Toronto, ON M3J 1P# Canada chri...@yorku.ca http://www.yorku.ca/christo ... On Sep 23, 2014, at 1:01 PM, Lisa Gassin lgas...@olivet.edu wrote: Hello, All- I have History Systems as a new prep this year, so I have been checking out the syllabi on the Division 2 website and visiting a variety of schools’ websites to see where it falls in their curriculum. I notice that almost always, it looks as if it is an upper division, if not actually senior level, course. For some reason, we have it as a 200-level (sophomore) course. I’m not sure what the rationale was for putting it at the 200-level, but for those of you who teach it as upper division, do you have a sense of why it is taught there and not earlier? If so, please share : ). If your school offers it as lower-division, what are the reasons for that? We are re-visiting our curriculum in general this year, so your comments may help with some decision-making about the class’ placement. Thanks! Lisa Gassin Elizabeth (Lisa) A. Gassin, Ph.D., LPC Professor of Psychology Olivet Nazarene University 1 University Avenue Bourbonnais, IL 60914 Tel: (815) 928-5569 Fax: (815) 928-5571 This message is from the Department of Behavioral Sciences at Olivet Nazarene University and is intended only for the recipient to whom it is addressed. This message and attachments may contain confidential or privileged information (including FERPA-protected information) and are intended solely for the use of the recipient noted above. Please do not share or forward this e-mail without the permission of the sender. If you are not the proper addressee, please do not review, disclose, copy, distribute or use the contents of this message; please destroy the message immediately and notify me at 815-928-5569 or lgas...@olivet.edu. --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=38484 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-38484-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38490 or send a blank email to leave-38490-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
