Re: Re:[tips] tips digest: November 29, 2017

[Joan Warmbold]

Annette and Gerald,

I couldn't agree more with you both, which is why I never teach theories
of personality in my psychology 101 course--or teach the course itself. 
Same for emotions.  Are you required to follow the standard content found
in our textbooks or can you develop your own course content based on
relatively recent and far more sound scientific principles?

For most Psychology 101 students, this is the only course they will take
within our field.  After teaching this course for over 10 years, I gained
the confidence to limit my focus on what is scientifically valid and of
real use to my students and I tell my students such from the get-go.  We
can't depend on our textbooks to keep up-to-date as clearly their goal is
to please as many potential consumers as possible which apparently
translates into maintaining the status quo.

I'm soon going with NOBA so will have the opportunity to have more input
into the content of my Psych 101 text.  Two prime modifications will be to
include a section on epigenetics, a fascinating and very relevant field
for understanding behavior that few if any texts include, as well as very
applied section on how principles of psychology provide advice for
developing meaningful relationships and effective parenting strategies.

Joan
jwarm...@oakton.edu





> My area of study is social-personality but I share Annette's misgivings.
> The whole undergrad class in Personality is a muddle of sloppy historical,
> pop-culture narrative passed off as "theory" with a smattering of
> legitimate, but often outdated theoretical conceptions. I wish we could
> just have a class that represents the struggling, but current research
> efforts, and a fair assessment of the assumptions and limitations of such
> study. I want more emphasis on cultural variation as well. Anyway, just
> finishing up teaching the class this semester and share in the rant!
>
>
> Gerald (Gary)Peterson,Ph.D.
>
> Psychology@SVSU
>
>
> 
> From: Annette Taylor <tay...@sandiego.edu>
> Sent: Wednesday, November 29, 2017 9:21 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re:[tips] tips digest: November 29, 2017
>
>
>
>
> There is a TON of stuff on the internet criticizing the MBTI. I think
> getting the students to think about the weaknesses of the whole area of
> personality...which is a function, undoubtedly of operational definitions
> and people jumping on intuitively appealing information, but without any
> evidence to back it up, would be an important contribution. I find that
> personality and emotion are the two most troubling areas for me to teach
> in intro because both are fraught with so much psychobabble. And an
> overlap exists in many things there. You might also tackle Maslow's
> hierarchy from a critical thinking perspective--so easy to falsify.
>
> These were all interesting "hypotheses" but how they ever got elevated to
> sort of maintstream theories 100% befuddles me.
>
> Annette
>
> Annette Kujawski Taylor, Ph.D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 921210
> tay...@sandiego.edu<mailto:tay...@sandiego.edu>
>
> On Tue, Nov 28, 2017 at 10:00 PM, Teaching in the Psychological Sciences
> (TIPS) digest
> <tips@fsulist.frostburg.edu<mailto:tips@fsulist.frostburg.edu>> wrote:
> TIPS Digest for Wednesday, November 29, 2017.
>
> 1. Need assistance with Personality Theories course
> 2. RE: Need assistance with Personality Theories course
> 3. P.S. RE: Need assistance with Personality Theories course
> 4. Re: P.S. RE: Need assistance with Personality Theories course
>
> --
>
> Subject: Need assistance with Personality Theories course
> From: Carol DeVolder
> <devoldercar...@gmail.com<mailto:devoldercar...@gmail.com>>
> Date: Tue, 28 Nov 2017 15:30:01 -0600
> X-Message-Number: 1
>
> Dear Tipsters,
> I have inherited the final weeks of an upper-level undergraduate
> personality theories course due to a colleague's unexpected departure. I
> have no materials for the class and very little to go by in terms of
> grading rubrics. I find that I am expected to evaluate student
> presentations on various theorists as part of their grade as well as
> finish
> off the semester as best I see fit. The former instructor assigned
> presentations to groups of students and those presentations were to take
> up
> the remainder of the semester. I sat in on the past few presentations, but
> a few were done before I took over--I am trying for consistency, but not
> sure I can attain it. The problem (at least one problem) is that I have
> two
> classes next week tha

Re: Re:[tips] tips digest: November 29, 2017

[Gerald L. Peterson]

My area of study is social-personality but I share Annette's misgivings. The 
whole undergrad class in Personality is a muddle of sloppy historical, 
pop-culture narrative passed off as "theory" with a smattering of legitimate, 
but often outdated theoretical conceptions. I wish we could just have a class 
that represents the struggling, but current research efforts, and a fair 
assessment of the assumptions and limitations of such study. I want more 
emphasis on cultural variation as well. Anyway, just finishing up teaching the 
class this semester and share in the rant!


Gerald (Gary)Peterson,Ph.D.

Psychology@SVSU



From: Annette Taylor <tay...@sandiego.edu>
Sent: Wednesday, November 29, 2017 9:21 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] tips digest: November 29, 2017




There is a TON of stuff on the internet criticizing the MBTI. I think getting 
the students to think about the weaknesses of the whole area of 
personality...which is a function, undoubtedly of operational definitions and 
people jumping on intuitively appealing information, but without any evidence 
to back it up, would be an important contribution. I find that personality and 
emotion are the two most troubling areas for me to teach in intro because both 
are fraught with so much psychobabble. And an overlap exists in many things 
there. You might also tackle Maslow's hierarchy from a critical thinking 
perspective--so easy to falsify.

These were all interesting "hypotheses" but how they ever got elevated to sort 
of maintstream theories 100% befuddles me.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu<mailto:tay...@sandiego.edu>

On Tue, Nov 28, 2017 at 10:00 PM, Teaching in the Psychological Sciences (TIPS) 
digest <tips@fsulist.frostburg.edu<mailto:tips@fsulist.frostburg.edu>> wrote:
TIPS Digest for Wednesday, November 29, 2017.

1. Need assistance with Personality Theories course
2. RE: Need assistance with Personality Theories course
3. P.S. RE: Need assistance with Personality Theories course
4. Re: P.S. RE: Need assistance with Personality Theories course

--

Subject: Need assistance with Personality Theories course
From: Carol DeVolder <devoldercar...@gmail.com<mailto:devoldercar...@gmail.com>>
Date: Tue, 28 Nov 2017 15:30:01 -0600
X-Message-Number: 1

Dear Tipsters,
I have inherited the final weeks of an upper-level undergraduate
personality theories course due to a colleague's unexpected departure. I
have no materials for the class and very little to go by in terms of
grading rubrics. I find that I am expected to evaluate student
presentations on various theorists as part of their grade as well as finish
off the semester as best I see fit. The former instructor assigned
presentations to groups of students and those presentations were to take up
the remainder of the semester. I sat in on the past few presentations, but
a few were done before I took over--I am trying for consistency, but not
sure I can attain it. The problem (at least one problem) is that I have two
classes next week that do not have any assigned readings or presentations.
In other words, they've gone through the whole darned book and I don't know
what to talk to them about. Does anyone have anything they can share with
respect to general presentation rubrics (I don't assign group
presentations, so I don't have any from other classes), and any activities
I might do with the students that would put their knowledge (such as it is)
to use? For example, does anyone have an in-class activity that addresses
things like personality inventories? I'm completely overwhelmed and at a
loss, so any help would be appreciated.
Thanks,
Carol

--
Carol DeVolder, Ph.D.
Professor of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa  52803
563-333-6482

--

Subject: RE: Need assistance with Personality Theories course
From: Stuart McKelvie <smcke...@ubishops.ca<mailto:smcke...@ubishops.ca>>
Date: Tue, 28 Nov 2017 22:47:39 +
X-Message-Number: 2

Dear Carol,

You mentioned perhaps giving your students an inventory.

Here is a link to the 10-item Gosling test for the Big 5.
https://gosling.psy.utexas.edu/scales-weve-developed/ten-item-personality-measure-tipi/<https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fgosling.psy.utexas.edu%2Fscales-weve-developed%2Ften-item-personality-measure-tipi%2F=02%7C01%7Cpeterson%40svsu.edu%7C3da923527b78494b36a908d53738d15c%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636475639538508082=MGdAWY2vZEAeJy89rFHNuyvrscMsr4m04Nbx1yK2IeI%3D=0>


It has the test, scoring, male and female norms (in means and SDs) and 
documentatio

Re:[tips] tips digest: November 29, 2017

[Annette Taylor]

There is a TON of stuff on the internet criticizing the MBTI. I think
getting the students to think about the weaknesses of the whole area of
personality...which is a function, undoubtedly of operational definitions
and people jumping on intuitively appealing information, but without any
evidence to back it up, would be an important contribution. I find that
personality and emotion are the two most troubling areas for me to teach in
intro because both are fraught with so much psychobabble. And an overlap
exists in many things there. You might also tackle Maslow's hierarchy from
a critical thinking perspective--so easy to falsify.

These were all interesting "hypotheses" but how they ever got elevated to
sort of maintstream theories 100% befuddles me.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Tue, Nov 28, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Wednesday, November 29, 2017.
>
> 1. Need assistance with Personality Theories course
> 2. RE: Need assistance with Personality Theories course
> 3. P.S. RE: Need assistance with Personality Theories course
> 4. Re: P.S. RE: Need assistance with Personality Theories course
>
> --
>
> Subject: Need assistance with Personality Theories course
> From: Carol DeVolder 
> Date: Tue, 28 Nov 2017 15:30:01 -0600
> X-Message-Number: 1
>
> Dear Tipsters,
> I have inherited the final weeks of an upper-level undergraduate
> personality theories course due to a colleague's unexpected departure. I
> have no materials for the class and very little to go by in terms of
> grading rubrics. I find that I am expected to evaluate student
> presentations on various theorists as part of their grade as well as finish
> off the semester as best I see fit. The former instructor assigned
> presentations to groups of students and those presentations were to take up
> the remainder of the semester. I sat in on the past few presentations, but
> a few were done before I took over--I am trying for consistency, but not
> sure I can attain it. The problem (at least one problem) is that I have two
> classes next week that do not have any assigned readings or presentations.
> In other words, they've gone through the whole darned book and I don't know
> what to talk to them about. Does anyone have anything they can share with
> respect to general presentation rubrics (I don't assign group
> presentations, so I don't have any from other classes), and any activities
> I might do with the students that would put their knowledge (such as it is)
> to use? For example, does anyone have an in-class activity that addresses
> things like personality inventories? I'm completely overwhelmed and at a
> loss, so any help would be appreciated.
> Thanks,
> Carol
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
> --
>
> Subject: RE: Need assistance with Personality Theories course
> From: Stuart McKelvie 
> Date: Tue, 28 Nov 2017 22:47:39 +
> X-Message-Number: 2
>
> Dear Carol,
>
> You mentioned perhaps giving your students an inventory.
>
> Here is a link to the 10-item Gosling test for the Big 5.
> https://gosling.psy.utexas.edu/scales-weve-developed/ten-
> item-personality-measure-tipi/
>
>
> It has the test, scoring, male and female norms (in means and SDs) and
> documentation.
>
> It is free and open for use.
>
> You might be able to make a little class activity out of this.
>
> For example, get each person to self-rate themselves on the five traits.
> Compare this with how they scores on the test.
>
> Another site is the free, open access International Personality Item Pool
> (Goldberg).
>
> Stuart
>
>
> 
> ___
>"Floreat Labore"
>
>[cid:image001.jpg@01D11876.FED84950]
> "Recti cultus pectora roborant"
>
> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
> Department of Psychology, Fax: 819 822 9661
> Bishop's University,
> 2600 rue College,
> Sherbrooke,
> Québec J1M 1Z7,
> Canada.
>
> E-mail: stuart.mckel...@ubishops.ca
> (or smcke...@ubishops.ca)
>
> Bishop's University Psychology Department Web Page:
> http://www.ubishops.ca/ccc/div/soc/psy www.ubishops.ca/ccc/div/soc/psy>
>
>  Floreat Labore"
>
>  [cid:image002.jpg@01D11876.FED84950]
>
> [cid:image003.jpg@01D11876.FED84950]
>