Jeff, our contractual teaching load here is 12 credits a semester. We
do not have the luxury of offering many upper level elective classes.
We rotate some of the core classes which helps provide us and students
some variety. Opportunities to try different things crop up now and
then--for example there is an interdisciplinary program in gender
studies, and a special Gen Psych class involving academic tutoring and
study skills that has involved one of my colleagues. Also, a while back
there was interest in interdisciplinary classes and a colleague
developed such a class. A new colleague has worked on Gen Ed.
assessment consulting. Some of us do private practice work part-time or
community consulting. We are toying with the value of a Career
Development class right now so we developed one and offer it before we
actually add it to our curriculum (two offerings and then we must
decide). We have spring/summer teaching sessions where we might gamble
on a special topics class to provide some variety, but this is one
faculty member at one time. This is how I do (rarely now) my
"psychology of paranormal experiences" class. If the class does not
make with enough body count, then it will be cancelled and the faculty
member loses a huge chunk of their summer pay (my story last summer).
When these chances for variety arise, they DO put a strain on us and
our curriculum. We must be concerned and responsible to maintain and
develop the quality of our curriculum. We are heavily involved in
developmental and educ psych classes for a burgeoning pool of education
students requiring such classes (40% of our university right now). I am
trying to keep full time faculty involved in our General psych classes
(about nine classes a semester) and we are stretched thin in faculty
willing/able to do stats and experimental. Next week we hope to hire a
new developmental/educ psych person (that will make four of ten
full-time faculty) and these folks seldom have chances to develop
variety in their teaching loads. Still, opportunities for variety and
challenge do arise, but new faculty would be wise to develop their
teaching and research base first. Having taught since 1975, I have
simply had more chance to teach a variety of classes, and also learned
how to take advantage of such opportunities when I desired. Gary
Gerald L. (Gary) Peterson,Ph.D.
Chairperson
Department of Psychology
Saginaw Valley State University
Jeffrey Nagelbush wrote:
>
> For all those who teach non-mainstream courses, I have a couple of
> questions. Do you teach these courses in addition to your regular load? If
> you do, is there any pay or other incentive for doing this or is it just
> assumed to be your professonal responsibility or your own desire?
>
> Thanks in advance for the information.
>
> Jeff Nagelbush
> Ferris State University
>
> >From: "Michael LAVIN" <[EMAIL PROTECTED]>
> >Reply-To: "Teaching in the Psychological Sciences"
> ><[EMAIL PROTECTED]>
> >To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
> >CC: "Michael LAVIN" <[EMAIL PROTECTED]>
> >Subject: RE: non-mainstream courses
> >Date: Fri, 01 Mar 2002 06:56:39 -0500
> >
> >** High Priority **
> >
> >Yes, I am currently teaching a course called the Psychology of the Internet
> >and in some semesters I teach Television and Human Behavior. Mike Lavin
> >
> >===============================
> >Michael J. Lavin | 716-375-2488
> >Department of Psychology
> >St. Bonaventure University 14778
> >[EMAIL PROTECTED] | Fax: 716-375-7618
> >http://web.sbu.edu/psychology/lavin/
> >Listen to: http://www.pagoo.com/signature/mlavin
> >===============================
> >
> >
> > >>> [EMAIL PROTECTED] 4:49:45 PM >>>
> >I can't say it was a course I taught, but I didn't see it as mainstream.
> >It
> >was a thoroughly enjoyable graduate level course called analysis of
> >fantasy.
> >The course looked at the effects of themes that run through works of
> >fantasy
> >like fairytales we read to children, popular cartoons and movies, and other
> >works of fiction. It is definitely either an upper level (maybe) or
> >graduate level topic because it does require a background in personality
> >theory, psychoanalytic concepts, and feminist theory. I found that it had
> >value in understanding from a developmental standpoint, how many of our
> >cultural stereotypes and beliefs are reinforced through these vehicles and
> >through the marketing of toys. It was one of my favorite courses. I never
> >looked at children's books, comics, and toys the same way again.
> >
> >Haydee Gelpi
> >Broward Community College
> >Florida
> >
> >-----Original Message-----
> >From: Gary Peterson [mailto:[EMAIL PROTECTED]]
> >Sent: Thursday, February 28, 2002 3:41 PM
> >To: Teaching in the Psychological Sciences
> >Subject: Re: non-mainstream courses
> >
> >
> > I periodically teach a 200 level elective, special topics class on the
> >Psychology of Paranormal Experiences which is partly a class on critical
> >thinking and partly a way to reinforce basic findings and principles
> >covered
> >in General Psychology. I am going to be teaching our Career Development in
> >psych class next fall and would be interested in resources/comments
> >regarding others' experiences. Finally, I am toying with the idea of a
> >class in Forensic psych as a fun special topics class and am also
> >interested
> >in ideas--especially exercises, field trips, invited guests, etc. The
> >students attracted to this class may especially need to hone their critical
> >thinking skills. What is the attraction of psych students to prisoners
> >anyway?! Ooops, I am possessed by Mike Sylvester ;-)
> > 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
> >
> > > I was wondering what Tipsters were teaching beyond the core
> > > courses. For instance, classes in parapsychology (even if it is
> > > a way to disguise a course in critical thinking), forensic
> > > psychology, or perhaps psychology in film (making that the entire
> > > emphasis). I once saw a book that took a 'psychology through
> > > science fiction' approach, although I was not particularly
> > > enamored with it. In a recent faculty meeting it was suggested
> > > that we might want to consider some courses that would draw
> > > non-majors, so applied courses and edutainment courses are what
> > > come to mind for me. I thought that people on TIPS might have
> > > already had some experience in this.
> > >
> > > --
> > > __ Rick Stevens
> > > __ Psychology Department
> > > __ University of Louisiana at Monroe
> > > __ http://www.ulm.edu/~stevens
> > >
> > >
> > >
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