Jeff - I think you're partially correct in your assumption that many
students want/prefer the course to be heavily loaded with
abnormal/therapy/personality/social topics. Interestingly enough, the
progression of most textbooks puts these topics into the final quarter of a
course. By then, many students (including perhaps your student) are turned
off by the history/physiological/learning/developmental topics that are
generally covered in the first half. Typically in my class, the only
chapter that *really* appeals to the majority of the students in the first
half of the course is the chapter on sleep.
On a different but related vein, I've also found it interesting that often
I'll have students drop my course (due to low grades) yet tell me how
interesting they found it. In fact, I had one student who wanted to
continue coming to class even after he dropped the course, just because he
was interested. And this is an 8:00 a.m. class! Obviously, then, the topics
aren't turning off everyone, although the demands of the class appear to be
quite challenging to many.
Can you tell that I'm procrastinating from grading papers?
At 06:57 AM 04/18/2000 -0700, you wrote:
>A student who is failing my intro-psych course came up to me yesterday
>to ask why she had been dropped from my roster. I told her that it was
>because she had missed two tests. I let them make up only one, so if
>they miss two, they get a zero on one. She told me that she wanted to
>remain in the course even though she would get a zero on one test. I
>asked her why she was having trouble in the course. She answered, "it
>wasn't what I expected." When I asked her to elaborate, she responded,
>"there's too much reality, not enough mental stuff." I stated that the
>course was all about "mental stuff," and asked her to explain what it
>was she had wanted. She hastened away at this point, mumbling "never
>mind."
>
>At the time, I let the matter drop. But later, I began to wonder what it
>was that bothered her about the course. Many students coming into
>intro-psych want it to be about abnormal psychology and pop therapies.
>But her comment about "too much reality" in the course caused me to
>wonder what it was she didn't like. Did she want me to get into mystical
>issues?
>
>I've just been thinking about this interaction. I doubt that you can
>shed much light on it (I'll probably have to ask her about it if she'll
>allow me), but has anyone had similar interactions that can shed some
>light on what students like this one might be talking about?
>
>Jeff
>
>--
>Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213
>9000 E. Chaparral Rd. FAX Number: (480) 423-6298
>Psychology Department [EMAIL PROTECTED]
>Scottsdale Community College
>Scottsdale, AZ 85256-2626
>
>"The truth is rare and never simple."
> Oscar Wilde
>
>"Science must begin with myths and with the criticism of myths"
> Karl Popper
>
>
>
>
*********************************
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
(717) 771-4028
*********************************
