Karl
Resistant? Were you going for understatement of the decade. :)
Invariably when I "invite" students in after they have successfully failed the
first test (or the first two, or . . . ) they explain to me study habits which
pretty much equate to my own habits watching TV. I turn the TV on, watch the
program, then move on to the next or turn it off- that's pretty much what they
report doing with their books except I don't go to as many parties! I had a
student tell me the other day they didn't see why they needed to study stuff we
went over in class (all the while trying to explain why my tests were tricky).
Sigh. Once more unto the breach, dear friends, once more. . .". Sorry- I'm
teaching an extra class this term and not my usual optimistic self. I fear I'm
becoming the department curmudgeon lately! :) (LATELY?!?! - shouted from the
back of the room!)
Tim
_______________________________
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu
teaching: intro to neuropsychology; psychopharmacology; general; history and
systems
"You can't teach an old dogma new tricks." Dorothy Parker
________________________________________
From: Wuensch, Karl L [wuens...@ecu.edu]
Sent: Sunday, April 28, 2013 3:40 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Student resistance to some ideas?
I keep telling my students that they should spend two hours working on
the course outside of class for every one hour in class. They are highly
resistant to this idea. :-)
Cheers,
Karl L. Wuensch
-----Original Message-----
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
Sent: Saturday, April 27, 2013 1:21 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Student resistance to some ideas?
Hi
In my culture and psych course, I spend some time on the idea that (at least in
modern times) overt discrimination tends to be observed mostly under ambiguous
situations (e.g., poking studies, ignoring evidence showing innocence in mock
trials, ...). Nonetheless, when I ask students on tests whether discrimination
in favor of white versus non-white applicants is more likely when a. both have
strong qualifications b. both have moderate qualifications c. both have weak
qualifications d. all of the above
Students overwhelmingly choose d. all of the above, even when I occasionally
mention casually in class something very close to this scenario.
Is there something wrong with the question? Do people have other examples
where students appear resistant to acceptance of some taught idea?
Take care
Jim
James M. Clark
Professor & Chair of Psychology
j.cl...@uwinnipeg.ca
Room 4L41A
204-786-9757
204-774-4134 Fax
Dept of Psychology, U of Winnipeg
515 Portage Ave, Winnipeg, MB
R3B 0R4 CANADA
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