Re: tips digest: January 29, 2003
On the topic of students wanting to drop other professor's sections: It can be very instructive to discuss with that student the reasons she/he wants to drop that course and transfer into yours. It might be because the other instructor is rude or abrasive, or seen as intimidating, or has very high expectations, may be using language the student finds offensive, may be making sexual overtures to the student, etc... Once you have that information, depending on the situation, you can suggest viewing this course as an opportunity to deal with people who are intimidating (that worked very well for me once in the past--the student decided to rise to the challenge, and while she never liked the professor in question, had a higher degree of self-efficacy afterwards about dealing with difficult people). In other cases, the student should go directly to the department chair (or the dean if the person in question _is_ the department chair!) if the professor's behavior is out of line and there might be a need for some kind of intervention. Probably it's safest in most cases to send that student to the department chair, anyway, to get another opinion at the very least. One pitfall in this sort of situation is that it is flattering to us to be seen as popular teachers who are sought-after by students, so we may want to ride to the rescue in a situation where that student could learn some very valuable lessons by staying where he/she is. Esther At 12:00 AM 1/30/03 -0500, Teaching in the Psychological Sciences digest wrote: A student came to me with a request that he wants to transfer to my intro section.It is too late for him to add /drop.He wants to drop another prof'S section. He thinks that I should discuss with the other instructor the possibility of attending my class butI would advice the other instructor of the course grade. Should I do this? Michael Sylvester --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Early European vs American
would I be correct in saying that in the history of Psychology European scholars were more interested in the structure of mind whereas on this side of the ocean the emphasis was on behavior-environment interaction? Could Psychoanalytic,Gestalt,Existential,Stucturalism be booked on a mind trip and functionalism and behaviorism be booked on the ecological trip? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
co-teach
do any of you co-teach a class where you are responsible for specific chapters and the other teacher other chapters? How should the course grade be allocated? I once co-taught but I preferred to take the first half of the semester and let the other dude teach the second half. I do not think that the students liked that format. Comments invited. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
DID movies
Which movie offers the best depiction of Dissociative Identity Disorder? Which offers the most realistic? Are they the same movie? What would you choose for an undergraduate psychology course? Sybil? Three Faces of Eve? K-Pax? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: sylvestm [mailto:[EMAIL PROTECTED]] Sent: Thursday, January 30, 2003 9:10 AM To: Teaching in the Psychological Sciences Subject: co-teach do any of you co-teach a class where you are responsible for specific chapters and the other teacher other chapters? How should the course grade be allocated? I once co-taught but I preferred to take the first half of the semester and let the other dude teach the second half. I do not think that the students liked that format. Comments invited. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
student exchange
If you consider doing this you must get the chairpersons OK. There are ethical issues about another prof getting paid for teaching your student. Granted that it usually doesn't matter but in some courses that pay by the head, I've seen this abused and I've seen people fired for committing a fraud. Ed Edward I. Pollak, Ph.D. Department of Psychology, West Chester Univ. of Pennsylvania Home: 610-363-1939; Office: 610-436-3151; Fax: 610-436-2846 Finals Week Office Hours: Monday 2-4; Tues. Thurs. 11-1 and by appointment ~~~ Husband, father, grandfather, biopsychologist, bluegrass fiddler and herpetoculturist.. in approximate order of importance. Shameless self promotion: The Mill Creek Bluegrass Band performs every Tuesday night at Dugal's Inn, Mortonville, 8 miles west of West Chester, PA. Call 610- 486-0953 for directions. Subject: student exchange From: sylvestm [EMAIL PROTECTED] Date: Wed, 29 Jan 2003 10:29:40 -0800 (PST) X-Message-Number: 3 A student came to me with a request that he wants to transfer to my intro section.It is too late for him to add /drop.He wants to drop another prof'S section. He thinks that I should discuss with the other instructor the possibility of attending my class butI would advice the other instructor of the course grade. Should I do this? Michael Sylvester -- --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: DID movies
Rod--I use 3 Faces of Eve (though some students are horrified by it bec ause it's in black and white!). But I also use Primal Fear (a fairly recent movie),because of the excellent depiction of faked DID. Students tend to really like the film and it really gets them talking about the controversies surrounding DID. Hope this helps. Dan Segrist, Ph.D. Southwestern Illinois College Dan Segrist, Ph.D.Assistant Professor of PsychologySouthwestern Illinois CollegeGranite City Campus4950 Maryville RoadGranite Ci ty, IL 62040(618) 931-0600, ext. 6694[EMAIL PROTECTED]& gt; [EMAIL PROTECTED] 01/30/03 09:29AM Which movie offers the b est depiction of Dissociative Identity Disorder?Which offers the most realistic? Are they the same movie? What wouldyou choose for an undergraduate psychology course? Sybil? Three Facesof Eve? bsp; K-Pax?__Roderick D. Hetzel, Ph.D.Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001Office: Education Center 218Phone: 903-233-3893Fax: 903-233-3851Email: [EMAIL PROTECTED]Homepage: http://www.letu.edu/people/rodhe tzel -Original Message- From: sylvestm [mailto:[EMAIL PROTECTED] du] Sent: Thursday, January 30, 2003 9:10 AM To: Teaching in th e Psychological Sciences Subject: co-teach bsp; do any of you co-teach a class where you are responsible for specific chapters and the other teacher other chapters? How should the course grade be allocated? I once co-taught but I preferr ed to take the first half of the semester and let the other dud e teach the second half. I do not think that the students liked that format. Comments invited. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe s end a blank email to [EMAIL PROTECTED] ---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
movies in the classroom
Over the years I've seen many discussions on TIPS about movies to show in the classroom and this has always made me wonder about the time considerations of showing it. Specifically, how do each of you go about showing a movie for use in class? The obvious possibilities are: A. Use a whole class - or two if needed - to show a full-length movie B. Edit clips from a movie for use in class C. Assign the movie to be watched outside of class Each scenario has its pluses and minuses, and some choices are more available depending on the time length of your class. (For example, I'm now teaching two classes that run 3 1/2 hours long, meeting once a week. While I thought this would be a great chance to show a "whole movie," I find that I still don't have enough time to show a 1 1/2 hour movie and still cover the necessary classroom material that I want to cover.) So I'm still pulling clips from movies that I edit myself, but wishing, for example, I could show "Twelve Angry Men" in its entirety. What methods have you chosen to use movies in class? Beth Benoit University System of New Hampshire --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: movies in the classroom
For 2001: A Space Odyssey (used to provoke thought about artificial intelligence in a Cognitive Psych class), I devote 50 minutes to the HAL part of the movie and then discuss it the next time. This is near the beginning of the semester, as a general intro to some of the larger questions in Cognitive Psych. I have used a fairly brief clip fromThe Matrix to introduce the concept of Perception in Intro Psych. I think asingle brief clip that can be cued upbefore class can be very helpful for introducing topics.I generally find multiple clipsthroughout the periodto be impractical although it might be easier to do with digital technology.Using unedited clips, as I sometimes have to do is not very satisfactory since you have to keep jumping around (although it is much easier with a DVD with chapters than with a videotape). Rick Dr. Rick Froman Associate Professor of Psychology John Brown University Siloam Springs, AR 72761 (479) 524-7295 e-mail: [EMAIL PROTECTED] web: http://www.jbu.edu/academics/sbs/rfroman.asp -Original Message-From: Beth Benoit [mailto:[EMAIL PROTECTED]]Sent: Thursday, January 30, 2003 12:49 PMTo: Teaching in the Psychological SciencesSubject: movies in the classroom Over the years I've seen many discussions on TIPS about movies to show in the classroom and this has always made me wonder about the time considerations of showing it. Specifically, how do each of you go about showing a movie for use in class? The obvious possibilities are: A. Use a whole class - or two if needed - to show a full-length movie B. Edit clips from a movie for use in class C. Assign the movie to be watched outside of class Each scenario has its pluses and minuses, and some choices are more available depending on the time length of your class. (For example, I'm now teaching two classes that run 3 1/2 hours long, meeting once a week. While I thought this would be a great chance to show a "whole movie," I find that I still don't have enough time to show a 1 1/2 hour movie and still cover the necessary classroom material that I want to cover.) So I'm still pulling clips from movies that I edit myself, but wishing, for example, I could show "Twelve Angry Men" in its entirety. What methods have you chosen to use movies in class? Beth Benoit University System of New Hampshire---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: DID movies
Hetzel, Rod wrote: Which movie offers the best depiction of Dissociative Identity Disorder? Which offers the most realistic? For what its worth, I prefer The Case of the Hillside Strangler and the second half of the case The Mask of Madness. This was presented over PBS in a slightly altered form a number of years ago. These are available from www.films.com #GTA7334-A and GTA7335-A. The two videos cost $159.95 which is on the expensive side but I think it is worth it. This is a case of a serial killer who is diagnosed DID by several Psychologists and Psychiatrists and is found to be faking it by two Psychiatrists-Psychologists and the courts. It shows students how complex and sophisticated the diagnostic issues are with this disorder. For a short segment I use The Brain Series from PBS. I have edited versions from when I used Myers intro text (segment #24 of his videos) and it is also part of the video package I have with my abnormal psych text by Comer (segment 217 of tape # IV). I like this because they present the evidence for DID but also show a therapy session where the therapist quite clearly calls forth and names the multiple personalities. That allows me to discuss the views of those who think multiples are a product of subtle aspects of the therapist client interaction (iatrogenic cause). I find the movies clearly biased and 3 Faces of Eve a bit dated and Sybil over dramatized. Students find Sybil engaging. Bob Grossman Kalamazoo College [EMAIL PROTECTED] begin:vcard n:Grossman;Robert tel;fax:616-337-7030 tel;work:616-337-7108 x-mozilla-html:TRUE url:http://www.kzoo.edu/psych/ndex.htm org:Kalamazoo College;Psychology adr:;;1200 Academy Street;Kalamazoo;Michigan;49006;USA version:2.1 email;internet:[EMAIL PROTECTED] title:Professor fn:Bob Grossman, Ph.D end:vcard --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: movies in the classroom
Title: Message Beth Benoit wrote: Over the years I've seen many discussions on TIPS about movies to show in the classroom and this has always made me wonder about the time considerations of showing it. Specifically, how do each of you go about showing a movie for use in class? Hi Beth, This semester I am teaching "Law and Psychology" for the first time. There are so many great movies on this topic! And, there are even books written about legal movies as textbooks(e.g., law professors giving gavels instead of stars). So, I have set up a weekly movie time -- 8:30 pm on Sunday nights. It is a little too late for me, especially when watching Judgment at Nuremberg (3 hours and 20 minutes). However,earlier times conflicted with Mass and given that we are a Catholic school, I feel like I do have to schedule around that.It alsooffers an entertainment alternative on a weekend night, which isgood for the students. I invite the entire campus to see the movies, in the auditorium. We will see a movie every week, same time and place, throughout the semester (except for last week, when I cancelled it b/c of the Super Bowl). If students come see the movie then, they just write their name and a few comments/reactions at the end of the movie. If they don't see the movie with the class, they write a 2-page summary of the movie so that I am sure that they saw it. As a compromise to the students for spending this time out of class, I haven't assigned any additional reading outside the textbook. (Usually, I require 6 or 7 books plus the text.) Also, I do slightly more lecturing from the textbook than I ordinarily do. I haven't had any complaints about this general approach--only about the length and "slowness" of Judgment at Nuremberg. I promised them none of the other movies would be this long! Hope this helps, Marcia Marcia J. McKinley, J.D., Ph.D. Assistant Professor of Psychology Mount St. Mary's College Emmitsburg, MD 21727 (301) 447-5394 x4282 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: movies in the classroom
Hi, Beth, in Human Sexuality class, i.e., Adolescent/Development chapters, I show the rated version of American Pie (which students love, they think it is directly applicable to their lives), but first I indicate relevant concepts from the text. I create a handout/analysis sheet summarizing those concepts in which students must report where in the film that portrayal occurs. Of course we discuss in class as well. It seems to me that art/films do connect theory to every day life, or what is going on "out there," obviously a good theory does this but from an academic perspective. In later classes, (arousal, etc.) students often refer to the previously shown film to question/explain their understanding of the text. And, of course it helps to have a quality, action oriented film to which students can relate. In this class (which is very "sensitive" to some students), I do emphasize that information, i.e., film, text, hand/out, lecture is being presented to illustrate scientific data, not to excite nor to advocate, for example, eating Apple Pie (just kidding). Time: sometimes I rent two copies of the same film and show the most relevant scenes from the first and then the last half of the film; this is hard to do in one class period unless discussion is held at the next class. If students have not seen the film or want to see the whole film, they have to rent it on their own; spending more than 2 classes (1 hr 15min each) is too time expensive. For an analysis guide, I have used Hi-Q Film Review , ATW Publications, P.O.Box 10053, Costa Mesa, CA; however, I think they are out of business. I am curious to see how other faculty use films. Oh, one other idea, my "Psychologie" Club used to show "psychologically oriented" films on alternate Friday afternoons (outside class hours) popcorn, etc. as a fund raiser. I provided analysis and afterwards we discussed the film and relevant theories. I might pick that up again. Joann Jelly Barstow College -Original Message- From: Beth Benoit [mailto:[EMAIL PROTECTED]] Sent: Thursday, January 30, 2003 10:49 AM To: Teaching in the Psychological Sciences Subject: movies in the classroom Over the years I've seen many discussions on TIPS about movies to show in the classroom and this has always made me wonder about the time considerations of showing it. Specifically, how do each of you go about showing a movie for use in class? The obvious possibilities are: A. Use a whole class - or two if needed - to show a full-length movie B. Edit clips from a movie for use in class C. Assign the movie to be watched outside of class Each scenario has its pluses and minuses, and some choices are more available depending on the time length of your class. (For example, I'm now teaching two classes that run 3 1/2 hours long, meeting once a week. While I thought this would be a great chance to show a whole movie, I find that I still don't have enough time to show a 1 1/2 hour movie and still cover the necessary classroom material that I want to cover.) So I'm still pulling clips from movies that I edit myself, but wishing, for example, I could show Twelve Angry Men in its entirety. What methods have you chosen to use movies in class? Beth Benoit University System of New Hampshire --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: student exchange
I have to disagree that this is dishonest. I've actually done precisely this in a couple of situations, but only when there was a pressing reason (e.g., the student needed the course to graduate on time, and this was the only section that would fit his/her schedule). However, this was done a) with my department chair's blessing (and at his request, actually), and b) with the agreement in writing, so that it was clear who was responsible for what. That way, if there's a question about the grade, the right person will be held accountable, and we are able to show students that we can be a bit flexible when necessary in order to allow them to take the courses they need. As long as the professor signing off on the grade is confident that the one doing the teaching is competent (and if that's not the case, then they shouldn't be teaching anyway), I don't see that it lessens the meaning of the grade in any way. Just my two cents Rachelle Lipschultz [EMAIL PROTECTED] -Original Message- Subject: student exchange From: sylvestm [EMAIL PROTECTED] Date: Wed, 29 Jan 2003 10:29:40 -0800 (PST) X-Message-Number: 3 A student came to me with a request that he wants to transfer to my intro section.It is too late for him to add /drop.He wants to drop another prof'S section. He thinks that I should discuss with the other instructor the possibility of attending my class butI would advice the other instructor of the course grade. Should I do this? Michael Sylvester --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: movies in the classroom
Beth--this is a great question. I always wrestle with the cost/benefit of showing movies in class. But here's what I do... In Social Psych. I show 12 Angry Men in class and have students write a response paper based on social psych concepts. In Personality Theories I've had people watch Citizen Kane outside of c lass and write about the film using Erikson's theory. In Abnormal I show either Ordinary People or One Flew over the Cuckoo's Nest the first 1-2 days and then discuss concpets/stigmas of mental illness, etc. Students also select 2 films to watch and respond to during the semeste r (e.g., I Never Promised you a Rose Garden, Nuts, Primal Fear, Days of Wine a nd Roses, Caine Mutiny, Rain Man, etc.). Just yesterday another prof. told me that when she teaches Abnormal she has students find movies on their own and then show a 10 minute clip in class th at demonstrates some aspect of mental illness. Students then discuss the clips. I haven't done this but I like the idea. Hope this helps. Dan Segrist, Ph.D.Assistant Professor of PsychologySouthwestern Illinois CollegeGranite City Campus4950 Maryville RoadGranite Ci ty, IL 62040(618) 931-0600, ext. 6694[EMAIL PROTECTED]& gt; [EMAIL PROTECTED] 01/30/03 12:48PM Over the years I've seen many discussions on TIPS about movies to show in the classroom and this has always made me wonder about the time consideratio ns of showing it. Specifically, how do each of you go about showing a mov ie for use in class? The obvious possibilities are: A. Use a whole class - or two if needed - to show a full-length movie B. Edit clips from a movie for use in class C. Assign the movie to be watched outside of class Each scenario has its pluses and minuses, and some choices are more available depending on the time length of your class. (For example, I' m now teaching two classes that run 3 1/2 hours long, meeting once a week. p; While I thought this would be a great chance to show a "whole movie," I find that I still don't have enough time to show a 1 1/2 hour movie and still cov er the necessary classroom material that I want to cover.) So I'm still pulling clips from movies that I edit myself, but wishing, for example, I co uld show "Twelve Angry Men" in its entirety. What methods have you chosen to use movies in class? Beth Benoit University System of New Hampshire---You are currently subscr ibed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
movies in the classroom
Beth Benoit wrote... Over the years I've seen many discussions on TIPS about movies to show in the classroom and this has always made me wonder about the time considerations of showing it. Specifically, how do each of you go about showing a movie for use in class? The obvious possibilities are: A. Use a whole class - or two if needed - to show a full-length movie B. Edit clips from a movie for use in class C. Assign the movie to be watched outside of class (SNIP) What methods have you chosen to use movies in class? Aubyn writes... I have several courses in which I require one or two feature-length films per quarter. I use your option C above - though I don't just assign them outside of class, I schedule an evening at the start of the quarter, put it in my syllabus, and require students to watch it all together, with me, at the same time and place. I started doing this because I teach at a denominationally affiliated liberal arts college, and I found it was easier to defend the showing of what are (by local community standards) fairly racy films if I could tell my administrators that the introductory and concluding comments I made put the film in the proper educational context (plus, I think my comments really do provide the necessary context). I continue to do it because I find that if I just have students rent it on their own, or get it from reserve in the library, a higher percentage of them never watch it, or never give it sufficient thought. Also, films are inherently community experiences, and I think there are several benefits for the class to watch, and then discuss the film together. Of course there are always a few students who have unavoidable conflicts, but I can usually keep that to a minimum, and I allow those with genuine conflicts (work or class) to watch it on their own. We are a residential college, and while students would typically prefer a later showing, I usually can get away with showing them from 5:00 to 7:30 (last 30 minutes or so for discussion). I make each (roughly 2 hour) movie worth about 50 pages of reading, and adjust supplemental reading assignments accordingly. Most often I have students write a reaction paper to the film, though sometimes I just put an essay question covering it on an exam. In all cases I provide them with thought questions to guide their viewing and help them relate it to course issues. Most teachers who use films can't help but share the list, and I am no exception. One reason I use films is because I am enthusiastic about them, and with rare exceptions the students catch the enthusiasm too. My list is pretty standard I think: G Psych: *The Breakfast Club*; *Philadelphia* (I used to show *Long Time Companion* instead - which I think is a better film - but it was just a little too much for many of my students, and they could not learn what I wanted them to) Learning Memory: *Memento* (though I occasionally show clips from the first third of *Total Recall* in class) Principles of Counseling: *Ordinary People* and (this year for 1st time) 2 episodes from the first season of *The Sopranos* Personality: *Hamlet* (Mel Gibson version) Before being sentenced to my current term as Department Chair I used to teach Adolescent Development also, and showed a film every other evening (e.g. *Stand By Me*, *The Breakfast Club*, *Breaking Away*, *The Incredibly True Adventure of Two Girls in Love*, *The Graduate*). I've noticed that some college teachers worry that feature films contain errors, distortions and oversimplifications; I try to minimize that, but it doesn't worry me too much. The viewing questions, pre-film comments and post-film discussion focuses on how the film illustrates both what we think we know, and common misconceptions. Last bit: I have seen *The Breakfast Club* so many times now that I can probably recite most of the dialog from memory (Screws fall out all the time, the worlds' an imperfect place). Sadly, though I show it so often, it has never been one of my favorite films; the Brat Pack always did get on my nerves, and the film is too self-conscious and mannered for my taste. But it so nicely illustrates several stock points from adolescent development, and college students tend to enjoy it, that my own lack of enjoyment of it doesn't seem to matter too much (and I do have fun making fun of the music). Aubyn Aubyn Fulton, Ph.D. Professor of Psychology Chair, Behavioral Science Department Pacific Union College Angwin, CA 94508 Office: 707-965-6536 Email: [EMAIL PROTECTED] * --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
