when things go wrong in the classroom
TIPS Colleagues - Another faculty member and I have been invited by the director of our campus' teaching resources center to lead a roundtable discussion entitled, Murphy's Law 101: When Things Go Wrong in the Classroom. The idea is that we will prime the pump by offering a couple of examples of things going wrong, describe some ways of responding, and then invite participants to share their experiences. Where possible, we hope to facilitate discussion of ways to prevent problems as well as potential solutions. As examples, we're planning to discuss dealing with either the student or the instructor losing composure, responding to creative ways of cheating, and the situation of planning a class discussion but having no students willing to do any discussing. We have a list of other examples of things going wrong, but it occurs to me that some of you might be able to offer even better examples, as well as great ideas for prevention and intervention. Please share if you have experiences that qualify, and if you also can offer solutions, that would be great, too. I am guessing that this topic might be of interest to the whole list. Thanks - Retta -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
position announcement
Please share the following information with interested colleagues (sorry for the cross-posting): The Department of Psychology at Western Kentucky University seeks to fill two positions: 1.) a tenure track position in educational psychology at the assistant professor level to teach undergraduate and graduate courses in educational psychology and courses in the persons area of expertise. Although not required, preference will be given to candidates who can teach classroom management; 2.) a one year temporary full-time visiting assistant professor position in a NASP-approved specialist-level school psychology program to teach some subset of Clinical Child, Program Evaluation, Behavior Problems of Childhood, and Abnormal. Applicants for both positions should have an earned doctorate (or completion by August 15, 2005), and should be committed to excellence in teaching, research and service. Familiarity with educational technology, ability to engage in alternative methods of course delivery, and experience or interest in working with diverse populations, are desirable. The Department serves approximately 450 undergraduate majors and 80 graduate students in M.A (clinical, I/O, experimental) and Ed.S. (school psychology) programs. Review of applications will begin January 10, 2005 and continue until the positions are filled. Send letter of application, vitae, three letters of recommendation, reprints/preprints, and copies of graduate transcripts to the chair of the appropriate search committee, Department of Psychology, Western Kentucky University, 1 Big Red Way, Bowling Green, KY 42101. All qualified individuals are encouraged to apply including women, minorities, persons with disabilities and disabled veterans. Applications from dual career couples are also welcome. Additional information is available at http://edtech.tph.wku.edu/~shaggblo/positions.htm. Western Kentucky University is an AA/EEO employer. Thanks - Retta -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
accommodations for student with hearing impairment
(Please excuse the cross-posting) Colleagues - I would like to hear from any of you with experience in accommodating students who are hearing impaired. I am particularly interested in knowing how those who teach in school, clinical, or counseling psychology programs make accommodations in courses designed to train students to do assessments (e.g., individually-administered intelligence and personality tests) and psychotherapy with hearing clients, when the psychologist-in-training must use a sign-language interpreter to communicate. Is such an accommodation even possible? For those of you in the U.S., what do you understand to be ADA implications? Unless this is of general interest, I suggest a reply to me off-list. I'll be glad to share what I learn with others interested in the topic. Thanks - Retta -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
marital/relationship stages
I am looking to the TIPS network for help in identifying references or good search terms to generate scholarly work on developmental stages in marriages. When I tried PsycInfo using developmental stages and marriage, I only got one hit. Surely there is more published than that? I am interested in theoretical discussions as well as empirical work. Thanks - Retta -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Field Placement/Practica
Bob - You didn't mention whether you were interested in undergraduate or graduate practicum experiences, but if it's an undergraduate field experience course that you teach, you might want to take a look at the site for Western Kentucky University's undergraduate field experience course: http://edtech.tph.wku.edu/~ejones/psy390/homepage.htm We have graduate programs in clinical and school, and the students in those programs also complete practica/field experiences and internships. However, I don't think we have any of the evaluation forms, etc., online. Best wishes - Retta Dr. Bob Wildblood wrote: TIPSters, We are beginning to place more people in practica than we have in the past and the colleague with whom I share responsibility for supervising these practica and I have decided that we need to have a more formal way of dealing with these people than we have used in the past. I'd really appreciate it if you might give me some information about how you handle your practica. Anything that will help would be appreciated -- examples of contracts between the institution and the student, the student and the placement site, etc. would be great. We have a formal structure that has to do with malpractice insurance that the University provides for the student, but everything else is up for grabs. TIA Dr. Bob Wildlbood Lecturer in Psychology Indiana University Kokomo Kokomo, IN 56904-9003 [EMAIL PROTECTED] [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
position announcement
Please share the following information with interested colleagues: The Department of Psychology at Western Kentucky University seeks to fill four tenure-track positions (requiring an earned doctorate or completion by August 15, 2004), and one continuing non-tenure-track position (requiring at least a masters degree in psychology) beginning August, 2004. These openings are largely due to enrollment growth and recent retirements. 1. Industrial/Organizational: Assistant or associate professor to teach graduate and undergraduate I/O courses and direct M.A. theses; 2. Educational: Assistant professor to teach undergraduate and graduate courses in Educational Psychology and courses in the persons area of expertise. Although not required, preference will be given to candidates with experience in P-12 teaching, or knowledge of giftedness and creativity, or classroom management. 3. Social/ Personality: Assistant professor to teach graduate and undergraduate courses with teaching/research expertise in any area of social or personality. 4. Experimental (broadly defined): Assistant professor in any area of experimental. Preference given to candidates with broad training able to teach a variety of undergraduate and graduate courses. Applicants for positions 1-4 should be committed to excellence in teaching, research and service. 5. Continuing Instructor: Teaching position with responsibilities primarily in introductory psychology, but could include other undergraduate courses in candidates area of expertise. Strong interest and excellence in undergraduate teaching is the primary qualification for this position. Desirable qualifications for all positions include familiarity with educational technology, ability to engage in alternative methods of course delivery, and experience or interest in working with diverse populations. In Fall, 2003, Psychology was formally recognized as the most productive academic department at Western. The Department serves approximately 400 undergraduate majors and 80 graduate students in M.A (clinical, I/O, experimental) and Ed.S. (school psychology) programs. Review of applications will begin January 5, 2004 and continue until positions are filled. Send letter of application, vitae, three letters of recommendation, reprints/preprints, and copies of graduate transcripts to the attention of the chair of appropriate search committee, Department of Psychology, Western Kentucky University, 1 Big Red Way, Bowling Green, KY 42101. All qualified individuals are encouraged to apply including women, minorities, persons with disabilities and disabled veterans. Applications from dual career couples are also welcome. Additional information is available at http://edtech.tph.wku.edu/~shaggblo/positions.htm Western Kentucky University is an AA/EEO employer. Retta -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Canadians and Americans should be friends (was: Freud and humanity)
As a native Missourian, I feel qualified to give an interpretationMissourians claim to be empiricists: Show me the data! (The reference does not, as Stephen insinuates, solicit the display of things appealing to prurient interests!) Retta Stephen Black wrote: On 22 Sep 2003, Linda M. Woolf, Ph.D. wrote: I doubt if it is *all* Americans. Here in the Show-Me State, we can't even agree on whether it is Missouree or Missoura. I can't help but wonder what it is that we're supposed to show the inhabitants of Missouree or Missoura, the Show-Me State. I don't think this is a topic where it's wise to speculate. Not in polite company anyway. Stephen __ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://www.frostburg.edu/dept/psyc/southerly/tips _ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: website suggestions
Hetzel, Rod wrote: Does anyone know of any good websites for helping college students improve relationships? I'm giving a presentation on developing and deepening relationships and am looking for some practical, skills-based suggestions for students who will be in attendance. Thanks! Rod - Take a look at this site maintained at the University of Chicago: http://counseling.uchicago.edu/vpc/virtulets.html Retta -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Blind student
I have read with interest the suggestions made by other instructors who have worked with blind students. Many of the tips mentioned are consistent with my experience several years ago when I had the privilege of teaching a blind student in introductory psychology. I say privilege because I learned a lot from having her in class and from thinking about how to adjust my approach to facilitate her learning. Being so conscious of her needs was really good for me - no teaching on auto-pilot! :-) One thing I struggled with was how to teach some concepts that I, a sighted person, couldn't imagine learning without seeing in some way. It turned out that she, being experienced at using her other senses in place of vision, was much more able to learn from verbal descriptions than I had anticipated. Also, I figured out some ways to adapt some visual information by making it tactile. One example that comes to mind was teaching about the normal curve. Because I was not confident that I could communicate the concept of the normal curve by merely telling her about it, I took a photocopy of a normal curve and used a pin to poke holes along the line that formed the curve and the boundaries of the areas under the curve. Before class I gave her a brief explanation of what I had done, so that when I got to that topic later in the class period, she was prepared to follow along by feeling the normal curve while the other students looked at it. She said that my braille-like version helped her, and I hope that it did. Retta Hershberger, Tom wrote: I will be teaching a completely blind student next semester in my general psychology course. The text and readings will be available on audio tape, but I am looking for TIPS, which is the point of this list. The major difficulty is that I make extensive use of graphics in the lectures (graphs, pictures, diagrams, etc) and routinely use video clips to make points. I have been in touch with all of the obvious offices and agencies. Comments, suggestions, advice, etc. are welcome. Tom Hershberger Thomas J. Hershberger, PhD Professor of Psychology Chatham College Pittsburgh, PA 15232 [EMAIL PROTECTED] 412 365-1128 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: course titles
Rod - Western Kentucky University has two different undergraduate courses that address the topics that I assume are covered in the courses you mentioned. First, we have "Beginning Skills in Psychological Interviewing," and that course description is, "An introduction to paraprofessional skills for conducting structured and unstructured interviews in non-therapy settings. Although skills development will be emphasized, some theoretical material will be presented." We also have "Introduction to the Clinical Practice of Psychology," described thusly: "Survey of theories, models, and techniques in clinical, counseling, and school psychology. Includes emphasis on professional ethics for psychologists." Retta "Hetzel, Rod" wrote: Hi folks:I have a rather specific question for those of you who work in departments that offer courses in Theories of Counseling. What is the official title of your course? Also, do you have courses that teach basic counseling skills? If so, what is the title of that course?We have a course entitled "Theories and Techniques of Counseling" that covers more theories than techniques. We're considering developing another courses that teaches microskills and active listening skills, but also provides more detailed coverage of specific counseling interventions (cognitive restructuring, etc.).Thanks for your responses on this topic.Rod__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/rodhetzel--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Question about the term Manned
Todd - It seems to me that your correspondent's reply is a perfect illustration of WHY the use of manned instead of a gender-neutral term such as staffed is sexist: it assumes that man=human. As for her assertion that many (most?) people stopped thinking of sexual connotations for words ...years ago - I'd like to see the evidence that supports this. Maybe SHE stopped thinking of sexist language years ago, but I don't know of evidence to back up her belief that many or most others did this. Hmm...sounds a little like the false consensus effect to me. Retta Todd Nelson wrote: Colleagues, Recently I read a government web site (National Institutes of Health) that had the following sentence: The help desk is manned Monday through Friday, 7:00 AM to 6:00 PM (east coast). Voice mail is available at all times for telephone messages. It is my understanding that the term manned is sexist (as is fireman policeman, deliveryman etc.) and that a better term is attended or operated. How do you perceive the term manned? Am I alone in thinking it is sexist? By the way, when I wrote the NIH web master about my concerns about the term --and I suggested deleting it, she replied: Many (most?) people stopped thinking of sexual connotation for words like manned many years ago. The word simply connotes run/managed/etc. by humans, with human referring to homo sapiens in general -- not just the male of the species. -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
journal donations
Gentle TIPS-folk - There have been some recent suggestions on TIPS regarding donations of professional books, but no mention of journals. I seem to remember that APA used to have a program whereby journals were collected and sent to university libraries in countries with limited resources for acquisitions. I would like to donate about 25 years worth of journals and would appreciate some help in figuring out whom to contact to donate journals. Thanks - Retta -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ Live long, and prosper! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
position announcement - clinical psychology
Please post or share this information with interested colleagues: The Department of Psychology at Western Kentucky University invites applications for an entry level, tenure-track position in Clinical Psychology for Fall, 2003. The position requires an earned doctorate (or completion by August 15, 2003) in clinical psychology from an APA approved program and eligibility for Kentucky license. Broad training is required; area of specialization is open but emphasis in geropsychology, child clinical or substance abuse is desirable. Duties include supervision of practica and internships, teaching undergraduate courses consistent with the candidates training and interests, and teaching graduate courses such as intellectual assessment, psychopathology and professional issues. Applicants should be committed to excellence in teaching, research and service, familiar with educational technology, and able to engage in alternative methods of course delivery. Experience or interest in working with diverse ethnic groups is also desirable. Review of applications will begin January 15, 2003 and continue until the position is filled. Send letter of application, vitae, three letters of recommendation, reprints/preprints, and copies of graduate transcripts to Dr. Rick Grieve, Chair, Clinical Search Committee, Department of Psychology, Western Kentucky University, 1 Big Red Way, Bowling Green, KY 42101. All qualified individuals are encouraged to apply including women, minorities, persons with disabilities and disabled veterans. Applications from dual career couples are also welcome, visit http://www.wku.edu/Dept/Support/HR/ for other position openings. Western Kentucky University is an AA/EEO employer. Retta Poe -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ Live long, and prosper! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: abnormal psychology assignment ideas
Rod and others - You might want to take a look at Brooke Cannon's web site, Hollywood's Portrayal of Psychopathology: Movies for Psychology students.: http://home.epix.net/~tcannon1/psychopathmovies.htm Retta Rod Hetzel wrote: Hi everyone: Pasted below my signature are two assignments that I use in my abnormal psychology classes. They are both pretty popular with students. For the movie assignment, this semester we have watched Girl Interrupted, As Good As It Gets, A Beautiful Mind, Clean and Sober, and I'm still trying to select one more. I wanted to show One Flew Over the Cuckoos Nest, but thought the language was a bit too much for my students. Does anyone have any ideas? I'm particularly looking for a movie that shows a personality disorder (but not a hack 'em up slasher movie with an antisocial personality). Someone told me that The Accidental Tourist with William Hurt is a good depiction of OCPD. Anyone see it? If anyone else has any other ideas, projects or assignments for this class, I would love to hear about them! Regards, Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Heath-Hardwick Hall 115 Phone:903-233-3312 Fax: 903-233-3476 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel Movie Reviews: You are required to watch five movies that depict some topic related to mental illness and write a review of the movie within the context of the course material. The purpose of this assignment is to help you gain a better understanding about how mental illness is portrayed to the general public through movies. Each review must be at least two pages long and written in 12 point font, double-spaced, with one inch margins on all sides. Do not include a title page; simply write your name and the title of the assignment at the top of the first page. Each movie review should include the following sections: (a) brief summary of the movie; (b) analysis of the movies portrayal of mental illness and mentally ill persons, (c) analysis of the overt and covert messages about mental illness that were conveyed by the movie to the public, and (d) personal insights and reflections you had during this assignment. Each movie review is worth 25 points, for a total of 125 points for the entire assignment. CASE SUMMARY OVERVIEW This assignment requires that you write a case summary on an individual who meets the criteria and characteristics of a particular disorder or behavior pattern. The purposes of this assignment are to provide you with a greater understanding of the symptoms, diagnosis, and treatment of a particular disorder as well as to familiarize you with the process of preparing a case summary. It is hoped that this assignment will help you to personalize the course material by recognizing that we are all regularly confronted with varying degrees of normality and abnormality in our daily lives. DIRECTIONS Based on the material covered in the text and in class, identify an individual in your life who may meet some, or all, of the criteria and characteristics of a particular disorder or behavior pattern. This may be a person with whom you presently have daily contact or someone that you havent seen or spoken to in many years. Although frequent and direct contact with this person will likely enrich your experience, it is not necessary for you to have direct contact with this person or to communicate with them about this assignment. If you choose to communicate with this person about this assignment, be sure to tell them that you are not conducting a psychological assessment, providing an official diagnosis, or making treatment recommendations. Rather, tell the person that the purpose of this assignment is to help you think critically and systematically about human behavior in the context of the course material. After you have identified a subject, prepare a detailed case summary. Please be sure to protect the anonymity of your case subject by not using his or her name or any identifying information in your summary. Your case summary should include the following sections: 1. Demographic Information: Include salient demographic information on case subject, such as age, gender, race or ethnicity, grade level or occupation, marital status, etc. 2. Symptoms: Include any symptoms, abnormal behavioral, and characterological manifestations (i.e., what they do and/or say that you think is abnormal or atypical). Be sure to use specific, objective descriptors of their behavior, and avoid qualifiers (i.e., subjective judgements and opinion statements, such as I think hes crazy, She acts weird, bizarre, strange, etc., Timmy is cute, but hes like the devils child, etc. 3. Diagnosis: Provide a multiaxial
Re: tests in popular magazines
Hi, Peter - I'm not sure whether you are asking for scholarly sources on unvalidated measures of personality, or actual articles with unvalidated measures of personality. If the former, I don't have any references to provide, but I may be able to help with the latter, as I have done a critical-thinking project on evaluating popular press personality tests in my personality theories course. If you are having trouble locating popular-press articles with personality tests, I suspect that the problem you are having is not with the search terms you are using but WHERE you are searching. I believe that PsycINFO searches scholarly sources and not general interest magazines. I asked one of our reference librarians to identify the database that would search popular press (and not scholarly) periodicals, and I found some really great ones in such classic US magazine sources as Cosmopolitan, Cosmo Girl, Mademoiselle, Men's Health, Teen Magazine, Autoweek, and Redbook. Good luck - Retta Peter Schmolck wrote: Hi, in my current research methods class one of the student groups is going to investigate the validity of a typical personality test from a popular magazine. I wonder if any of you had the same idea already? Also, I'm desperately searching for some literature on that genre. I could not locate _any_ reference yet. For instance, PsycINFO apparently does not provide a thesaurus descriptor like pseudo-test or psycho-test. Hasn't got horoscopes neither, but at least astrology as related to superstitions. Given the high impact of magazine tests and those lots of similar self-assessment tests on the internet on the general public's understanding of psychology and psychologists, isn't that remarkable? But, in part at least, my problems in locating relevant references with google and PsycINFO, might be due to a lack of foreign-language proficiency. Could you, native-English speakers, please help me with some useful search terms (and search phrases) that are often used in (colloquial) English for magazine tests? BTW, already in its early stages, this student project provides a good lesson in importance of explication and clarification of constructs. They selected a test that purports to assess Is success more important to you than harmony? Thanks for your help, Peter -- Peter Schmolck[EMAIL PROTECTED] Department of Education Phone : +49-89-6004-2056 University of the Federal Armed Forces Munich Fax : +49-89-6004-3040 85577 NEUBIBERG, GERMANY The QMethod Page: http://www.rz.unibw-muenchen.de/~p41bsmk/qmethod/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ Live long, and prosper! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
position announcement - clinical psychology
Western Kentucky University is seeking to fill a visiting faculty position in clinical psychology for 2002-2003. The person appointed will be eligible to apply for a tenure-track position in the following year. Below are the details; please share the information with interested persons: The Psychology Department at Western Kentucky University seeks a clinical psychologist to fill a one-year visiting assistant professor appointment with the option of applying for a tenure track position in 2002/3. The successful applicant must have an earned doctorate in clinical psychology from an APA-approved program and an APA-approved internship, and be eligible for licensure or temporary licensure in Kentucky. Duties include teaching undergraduate abnormal psychology and graduate cognitive assessment courses. Area of specialization is open; however, broad training is required. Submit letter of application, vita, three (3) letters of reference, official transcripts and any other supporting materials to: Dr. Steve Haggbloom, Department Head of Psychology, 1 Big Red Way, Bowling Green KY, 42101. For additional information about the department go to: DEPARTMENT OF PSYCHOLOGY (http://edtech.tph.wku.edu/~psych/). Western Kentucky University is an AA/EEO employer. Thanks - Retta -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ Live long, and prosper! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
more thoughts on quiet students
I want to "second the motion" re: the comments that Charlotte made about the possibility of a gender difference in comfort with an "adversarial" discussion in class. What may seem to some participants (maybe mostly men) as "fun" debate may make other participants (maybe mostly women) uncomfortable, as it seems to involve criticizing and putting others' ideas down. I don't want to put too much stock in the research by linguists such as Deborah Tannen without further empirical support, but I am open to the idea that there may be differences in women's and men's conversational styles that may be related to just the situation you (David) are describing. David, in responding to Charlotte's suggestion that gender differences may be involved, you stated that you thought the other women students were participating in about equal proportion to their representation in class. However, I would like to encourage you to actually collect data on this. Maybe you could arrange to videotape class, or maybe you could get someone else to observe and collect data about who speaks and for how long. It might be that there is more of a gender difference in participation than you think. Spender (1989) found that even though women in an unobtrusively-taped conversation participated less than the men, both women and men thought that the most two most talkative women (with 40% and 42% of the conversation) talked too much, but they did not say the same about the two men who talked the most (60% and 58%). One interpretation is that we may have expectations about what is the right amount for men and women to participate, and that expectation may be less for women than for men. So if women DO participate equally, they are perceived as dominating the conversation. Of course, this may not be the case in your class, but it might be interesting for you to check. Supporting Charlotte on another excellent point - please consider whether it really is a lack of critical thinking ability or an unwillingness to debate. It may be that if you can figure out another way to have class discussion WITHOUT a debate format, you might find that the student would participate more. Of course, it may be too late for this semester to make a change, as classroom norms for participation may have already been established, but it might be good to try a new format next time. In other words, might this be an instance of the fundamental attribution error? Maybe the "fault" is not in the student but in a different perception of the situation? Reference: Spender, D. (1989). The writing or the sex? Or, why you don't have to read women's writing to know it's no good. New York: Pergamon Press. Retta -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ "Live long, and prosper!" --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: distributing lecture notes
Charlotte Manly wrote: TIPSters, Do any of you distribute your lecture notes to students (in advance)? I am going to experiment with doing so for my graduate stats class. I will email them the notes to print out, so they'll also be able to add space for their own notes. At the end of the week I'll get feedback to find out if this approach introduces any major disadvantages. Two I can think of are that I might go too fast or that students might reduce all note-taking (and the accompanying thinking) because they think my notes are sufficient. Have you encountered other disadvantages I should watch out for? For what it's worth, my notes are in expanded outline form, so there's a lot of detail I don't write down (e.g. computational steps, details of a conceptual explanation). For the last couple of years I have tried a variation on this that I like and students report that they like. I give out lecture outlines, but I leave blanks in several places. I usually try to make the blanks be for terms, etc., that are really important to remember. Students then have to pay attention to find the word(s) that are missing from their outlines. It seems to me (no data, just my impression) that this has been a good change in classroom practice, because students are freed up from being stenographers and can pay more attention. I encourage them to write in on the printed outlines not only the missing words but also the examples I give, their own examples, elaborations, etc., and I think many of them do. I had wondered, the first semester I tried this, if it would result in reduced attendance, but it does not seem to have had that effect. Retta -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ Live long, and prosper! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
personality case studies
TIPS-Colleagues - I am looking for one or more personality case studies on the web. I would like to direct my students in a personality theories course to read an online case history of a normal person and write about that person from the perspective of various personality theorists. I did a google search and only turned up case studies of folks with disorders (personality disorders, etc.), so I guess I haven't used the correct search terms. Any suggestions? Thanks - Retta -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ Live long, and prosper! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
concept mapping
I am interested in learning how to use concept mapping as a teaching tool, specifically in teaching theories of personality. Have any of you used concept mapping with your students? If so, what advice can you offer? How does one teach students the technique? I would be grateful for suggestions, web sites, etc. Thanks - Retta Poe -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ Live long, and prosper! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Seeking information about Masters Programs
If there are any data to support the statement of conventional wisdom that Beth mentions, I would like to see them. On the other hand, we have anecdotal data from our MA - Clinical program that support the idea of getting an MA in Clinical as preparation for the doctoral program. Obviously, the best approach is to get into an MA-PhD program, but not everyone has the credentials for that. If a student who would eventually like to be admitted to a doctoral program in clinical, our experience at Western Kentucky University is that our graduates are very successful in getting admitted. Last year, for example, three of them applied to doctoral programs, and all of them were accepted. Our overall record for the past ten years or so shows that almost all of those who have applied have been admitted; over half of our MA graduates eventually go into doctoral programs, though some of them work for a few years first. And that's another argument in favor of getting the MA in Clinical rather than the MA in experimental: if one is going to want to be employed after completion of the MA, and if one is interested in clinical, wouldn't it be better to be able to work in a clinical position? A few years ago a student who got her BA with us was convinced by her advisor, who was in experimental, that she should get her MA in experimental (and work in his lab) before applying to a doctoral program in clinical. She did this, and she did get into a clinical doctoral program after completing the MA in experimental. However, one of the clinical faculty members here heard from her that she regretted not getting the MA in clinical, because she would have been able to complete the doctoral program in about a year less. Her doctoral program would have given her credit for all the assessment and therapy courses she would have taken in completing the MA in clinical. We also offer an MA in I/O, and our graduates are in high demand. Most of them go out making as much or more than the junior faculty ($50 K and up to start - fresh out of the MA program!). I don't believe that many of them apply to doctoral programs - the money at the MA level is probably too good for them to be tempted. After all, why should they want to get a doctorate - so they can be faculty members and take a big pay cut? Those who would like more information about our graduate programs can check here: http://edtech.tph.wku.edu/~psych/ Retta Beth Bennett wrote: Tipsters, This year I seem to have a bumper crop of advisees interested in Ph.D. programs. However, for a variety of reasons, several of them are interested in applying to a Masters Program as a first step to strengthen their credentials before applying to Ph.D. programs. A couple of them are interested in I/O psychology in the long run and the other is interested in Clinical. I don't know anything about Masters Programs except that the conventional wisdom in my department seems to be that a general Masters in Experimental Psychology is the best type of program for this purpose. I am hoping that there are some Tipsters out there who can tell me whether the conventional wisdom is sound and suggest some programs that have reasonable track records at sending talented students on to Ph.D. programs. Thank you, Beth Beth Bennett Psychology Department Washington and Jefferson College --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ Live long, and prosper! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: online readership survey
Hi, Cheryl - Thanks for calling my attention to the mistake. We can't believe we overlooked this! Five people have looked at this a gazillion times over the past five months, and nobody caught that! Anyway, it's fixed now. Thanks - Retta "Cheryl A. Rickabaugh" wrote: Hi, Retta.I started filling out the questionnaire for college/university faculty, but there doesn't seem to be an option for universities w/enrollments between 1000 and 5000. Is it just me?Take care,Cheryl R. --- Cheryl A. Rickabaugh, Ph.D. Department of Psychology University of Redlands Redlands, CA 92373-0999 (909) 793-2121, ext. 3866 (voice) (909) 335-5305 (fax) http://newton.uor.edu/FacultyFolder/Rickabaugh/Rickabaugh.html -Original Message----- From: Retta Poe [mailto:[EMAIL PROTECTED]] Sent: Monday, October 08, 2001 11:14 AM To: Teaching in the Psychological Sciences Cc: John Bruni Subject: online readership survey If you do not read the journal, Teaching of Psychology, feel free to delete this message now. To those who either regularly or occasionally read Teaching of Psychology (ToP): I would like to ask you to participate in an online survey of the readership of ToP. Over the past few months my colleague, John Bruni, and I have developed an online survey to determine readers' professional backgrounds, teaching interests, and opinions about the journal, and we have consulted Randy Smith, ToP editor, and Wayne Weiten, Publications Chair of the Society for the Teaching of Psychology, for their input into the survey. All readers of ToP - whether subscribers or not, whether STP members or not, whether high school teachers, graduate students, or college/university faculty members - are urged to complete the survey. The survey is brief and should take you only about 10 minutes to complete. Please click on this link: http://edtech.tph.wku.edu/~jbruni/read.htm Thanks for taking time to participate! Retta -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ "Live long, and prosper!" --- 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] -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ "Live long, and prosper!" --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
online readership survey
If you do not read the journal, Teaching of Psychology, feel free to delete this message now. To those who either regularly or occasionally read Teaching of Psychology (ToP): I would like to ask you to participate in an online survey of the readership of ToP. Over the past few months my colleague, John Bruni, and I have developed an online survey to determine readers' professional backgrounds, teaching interests, and opinions about the journal, and we have consulted Randy Smith, ToP editor, and Wayne Weiten, Publications Chair of the Society for the Teaching of Psychology, for their input into the survey. All readers of ToP - whether subscribers or not, whether STP members or not, whether high school teachers, graduate students, or college/university faculty members - are urged to complete the survey. The survey is brief and should take you only about 10 minutes to complete. Please click on this link: http://edtech.tph.wku.edu/~jbruni/read.htm Thanks for taking time to participate! Retta -- Retta E. Poe, Ph.D. Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4409 FAX: (270) 745-6934 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ "Live long, and prosper!" --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
