Re: distributing lecture notes
Hi all, I do also not give lecture notes before_hand. My areas, Psychophysiology Neuropsychology, do need the students to go back to past years for some revision of basic physiological material. I have found that giving them notes before_hand may allow some students to skip good material as well as the possibility of developing their capacity for linking information which I find most useful and important in psychology. As far as stats is concerned, I used always to relate the maths of stats with examples. This way they did not have the possibility of looking at stats as maths but as a tool in psychology. It is more work for the teacher but it seems that it works, at least it did for me. Jorge. --- Dr. Jorge Alvoeiro, (PhD, Hull, UK) (C.Psychol., BPS, UK) 2000-119 Santarem Portugal http://www.ip.pt/~ip276239/jorge_alvoeiro.html --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: tips digest: February 26, 2002
Teaching in the Psychological Sciences digest wrote: Relatedly, any suggestions about how to handle the swastica doodled in the cement in a neighbor's yard? I'm planning to say that i find it offensive to walk by, but what to say after that? I'm tempted to just refuse to go over there - I don't enjoy being confronted by it. If your neighbour is Hindu the swastika symbol is a sign of good luck and is often painted on doors etc. As I understand it the good luck symbol has arms going the other way to the nazi swastika, but they are often found in symmetrical pairs so I'm not sure of that. Doubltess more knowing folks will fill in any gaps. David -- David L Gent South Birmingham College Cole Bank Road Hall Green Birmingham B28 8ES UK Telephone: +44 (0)121 694 5030 Facsimile: +44 (0)121 694 5007 Electronic Mail: [EMAIL PROTECTED] [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: classroom noise reduction
Perhaps you are thinking of the following study: Greene, B. F., Bailey, J. S., Barber, F. (1981). An analysis and reduction of disruptive behavior on school buses. Journal of Applied Behavior Analysis, 14, 177-192. The author rode on school buses armed with a sound-level meter, a visual feedback system (a light panel), and a boom box. When the noise level on the bus was maintained below a criterion level (and there were no other, non-noisy disruptions such as roughhousing and out-of-seat activity), the students could listen to music on the boom box. Claudia At 03:48 PM 2/26/2002 -0600, you wrote: Hi On Tue, 26 Feb 2002 [EMAIL PROTECTED] wrote: are there any experimental noise reduction instruments or techniques that have been utilized to reduce classroom noise?I visited a 9th grade classroom and the noise was intolerable. I am toying with the idea of inventing a noise meter that would record the level of noise and emit a skunk type of odor when the noise level reached a certain level. Is there a similar type of contingecy management system around? I would have thought that psychology teachers would know that reinforcement works better than punishment. Anyway, I recall reading and lecturing on a study many years ago now in which a classroom (perhaps some kind of lab??) was wired so that when noise levels were below a certain level music played. The contingency worked as demonstrated by ABAB design. Best wishes Jim Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED] Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751 Web:http://www.uwf.edu/psych/stanny.html --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: classroom noise reduction
On Tue, 26 Feb 2002, jim clark wrote: I would have thought that psychology teachers would know that reinforcement works better than punishment. Anyway, I recall reading and lecturing on a study many years ago now in which a classroom (perhaps some kind of lab??) was wired so that when noise levels were below a certain level music played. The contingency worked as demonstrated by ABAB design. Best wishes Jim Jim: Do you call subjecting students to ABBA music reinforcement? Don't you think that students might make _more_ noise in order to avoid the negative stimulus of that 1970's Swedish pop music? Excuse me? That's an ABAB design, not ABBA? Oh... never mind! -Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: distributing lecture notes
Two quick thoughts: 1. we shouldn't assume that students are passive when they are not furiously writing notes in class. The opposite might well be the case. Students have no time to think if they are just writing down notes as we lecture. 2. providing notes does not preclude active instruction. In fact, for some faculty, knowing that students have the notes might make them more inclined to go out on a limb and do activities rather than just give information. At 04:42 PM 02/26/2002 -0600, you wrote: Hi everyone: I struggle with this issue. It seems that when I give out my notes before the lecture, then students are more passive in class, don't take their own notes, etc. I did this last semester and was concerned about the almost total lack of note taking in these classes. This semester I don't distribute my notes, but either distribute a general outline or put one up on the overhead. Still, however, very few of my students actually take notes in class. Does anyone else notice that their students are not taking notes? How big of a problem is this? I wondered if part of the problem with lecture notes versus no lecture notes is that we are spending too much time lecturing. I don't know about the rest of you, but this semester I'm trying to lecture less and get the student more actively involved through group assignments and activities during class time. For instance, this morning in my health psychology class the topic was cardiovascular disease. Instead of lecturing about the risk factors and the methods for modifying the risk factors, I had the students divide into smaller groups and assigned them the project of developing a community-based cardiovascular health promotion program for African-American women. Part of their assignment involved identifying the salient risk factors and creatively (but using the research cited in their text as a foundation) developing methods for modifying the risk factors in the program they're developing. I circulated between the groups throughout the class period and helped them to think through their decisions, connected their current material with concepts from other chapters, etc. They spent the entire class session developing these programs. For a homework assignment I gave them a copy of an article published in a peer-reviewed journal that described a randomized clinical trial investigating the efficacy of a community-based cardiovascular health promotion program for African American women (the same kind of program they were charged with developing). During our next class session, they're going to present the programs that they developed today and we're going to compare their studies with the program described in the outcome study. My role will be to facilitate the discussion on these topics, but I'm hoping that their active involvement today will help them be more active (and understand more) during our next discussion. I really love getting my students more actively involved in the learning, and I think that I'm a better teacher when I do that as opposed to lecturing. What this has to do with distributing lecture notes, I have no idea! :) __ Roderick D. Hetzel, Ph.D. Assistant Professor of Psychology LeTourneau University President-Elect, Division 51 American Psychological Association 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: 903-233-3246 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: FRANTZ, SUE [mailto:[EMAIL PROTECTED]] Sent: Tuesday, February 26, 2002 2:15 PM To: Teaching in the Psychological Sciences Subject: RE: distributing lecture notes Yes, I make my lecture outlines available on my website for those who are interested in printing them out. I've found that several students bring them to class to take notes on. It hasn't sped up my lecture as far as I can tell, because I still take the time to write my outline on the board as I go along. I just get fewer people struggling to make sense of my handwriting. =) I also like to think that students spend ~more~ time mulling over the concept when they are not worrying about how to spell it. Students also use the outlines to guide their reading; they pay more attention to the concepts I'm going to cover in class. In some ways that's nice (they've at least ~read~ the sections I'm going to cover). However, I emphasize that the text is their first source of information; I bill myself as an assistant to the text -- adding and clarifying information. The students' focus on my outline puts me back in front with the text assisting me. That's not enough for me to scrap the availability of my outlines though. With the outlines, I include links to websites that provide more information on the topic. I don't have as many links
Re: distributing lecture notes
Another thought... Stephen, I'll plead a source monitoring problem... Maybe it's not necessary to clarify but I think that attendance should be an important motivator. I know that I have students who do not come to class because they can get the notes (and some of them probably are the better students). In fact, I don't believe that students who are very capable need to hear me lecture or even participate in discussion, etc. At the same time, I believe that students should be given incentive to come to class. Through attendance we have a greater opportunity to discuss the content and use it in activities, etc. Students also have a better opportunity to establish networks for studying, etc. I think that promoting attendance opens the door to these opportunities. (It's also increases the opportunity for them to get to know me. This is particularly valuable for students who plan to stay in psychology and complete an undergrad thesis. Building relationships with potential supervisors is an important step to a successful honours year.) I also frequently prepare content shortly before any particular class but the general issues do not change. In class, I expand on the outlines I've provided in any case whether through lectures, videos, demos, activities or discussions. I should concede though that for each chapter I teach, I cover issues that are not addressed in the text at all (relevant to general concepts that are outlined in the text). Students who copy my chapter slides know that all of the content on the slides is not necessarily directly addressed in their course text. Shannon I did say that I considered limiting the information on my slides in order to encourage attendance but finally decided against it. I felt that doing that didn't really have educational justification and that boosting attendance shouldn't be an end in itself. If some students find the slides alone are sufficient for their needs and as a result skip class, I'm willing to let them make that decision. So my slides have become increasingly detailed, and I hold nothing back. As a result, I'm sure some do decide they no longer need to attend class. However, where I draw the line is in making them available _before_ class, as most contributors to this thread seem to do. I don't because i) I revise them up until about two minutes before class, so they're not ready beforehand; ii) it spoils any novelty, surprise, or attempt to get students to think about each point before revealing the next; and iii) it bugs me when students follow along with the written version. So I only make each set available after each class. But it does prevent students from annotating the notes in real time, which would be helpful. And students do ask me to make them available beforehand. I decline. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology 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] Shannon Gadbois, M.Ed., Ph.D. Brandon University [EMAIL PROTECTED] Phone: (204)727-7306 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: distributing lecture notes
I am finding that more students (even upper level students) seem not to be taking notes, have trouble knowing how to take notes, or review notes in a superficial fashion. We have sessions to help first year students learn how to study and take notes. Effective note-taking does involve active listening and thinking as well as composition. While it is often maligned, good note-taking can help with later studying by providing an individual sense of organization to the material and offers the possibility of individually-relevant elaboration and thought about the material/ideas presented. This assumes, that the notes are examined later and thought about. Students may, unfortunately, be reinforced for simply and passively copying material that offers little more than a laundry list of ideas or, at best, someone else's (the instructor's) sense of organization which the student seldom deconstructs or decompresses with any insight. I have noticed that students appear to be conditioned to automatically copy the outline notes I put on a transparency, and they seem to do this mindlessly. I am tempted now and then to put some nonsense in the outline and then ask them about the material and engage them in an effort to make sense of the material on the outline. I often put things like ask the class about this OR class ask me about this and on the next test on the transparency. The students copy it down, but seldom ask or inquire, h. During reviews for the exams I may mention it and they suddenly discover it. This Let's me know what they do with their notes in the meantime (some seem to not look at their notes until the day before the exam surprise surprise). I think outlines or class notes or other such things presented can contain useful tips, reminders, and hints that some students will ask about and then class discussion can be developed around these items. Giving them my notes however (like study guides before exams), may not by itself offer anything more than a security blanket. They need to actively think/study about the class material sometime. Cheers, Gary Peterson Shannon Gadbois wrote: Two quick thoughts: 1. we shouldn't assume that students are passive when they are not furiously writing notes in class. The opposite might well be the case. Students have no time to think if they are just writing down notes as we lecture. 2. providing notes does not preclude active instruction. In fact, for some faculty, knowing that students have the notes might make them more inclined to go out on a limb and do activities rather than just give information. At 04:42 PM 02/26/2002 -0600, you wrote: Hi everyone: I struggle with this issue. It seems that when I give out my notes before the lecture, then students are more passive in class, don't take their own notes, etc. I did this last semester and was concerned about the almost total lack of note taking in these classes. This semester I don't distribute my notes, but either distribute a general outline or put one up on the overhead. Still, however, very few of my students actually take notes in class. Does anyone else notice that their students are not taking notes? How big of a problem is this? I wondered if part of the problem with lecture notes versus no lecture notes is that we are spending too much time lecturing. I don't know about the rest of you, but this semester I'm trying to lecture less and get the student more actively involved through group assignments and activities during class time. For instance, this morning in my health psychology class the topic was cardiovascular disease. Instead of lecturing about the risk factors and the methods for modifying the risk factors, I had the students divide into smaller groups and assigned them the project of developing a community-based cardiovascular health promotion program for African-American women. Part of their assignment involved identifying the salient risk factors and creatively (but using the research cited in their text as a foundation) developing methods for modifying the risk factors in the program they're developing. I circulated between the groups throughout the class period and helped them to think through their decisions, connected their current material with concepts from other chapters, etc. They spent the entire class session developing these programs. For a homework assignment I gave them a copy of an article published in a peer-reviewed journal that described a randomized clinical trial investigating the efficacy of a community-based cardiovascular health promotion program for African American women (the same kind of program they were charged with developing). During our next class session, they're going to present the programs that they developed today and we're going to compare their studies with the program described in the outcome study. My role will be to facilitate the discussion on these topics,
Re: classroom noise reduction
Hi On Wed, 27 Feb 2002, Maxwell Gwynn wrote: Do you call subjecting students to ABBA music reinforcement? Don't you think that students might make _more_ noise in order to avoid the negative stimulus of that 1970's Swedish pop music? Excuse me? That's an ABAB design, not ABBA? Hey, I think there was an ABBA special on recently! Thanks to Max for pointing out my confusion between the ABAB design (a la behavior analysts) and ABBA counter-balancing (a la experimentalists). Best wishes Jim James M. Clark (204) 786-9757 Department of Psychology(204) 774-4134 Fax University of Winnipeg 4L05D Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: distributing lecture notes
We too have a mandatory first year course to help students adjust to college. I'm actually on the committee that is revising the curriculum, and a number of faculty have given me feedback that it is a waste of time teaching students how to take notes. There general argument is that it's a skill that is becoming obsolete. Of course there is also the broader concern that freshman year experience courses are a waste of time and should not be part of an academic curriculum. I disagree with that statement, but some of my engineering and science colleagues disagree. I guess one of my biggest concerns in the classroom is how to help my students become active learners. My concern with distributing lecture notes is that some students may feel that they don't really need to actively read the text, take their own study notes, attend class, etc. Maybe someone who is a better lecturer than me wouldn't have that problem. I think I'm a more effective teacher when I faciliate discussions and Socratically encourage students to think about the material. What has been successful for me this semester is assigning discussion questions for each class. This means the students are more likely to read the material before class and come to class with a basic grasp of the material. I look for common themes in the discussion questions and structure class discussions around those themes. I'm still playing around with these ideas, but I'm considering assigning directed reading assignments for each chapter which would include questions about the general themes discussed in the chapter, but also would include a question asking what they considered to be the most important topics in the chapter, what they felt they best understood from the chapter, and what they felt they least understood from the chapter. I've also been thinking about using concepts maps more frequently in class and perhaps assigning them for homework. Any one have any experience with this? __ Roderick D. Hetzel, Ph.D. Assistant Professor of Psychology LeTourneau University President-Elect, Division 51 American Psychological Association 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: 903-233-3246 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Gerald Peterson [mailto:[EMAIL PROTECTED]] Sent: Wednesday, February 27, 2002 11:22 AM To: Teaching in the Psychological Sciences Subject: Re: distributing lecture notes I am finding that more students (even upper level students) seem not to be taking notes, have trouble knowing how to take notes, or review notes in a superficial fashion. We have sessions to help first year students learn how to study and take notes. Effective note-taking does involve active listening and thinking as well as composition. While it is often maligned, good note-taking can help with later studying by providing an individual sense of organization to the material and offers the possibility of individually-relevant elaboration and thought about the material/ideas presented. This assumes, that the notes are examined later and thought about. Students may, unfortunately, be reinforced for simply and passively copying material that offers little more than a laundry list of ideas or, at best, someone else's (the instructor's) sense of organization which the student seldom deconstructs or decompresses with any insight. I have noticed that students appear to be conditioned to automatically copy the outline notes I put on a transparency, and they seem to do this mindlessly. I am tempted now and then to put some nonsense in the outline and then ask them about the material and engage them in an effort to make sense of the material on the outline. I often put things like ask the class about this OR class ask me about this and on the next test on the transparency. The students copy it down, but seldom ask or inquire, h. During reviews for the exams I may mention it and they suddenly discover it. This Let's me know what they do with their notes in the meantime (some seem to not look at their notes until the day before the exam surprise surprise). I think outlines or class notes or other such things presented can contain useful tips, reminders, and hints that some students will ask about and then class discussion can be developed around these items. Giving them my notes however (like study guides before exams), may not by itself offer anything more than a security blanket. They need to actively think/study about the class material sometime. Cheers, Gary Peterson Shannon Gadbois wrote: Two quick thoughts: 1. we shouldn't assume that students are passive when they are not furiously writing notes in class. The opposite might well be the case. Students have no
Re: distributing lecture notes
Rod Hetzel wrote: What has been successful for me this semester is assigning discussion questions for each class. This means the students are more likely to read the material before class and come to class with a basic grasp of the material... Like some others, I choose not to provide notes because I want the students to be engaged in making their own record of the class session. One technique that seems to work in discussion classes is to provide a set of discussion questions on my web site. Students must do the reading and prepare typed responses to these questions. In class, they can refer to them for discussion purposes and even add to them as new points are raised. At the end of class, they must turn them in. I scan them for completeness and check them as done in my gradebook (no actual grading involved). They are returned the next meeting The result is that students come prepared for class. They cannot cheat by trying to prepare these notes during class because the notes must be typed in advance. I have had success using this technique in our senior seminar (history of psyc). --Dave ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Re: distributing lecture notes
Stephen Black wrote: In reference to NOT making copies of notes avaialbe before class: But it does prevent students from annotating the notes in real time, which would be helpful. And students do ask me to make them available beforehand. I decline. One strategy I have employed is to number my slides sequentially and then encourage students to make any notations on their own paper and indicate the slide number. That way once I provide copies of the slides, they can reference thier own notes and know exactly which slide the comments relate to. Jennifer -- Doctoral Student/Evaluation Consultant University of Pittsburgh 741 LRDC __ Your favorite stores, helpful shopping tools and great gift ideas. Experience the convenience of buying online with Shop@Netscape! http://shopnow.netscape.com/ Get your own FREE, personal Netscape Mail account today at http://webmail.netscape.com/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: distributing lecture notes
I agree with all of these points. Part of understanding the pros and cons of providing notes is to understand how they are used. That is, do we provide them and then lecture from them or do we do other things. Part of my approach is to begin each semester and use each midterm evaluation to discuss with students the way in which I organize my courses. I include objectives for the course and for each chapter that are intended to focus their text reading. These same objectives determine the way in which I cover any particular content are within the course or a chapter. I also discuss with them what the different resources can potential do for them. I recognize that these structural components are beneficial to me. The issue for me is how I can make them valuable to students. I also recognize that reading comprehension literature address, in part, the fact that deeper learning approaches can be evoked by not always presenting content in a simple and orderly fashion. Sometimes a disorganized approach works best. My concern is that with the students that I encounter too much disorganization leads to confusionThere's no doubt in my mind that at some level providing students with notes is an offer of security. I think that there has to be a measure of security in order to promote sufficient confidence to take risks. At 12:22 PM 02/27/2002 -0500, you wrote: I am finding that more students (even upper level students) seem not to be taking notes, have trouble knowing how to take notes, or review notes in a superficial fashion. We have sessions to help first year students learn how to study and take notes. Effective note-taking does involve active listening and thinking as well as composition. While it is often maligned, good note-taking can help with later studying by providing an individual sense of organization to the material and offers the possibility of individually-relevant elaboration and thought about the material/ideas presented. This assumes, that the notes are examined later and thought about. Students may, unfortunately, be reinforced for simply and passively copying material that offers little more than a laundry list of ideas or, at best, someone else's (the instructor's) sense of organization which the student seldom deconstructs or decompresses with any insight. I have noticed that students appear to be conditioned to automatically copy the outline notes I put on a transparency, and they seem to do this mindlessly. I am tempted now and then to put some nonsense in the outline and then ask them about the material and engage them in an effort to make sense of the material on the outline. I often put things like ask the class about this OR class ask me about this and on the next test on the transparency. The students copy it down, but seldom ask or inquire, h. During reviews for the exams I may mention it and they suddenly discover it. This Let's me know what they do with their notes in the meantime (some seem to not look at their notes until the day before the exam surprise surprise). I think outlines or class notes or other such things presented can contain useful tips, reminders, and hints that some students will ask about and then class discussion can be developed around these items. Giving them my notes however (like study guides before exams), may not by itself offer anything more than a security blanket. They need to actively think/study about the class material sometime. Cheers, Gary Peterson Shannon Gadbois wrote: Two quick thoughts: 1. we shouldn't assume that students are passive when they are not furiously writing notes in class. The opposite might well be the case. Students have no time to think if they are just writing down notes as we lecture. 2. providing notes does not preclude active instruction. In fact, for some faculty, knowing that students have the notes might make them more inclined to go out on a limb and do activities rather than just give information. At 04:42 PM 02/26/2002 -0600, you wrote: Hi everyone: I struggle with this issue. It seems that when I give out my notes before the lecture, then students are more passive in class, don't take their own notes, etc. I did this last semester and was concerned about the almost total lack of note taking in these classes. This semester I don't distribute my notes, but either distribute a general outline or put one up on the overhead. Still, however, very few of my students actually take notes in class. Does anyone else notice that their students are not taking notes? How big of a problem is this? I wondered if part of the problem with lecture notes versus no lecture notes is that we are spending too much time lecturing. I don't know about the rest of you, but this semester I'm trying to lecture less and get the student more actively involved through group assignments and activities during class time. For instance, this morning in my health
RE: distributing lecture notes
When I first began using powerpoint I also put too much information on the slides and students would spend too much time writing every word that was presented. Over the years I've established the right balance that allows the students time to listen to all the words of wisdom that are not on the slides. The best way to get the students to pay attention to what I am saying was to eliminate the need to copy what was written on the slides. Going back to writing the material on the black board would probably help but my handwriting is so bad it would create a different set of problems. Regarding student annotations: I use power point and encourage my students to print them out as handouts, 3 slides per page. They then get the slides on one side of the page and a lined area for notes on the other. I have demonstrations that I don't make available to students so that the effect isn't lost by pre-exposure. At the start of each semester I create two sets of overheads, one for me and one for the students. That doesn't mean that I can't bring something new into the class Gary J. Klatsky, Ph.D. Department of Psychology[EMAIL PROTECTED] Oswego State University of NY http://www.oswego.edu/~klatsky Oswego, NY 13126Voice: (315) 312 3474 -Original Message- From: Stephen Black [mailto:[EMAIL PROTECTED]] Sent: Tuesday, February 26, 2002 8:50 PM To: Teaching in the Psychological Sciences Subject:Re: distributing lecture notes I was going to stay out of this, but there's nothing like having your name pop up to make you pay attention... On Tue, 26 Feb 2002, Shannon Gadbois wrote: I came up with a compromise. I changed my slides to only include the key points of any of the content I was discussing (thanks for the advice Stephen Black). I appreciate the thanks, but that's not quite my view. I did say that I considered limiting the information on my slides in order to encourage attendance but finally decided against it. I felt that doing that didn't really have educational justification and that boosting attendance shouldn't be an end in itself. If some students find the slides alone are sufficient for their needs and as a result skip class, I'm willing to let them make that decision. So my slides have become increasingly detailed, and I hold nothing back. As a result, I'm sure some do decide they no longer need to attend class. However, where I draw the line is in making them available _before_ class, as most contributors to this thread seem to do. I don't because i) I revise them up until about two minutes before class, so they're not ready beforehand; ii) it spoils any novelty, surprise, or attempt to get students to think about each point before revealing the next; and iii) it bugs me when students follow along with the written version. So I only make each set available after each class. But it does prevent students from annotating the notes in real time, which would be helpful. And students do ask me to make them available beforehand. I decline. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology 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] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
videos re: slavery, holocaust, gays
Thanks to all for the empathy and wonderful suggestions. Tips really is a lifeline I'd forgotten about the community section of Teaching Tolerance, and will definitely check that out. I see that I've neglected to provide the context - this is actually not occuring on a campus where I can instititue programs, show films, etc. It's neighbors, acquantances, inlaws, etc. (moving isn't a realistic option right now) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Preventing Nuclear War
Title: Preventing Nuclear War In his social psychology text, Dave Myers eliminated the following from the last couple of editions in the chapter on Aggression. I always loved it and now that it's not in the text, I read it aloud to my classes. Thought some of you might also find it of interest to share with your classes. The reading is inevitably followed by a shocked silence. Hope Dave doesn't mind... Beth Benoit University System of New Hampshire Preventing Nuclear War International Law professor Roger Fisher proposed a way to personalize the victims of war: It so happens that a young man, usually a navy officer, accompanies the President wherever he goes. This young man has a black attaché case which contains the codes that are needed to fire nuclear weapons. I can see the President at a staff meeting considering nuclear war as an abstract question. He might conclude, ³On SIOP Plan One, the decision is affirmative. Communicate the Alpha line XYZ.² Such jargon keeps what is involved at a distance. My suggestion then, is quite simple. Put that needed code number in a little capsule and implant that capsule right next to the heart of a volunteer. The volunteer will carry with him a big, heavy butcher knife as he accompanies the President. if ever the President wants to fire nuclear weapons, the only way he can do so is by first, with his own hands, killing one human being. ³George,² the President would say, ³I¹m sorry, but tens of millions must die.² The President then would have to look at someone and realize what death is - what an innocent death is. Blood on the White House carpet: it¹s reality brought home. When I suggested this to friends in the Pentagon, they said, ³My God, that¹s terrible. Having to kill someone would distort the President¹s judgment. He might never push the button.² Adapted from ³Preventing Nuclear War² by Roger Fisher, Bulletin of the Atomic Scientists, March, 1981, pp. 11-17. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: religious coping
Subject: Re: religious coping From: Robert Grossman [EMAIL PROTECTED] Why would a therapist try to change a client's worldview? That would be unethical. I don't think that's what you mean -- I would imagine you mean why wouldn't we suggest a different worldview? The most painful case I had in this regard was a man who had strong Catholic religious beliefs-who believed deeply that homosexual urges and behavior were sinful and yet who experienced uncontrollable homosexual desires. His choices were to drink himself into sever alcoholism or kill himself if he didn't alter his worldview. Do you try to alter the world view or watch him die slowly or more quickly-perhaps taking someone else with him? Robert, Wow. That's quite a case. Well, you can try to alter his worldview, but it depends on where you work. In a Catholic counseling service, that approach would be prohibited. In a non-religious setting the therapist would certainly be in a better position to offer a different worldview interpretation. On the other hand, no therapist or religious counselor ought to watch a client die slowly. Surely even in a restrictive setting (i.e., Catholic) such as the one above there would be a third or fourth or more options. How did YOU handle this particular client? Jim Guinee, Ph.D. Director of Training Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) He who passively accepts evil is as much involved in it as he who helps to perpetrate it -Martin Luther King, Jr. ** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
set tips
Maybe it shouldn't be. Too frequently, suicides and murder/suicides are for the purpose of releasing someone from the devil or taking them to a better place. Would these tragedies occur if the victims/perpetrators had not been indoctrinated with fairy tales? COMMAND: SET TIPS RELIGIOUS TOLERANCE RUN RUN RUN CRASH! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: set tips
Jim Guinee humorously said: COMMAND: SET TIPS RELIGIOUS TOLERANCE RUN RUN RUN CRASH! This is too harsh an indictment of the anti-religious folks on the list. They are certainly _tolerant_ of religious belief, in the sense that they don't think religious folks should be coerced or punished. Ridiculed perhaps, but not coerced or punished. They do use colorful and at times extreme language in expressing their opinions about the moral and intellectual bankruptcy of religious belief, tradition, and practice. But they do tolerate it. Different folks will take different lessons from the regular religious wars that break out on TIPs. A lesson I would encourage folks _not_ to take is committing the fundamental attribution error about the people who hold various opinions. I personally have both been offended by and appreciated the extreme language of our self-styled skeptics. It has made me think, and made me be more clear to myself about what I think. I suspect other folks are looking for a religion filter for their TIPs list so they don't have to listen to yet another epistemology or scripture lesson. -Chuck -- - Chuck Huff [EMAIL PROTECTED] - Professor and Chair 507.646.3169 Fax: 646.3774 - Department of Psychology http://www.stolaf.edu/people/huff/ - St. Olaf College Northfield, MN 55057-1098 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: religious coping
The most painful case I had in this regard was a man who had strong Catholic religious beliefs-who believed deeply that homosexual urges and behavior were sinful and yet who experienced uncontrollable homosexual desires. His choices were to drink himself into sever alcoholism or kill himself if he didn't alter his worldview. Do you try to alter the world view or watch him die slowly or more quickly-perhaps taking someone else with him? I don't think it is appropriate or ethical to try to alter the worldview of the client. See Principle D of the APA Ethics Code. To me, that would imply that you know what is best for the client and you are try to impose your worldview on him. In the above case, after you dealt with any immediate crises and risks to his life or the life of others, you would help the client explore and deepen/refine/change his worldview, help him gain greater awareness and ownership of his choices in life, and help him through the process of making changes in his life. Maybe through the process of assimilation or accomodation he deepens or matures his worldview. Maybe he reaches the conclusion that parts of his worldview no longer fit him and he refines parts of his worldview. Maybe he makes the decision that his underlying worldview no longer fits him anymore and he replaces it altogether with another worldview. I've had gay male clients that have abandoned their Christian faith and I've had gay male clients whose Christian faith has been strengthened. I have my own personal beliefs about the truthfulness of a Christian worldview, but it is not my role to force that on clients who decide not to embrace a similar worldview. My role is to model love and grace to my clients and offer them an opportunity for redemption and transformation. I believe that is consistent with my ethical obligation as a psychologist. I also believe it is consistent with my role as a Christian not to force others or make others accept my beliefs (although the Christian church historically has been guilty of this). Granted, the therapy process is much more complex than what I've presented above, but I wanted to offer some response. I'm not quite sure how this topic came up, but I think it was related to the usefulness or practicality of conducting research on the psychology of religion. Actually, it is not uncommon for people to present these kinds of scenarios to me when they find out that I'm a Christian and a psychologist. These hypothetical (or real) case scenarios that are presented to me usually involve a client who is gay and usually involve two equally distasteful responses from which I'm asked to choose, such as alter his worldview or watch him die. Kind of a lose-lose proposition from the very beginning. The reality of the situation is that the therapeutic relationship, like all relationships, is quite complex, and therapists should treat all people with the fundamental dignity, respect, and honor that they deserve. I do have a serious question, though. Why doesn't anyone ever present a hypothetical situation where the psychologist is a passionate atheist (or secular humanist) who holds disdain or pity for his overly religious client, pathologizes him for his commitment to his faith, and tries to get him to give up his nutty religious beliefs and accept a more secular worldview. I guess that situation just never occurs in real life... I also wonder why we don't hear too many cases about how we need to get our orthodox Jewish clients to give up their silly and outdated religious convictions, or our Native American clients to stop worshipping animals and wearing such garish religious symbols, or our clients who have adapted the latest Deepak-Chopra New Age mumbo-jumbo to give up the incense burning and crystal wearing, or our Hindu clients to just eat a stinking hamburger for crying out loud! Does this sound offensive and insensitive? Relax, I'm just trying to make a point and don't personally believe any of this. But that is how it makes Christians feel when their faith is compared to believing in fairy tales or when they are dehumanized and treated as stereotypes. Okay, if you made it this far, thanks for letting me vent. I promise that no offense is meant, it's just been a long day. Besides, if I can vent in this post, then I don't have to kick the dog when I get home... Rod p.s. The dog comment was a joke, too. I love my little girls! __ Roderick D. Hetzel, Ph.D. Assistant Professor of Psychology LeTourneau University President-Elect, Division 51 American Psychological Association 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: 903-233-3246 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- Incoming mail is certified
racism 101
Hey folks, On a recent exam, the students were asked to discuss how much homogamy (sameness) they see in their romantic relationships, and list the one homogamy factor that was most important in whom they date. One student wrote race, saying that while she wasn't a racist, she simply did not like black people. Can a student -- or any individual for that matter -- argue being a non-racist while simultaneously offering an apparent disdain for another race of people (obviously knowing WHY she doesn't like them would be helpful here). I know racism isn't the same thing as being prejudiced, but can someone really be prejudiced and NOT be racist? In what way? Thanks very much, Jim Guinee, Ph.D. Director of Training Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) He who passively accepts evil is as much involved in it as he who helps to perpetrate it -Martin Luther King, Jr. ** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
evolving understanding of illness
Hi everyone: My students often have a difficult time understanding Freud. After hearing his theories many students think he was completely off his rocker and can't believe that anyone could hold such outlandish beliefs. This stance tends to make it more difficult for them to understand the significant contributions he has made to the history of psychology as well as modern thought. As I was reading through his case study of Dora the other day I was thinking about how differently we think about about both physical and psychological medical problems these days (I recognize this distinction is somewhat artificial, particularly in light of emerging biopsychosocial models of health and illness). In the Dora case Freud refers to such physical ailments as tabo-paralysis and marasmus. We don't use these terms anymore in modern medicine and our understanding of the disease process is much more sophisticated, yet the medical doctors at the turn of the 20th century generally don't get the ridicule that seems to be reserved for Freud. Most people rightly recognize that physicians in the 1800s and 1900s were making informed decisions based on the information they knew at the time. Freud doesn't seem to get this understanding. To help provide a broader historical context for my students, I'm thinking about comparing our evolving understanding of psychopathology with our evolving understanding of physical illnesses. Can anyone on TIPS provide me with some information on common illnesses at the turn of the century, including the medical terms used to describe the illnesses as well as the historical explanations of the illness, and how we currently understand these illnesses? Any reactions on this topic would be appreciated! Rod Hetzel [EMAIL PROTECTED] winmail.dat --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
treatment of women by medical field
From the accounts given to me by the girl and her father I was led to imagine her [Dora's mother] as an uncultivated woman and above all a foolish one, who had concentrated all her interests upon domestic affairs, especially since her husband's illness and the estrangement to which it led. She presented the picture, in fact, of what might be called the 'housewife's psychosis.' She had no understanding of her children's more active interests, and was occupied all day long in cleaning the house with its furniture and utensils and in keeping them clean -- to such an extent as to make it almost impossible to use or enjoy them. This condition, traces of which are to be found often enough in normal housewives, inevitably reminds one of forms of obsessional washing and other kinds of obsessional cleanliness. (From Dora, Part I) Related to my previous post, how were women viewed and treated by the male medical establishment? I'm looking for specific sources (print or internet). Thanks, folks! Rod Hetzel [EMAIL PROTECTED] winmail.dat --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Entertaining (and maybe even useful) site
I can't remember if this site has been mentioned: http://www.archive.org It's a giant, well, archive with over 100 terabytes of stuff. One part of their site contains over 1000 films that have been digitized and are freely available. I've shown a couple in class through the classroom Internet connection. Many of these are from the 40s and 50s and make for some pretty interesting social/cultural commentary (e.g., one is called I want to be a secretary). Lots of educational/training films. Also a few like How the eye works (as of 1940). Enjoy, Al Al B. Shealy Columbia State U. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
