Tasha: I have a similar perspective about the lifespan course. Just too much material to be more than a superficial survey of the material. Most of the students in child psych will be psychology majors who want to go into counseling, education majors going into teaching, and nursing students who want to do pediatrics. So, I'm trying to find some ways to give a more applied perspective to the course. We don't have a developmental psychopathology class here, so I wouldn't be intruding on someone else's turf to include some of that in child development. Thanks for your thoughts!
Rod ______________________________________________ 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: tasha howe [mailto:[EMAIL PROTECTED]] > Sent: Thursday, January 31, 2002 1:49 PM > To: Teaching in the Psychological Sciences > Subject: Re: child and adolescent development > > > I teach a whole course in developmental psychopathology, so > you may be overshooting your bounds in the child/adolescent > class. i typically spend only 2 class periods on DP in the > normal dev. class and weave in examples of exceptions to > rules whenever i can. for the DP class, I use Mash and > Wolfe's Abnormal Child Psychology textbook from Wadsworth, > and supplementary original source articles. You can click on > my website to see sample syllabi of both the normal dev. and > DP class. I also used to teach a lifespan course and felt > that was really just a superificial overview whereas the > child/adol. class allows more room for constructivist > activities and actual interactions with kids. > > Rod Hetzel wrote: > > > Hi TIPSters > > > > Next fall I'm going to be teaching a Lifespan Development > course and a > > Child Development course. Aside from the greater depth of > coverage in > > the child development course, I'm trying to think of other ways to > > differentiate the course. One of the things I would like > to do in the > > child development is to spend some time focusing on mental and > > physical health in children and adolescents (including > assessment and > > treatment of common problems). Does anyone have any references for > > texts that deal specifically with child or adolescent > mental/physical > > health needs? > > > > Rod > > > > ______________________________________________ > > 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: Jennifer Post [mailto:[EMAIL PROTECTED]] > > > Sent: Friday, November 30, 2001 1:12 PM > > > To: Teaching in the Psychological Sciences > > > Subject: RE: RE: class participation > > > > > > > > > Lindsay- > > > I value you input, but I think that the extent to which > students > > > even notice that an instructor is making such notes depend on how > > > well the instructor can do it. When I jot down > participation during > > > class, I'm not writing sentences or comments, just noting > a name. I > > > don't even take my eyes off the person who is speaking. I imagine > > > that many students wouldn't even notice. Two weeks into > the term, I > > > can actually just jot a nickname or initials. There's really no > > > other way to do it so that my OWN opinions (perceptions) > of students > > > don't warp my recollection later. I certainly respect how > > > this practice may make you feel but my students have > > > indicated tremendous appreciation for this approach. They > > > complete evaluations of the course, my teaching, assignments, > > > etc. three times during the term and the response has been > > > overwhelmingly positive. They feel it is unfair when > > > instructors grade on participation but do not show any > > > evidence of obtaining some level of objective measurement. > > > They have told me that they think many instructors just give > > > good participation grades to the students that they like > > > without any real connection to the frequency or quality of > > > their participation. I've only had one student who expressed > > > dissatisfaction with the procedure and he was opposed to the > > > concept of grading participation at all. He felt that it > > > shouldn't be a course requirement under any circumstances. > > > > > > Would love to hear your alternative suggestions for evaluating > > > participation. > > > > > > Jennifer > > > > > > > > > "Lindsay J. Holland" <[EMAIL PROTECTED]> wrote: > > > > > > >Hi Jennifer, > > > > > > > >While I admire the effort you make to ensure that you have > > > actual marks > > > >beside students' names, I have to tell you that from a student's > > > >perspective, this type of situation is very nerve > wracking (sp?). > > > >I hate being evaluated this way and it is distracting to MY > > > participation > > > >during class to have to instructor writing while I am talking. > > > > > > > >just my 2 cents worth > > > >lindsay > > > > > > > >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > >Lindsay J. Holland M.S. > > > >Department of Psychology > > > >University of North Carolina at Greensboro > > > >P.O. Box 26164 > > > >Greensboro, NC 27402-6164 > > > >Phone: 336-256-0060 (lab) > > > >Fax: 336-334-5066 > > > > > > > >On Fri, 30 Nov 2001, Jennifer Post wrote: > > > > > > > >> I also measure class participation in ALL of my classes to > > > >> varying degrees. I provide students with a rubric for > > > participation at the beginning of the course in which I define > > > "substantive" contributions and "frequent" contributions. > Each day > > > in class, I keep a sheet of paper in front of me and I write down > > > their names (shorthand) and the rating of substance and > quality of > > > their remark. Although it sounds like a lot to do while > facilitating > > > a discussion, I've actually found that it has become > second nature > > > and it doesn't distract me from the discussion. I also made the > > > provision that an alternative way to participate is to write > > > down their thoughts/questions at the end of class and either > > > give them to me or email them later that day. The same issue > > > of "substance" applies to these. I find this useful for two > > > reasons: 1) More introverted/shy students still have an > > > opportunity to ask questions and show that they are engaged > > > in the discussions, and 2) I have some comments/ques! > > > >ti! > > > >> ons on paper that I can use at the beginning of the next class > > > >> meeting. My primary purpose in encouraging participation > > > is to create a mechanism for me to assess their > understanding (or > > > lack of it) and modify instruction accordingly. The way I have it > > > set up allows me to do that without penalizing students who just > > > don't feel comfortable talking in class. It also provides > me with an > > > opportunity to encourage the quiet students by reacting to their > > > written comments/questions in such a way that I suggest that the > > > class would really benefit from their ideas. I take the time > > > to comment on some of the students' comments and point out > > > places in the discussion where their input would have moved > > > the whole class forward in their understanding. I actually > > > have 1 or 2 quiet students each term pipe up more near the > > > middle and end of the course. > > > >> > > > >> Jennifer Post > > > >> -- > > > >> 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] > > > >> > > > > > > > > > > > >--- > > > >You are currently subscribed to tips as: > > > [EMAIL PROTECTED] To > > > >unsubscribe send a blank email to > > > [EMAIL PROTECTED] > > > > > > > -- > > > 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] > > > > --- > > You are currently subscribed to tips as: [EMAIL PROTECTED] > > To unsubscribe send a blank email to > > [EMAIL PROTECTED] > > > > E-mail scanned by McAfee. > > -- > *********** > Tasha R. Howe, Ph.D > Assistant Professor of Psychology (Developmental) > Transylvania University > 300 N. Broadway > Lexington, KY 40508 > Phone: (859) 233-8144 > FAX: (859) 281-3507 > Email: [EMAIL PROTECTED] > Website: http://www.transy.edu/homepages/thowe/ftpdpages/index2.html > Another website I created: http://www.scbwi-midsouth.com/ > > > > > --- > 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]
