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 University e-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]
