Here's the relevant statement from my own syllabus: ================ It should be noted that, as is common in many college level courses, little time will be spent lecturing on topics adequately addressed by the text. Students are expected to arrive at class meetings having already read the material assigned, and to ask questions to clarify any areas that remain unclear. While every attempt will be made to explain or expand upon particularly difficult areas, the primary purpose of classroom lecture is to enhance, rather than to duplicate, the textbook material. As a result, it remains the responsibility of the student to insure that s/he does, in fact, understand the material. Students who feel a need for greater assistance in mastering the material than is implicit in such an approach are strongly encouraged to contact the instructor as early as possible to arrange for additional assistance. ===============
The syllabus assigns specific chapters (normally the entire text is used, sometimes with additional outside readings), so that statement combined with the assignments should provide more than enough justification for including material I don't specifically address in class on the quizzes. For example, in three weeks (in my CRJ Psych course) the week's chapter is titled "Homicide, Assault, and Family Violence," but except for some very brief coverage of a couple points concerning homicide and assault that are a bit vague in the text, my entire lecture will address the area of Domestic Violence--a lecture I find far more important than one that simply explains material that the book covers adequately. The quiz, however, includes questions such as: ================ 1. The two categories of child-killing recommended by Resnick are: a. Infanticide and filicide. b. Infanticide and neonaticide. c. Neonaticide and filicide. d. Neonaticide and Naticide. 2. The form of assault which involves "the intention to inflict serious bodily injury," is called: a. Simple assault. b. Assault with intent to kill. c. Aggravated assault. d. Assault with a deadly weapon. 3. The leading causes of death among African-American males in the United States (in order of prevalence) are: a. Accidents; Suicide; Homicide. b. Suicide; Homicide; Accidents. c. Accidents; Homicide; Suicide. d. Homicide; Accidents; Suicide. 4. The leading causes of death among White males in the United States (in order of prevalence) are: a. Accidents; Suicide; Homicide. b. Suicide; Homicide; Accidents. c. Accidents; Homicide; Suicide. d. Homicide; Accidents; Suicide. =============== None of these specific topics are discussed during lecture, but they are very well addressed by the text itself. Rick -- Rick Adams Capella University School of Technology Grand Canyon University School of Social Sciences. Jackson Community College Department of Social Sciences [EMAIL PROTECTED] [EMAIL PROTECTED] "... and the only measure of your worth and your deeds will be the love you leave behind when you're gone." -Fred Small, J.D., "Everything Possible" NOTICE: Any views expressed in this message are strictly my own and do not necessarily represent the views of any organization or institution with which I may be associated, nor do they necessarily represent the views or values of the list or newsgroup in which they may appear. -----Original Message----- From: Christopher D. Green [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 22, 2004 8:50 AM To: Teaching in the Psychological Sciences Subject: Re: is there a rule? michael sylvester wrote: > is there a rule somewhere that states that a prof must cover all the >parts of a chapter before giving a test on that chapter? >My philosophy is that once a chapter is assigned students are >responsible for knowing it,even though I would not be able to cover it >all in class. > Indeed, when asked this question by students ("Do we have to know the parts you didn't cover in lecture?") my standard response has become "You are responsible for the material of the course. If I assigned it, you might be examined on it (unless I specifically excluded certain sections)." I have to say it so often that I should probably simply put a statement to this effect on my outline. When I'm feeling particularly puckish, though, I sometimes say, "You don't have to know anything. You paid me thousands of dollars to teach it to you. If you don't want to learn it, that's your business." Occasionally that clarifies the relationship that actually exists between us. :-) Regards, -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax: 416-736-5814 http://www.yorku.ca/christo/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
