Marc asks an interesting question here and I would be very interested in seeing those data. How do students who take the local introductory course and those who bring AP credit compare in the sophomore level classes? We don't have enough students at R-MWC to make that comparison. Ideally, the data-set should allow for controlling grade earned in the local course as well as AP score and other measures of academic ability and motivation like SAT score and overall grade point average for the semester.
I do have one consideration to add. My anecdotal observations suggest that some students are not ready for the second year courses in their first (and sometimes second) semester of college. They need a year of course work to be ready for the writing and discussion that I expect in my sophomore level courses. In other words, their knowledge base is fine, but they have not yet learned some of the academic skills they need to do well in that second class. Dennis Dennis M. Goff Professor of Psychology Randolph-Macon Woman's College [EMAIL PROTECTED] -----Original Message----- From: Marc Carter [mailto:[EMAIL PROTECTED] Sent: Tuesday, February 21, 2006 1:15 PM To: Teaching in the Psychological Sciences Subject: RE: Inside Higher Ed :: Advanced Yes, Placement No Hi, All -- What I'd be interested in would be how the AP-get-out-of-intro students fare in later classes, compared with students who do not get credit for intro. Be a nice check on how well the intro class preps them for later courses. My concern has always been that in many high school psychology classes they don't really stress the science very much. But my experience is limited. m --- You are currently subscribed to tips as: [email protected] To unsubscribe send a blank email to [EMAIL PROTECTED]
