Thanks Gary. I think it works well (and I actually think that it creates a "power boost" in my own evals.). Students do respond positively to "raising the bar" responsibly (of course, these are the students who are typically not the "squeaky wheels"). I have the good fortune of typically having less than 25 in this class (it's a methods class), so that we really do it as a class. -S
On Oct 17, 2007, at 12:10 PM, Gerald Peterson wrote: > Great idea Steven! I always encourage students to do something like > this and also to create some self-tests. How large a class did you > have? Did you break them up first in groups or lead them to topics? > The biggest obstacle is getting them to start participating and > raising points, but once the ball is rolling it can be good. Gary > > > > Gerald L. (Gary) Peterson, Ph.D. > Professor, Psychology > Saginaw Valley State University > University Center, MI 48710 > 989-964-4491 > [EMAIL PROTECTED] > > > --- > > ======================================================== Steven M. Specht, Ph.D. Associate Professor of Psychology Utica College Utica, NY 13502 (315) 792-3171 "Mice may be called large or small, and so may elephants, and it is quite understandable when someone says it was a large mouse that ran up the trunk of a small elephant" (S. S. Stevens, 1958) ---
