----- Original Message ----- > Subject: RE: need advice > From: "beth benoit" <[EMAIL PROTECTED]> > Date: Fri, 11 Jan 2008 14:48:40 -0500 > X-Message-Number: 7 > > Carol, > It sounds like you have a lot on your plate. I'm sure I speak for all in > saying we hope things improve for your daughter. > > In the meantime, how about a tutorial? I can find a tutorial, if you think > it would be helpful. > > But I wonder if, since it's a 300 level class, you might just "run" the > course by giving them assignments online, encouraging them to "chat" with > each other on topics you could send by having them select the "reply all" > and discuss ideas in an email format, and finally have them submit work to > you via email? As long as they include you in their "reply all" you'd have > a record of participation. > > I teach 3 courses online using Blackboard, but I have to say, it's a > monumental task to set it up. If I were you, I'd toss around the above > suggestion. > > In the meantime, know that we'll be thinking of you. > > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > -----Original Message----- > From: DeVolder Carol L [mailto:[EMAIL PROTECTED] > Sent: Friday, January 11, 2008 2:41 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: [tips] need advice > > Dear Tipsters, > Some of you may recall that the last time I posted, I was in Houston with my > daughter (who has all kinds of heart problems). I had anticipated going home > long ago (Thanksgiving, to be exact), but my plans were thwarted and I am > still here (it's a good thing I love Houston, although it's very different > than the little town of 1800 people where I live in Illinois). > > I find that I am going to take some Family Medical Leave time and will be > teaching the initial portion of one class online (a 300-level Brain & > Behavior class). My university doesn't offer online courses and I have no > experience teaching online. For those reasons, I've tended to skip past the > postings dealing with online courses. So, could any of you offer suggestions > on how to proceed? I have limited experience with Blackboard, but can learn > just about anything in a pinch. I know could check the archives, but I have > to be honest and tell you that my daughter is in the ICU and I don't have a > great deal of mental energy. My class won't start until next week and I > expect to be more on top of things by then. Meanwhile, any ideas that I can > ponder as I sit here would be greatly appreciate it. > Thanks, > Carol > > > Carol L. DeVolder, Ph.D. > Professor of Psychology > Chair, Department of Psychology > St. Ambrose University > 518 West Locust Street > Davenport, Iowa 52803 > > Phone: 563-333-6482 > e-mail: [EMAIL PROTECTED] > web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm > > The contents of this message are confidential and may not be shared with > anyone without permission of the sender. > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) > > > ---------------------------------------------------------------------- > > Subject: RE: need advice > From: "Shearon, Tim" <[EMAIL PROTECTED]> > Date: Fri, 11 Jan 2008 13:40:18 -0700 > X-Message-Number: 8 > > > Carol > As Beth said, our thoughts are with you. I would just add two things to what Beth said. This is based on my own experiences in a personal emergency not that long ago. > > My first suggestion would be that you be as open with the class as you can/are-comfortable being while maintaining necessary boundaries. You may find that students in the class will be willing to hold discussion periods etc. where the students can gather to discuss and maybe get questions together for you to answer. I was extremely surprised when my students more or less took over the more mundane parts of the course when I was unable to attend for roughly two weeks- even putting together power points, sharing presentation responsibilities, etc. I also had a colleague who went to the classes and served as moderator for a couple of days (It was her suggestion, btw, that I just allow them to do it as they were handling it so well!). But you might ask a friend/colleague if they'd be willing to help with that. > > The second thing I'd suggest is using one of the web-meeting (webinar- though I hate the word!) programs to have "class" at the scheduled time and place if you can arrange to do that through your IT folks (even the messenger programs can be helpful as you can do pseudo office hours, etc as you have opportunities). I'd ask your web support people if they could set up a camera or at least a microphone for you in the classroom if they can do that (do you have a laptop? That's very helpful. Our college even provides one in such emergencies if you don't already have one.). Our support staff are very limited in number but provided me with unbelievable levels of help and support - I'd contact them for help with this as they know the specific resources available on your campus and those resources and their experience may be more helpful than you'd imagine. You might also contact your publisher to see if they have any extra student or faculty resources that you could post. I often po! > st the power-point presentations for them. The publishers are more receptive to such things than we sometimes think. > > While I'm at it. Trust yourself. With your experience in the classroom you are probably underestimating your resources right now. If you have any doubts about what to do, please feel free to query the list and/or your colleagues. Again, all our best to you and your family. > Tim > _______________________________ > Timothy O. Shearon, PhD > Professor and Chair Department of Psychology > The College of Idaho > Caldwell, ID 83605 > email: [EMAIL PROTECTED] > > teaching: intro to neuropsychology; psychopharmacology; general; history and systems > > > > > -----Original Message----- > From: beth benoit [mailto:[EMAIL PROTECTED] > Sent: Fri 1/11/2008 12:48 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: RE: [tips] need advice > > Carol, > It sounds like you have a lot on your plate. I'm sure I speak for all in > saying we hope things improve for your daughter. > > In the meantime, how about a tutorial? I can find a tutorial, if you think > it would be helpful. > > But I wonder if, since it's a 300 level class, you might just "run" the > course by giving them assignments online, encouraging them to "chat" with > each other on topics you could send by having them select the "reply all" > and discuss ideas in an email format, and finally have them submit work to > you via email? As long as they include you in their "reply all" you'd have > a record of participation. > > I teach 3 courses online using Blackboard, but I have to say, it's a > monumental task to set it up. If I were you, I'd toss around the above > suggestion. > > In the meantime, know that we'll be thinking of you. > > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > > ---------------------------------------------------------------------- > On Fri, 11 Jan 2008 16:31:41 -0500, Christopher D. Green wrote: > On this day were born both William James (1842) and Edward Bradford > Titchener (1867)!
Hmmm, did "Billy" remind you from the other side? :-) > Also, on this day in 1890, the first experimental psychology laboratory > in the British Empire opened. Can you guess where? See http://ahp.yorku.ca/ Interesting page. However, there is one item that I'd like to ask you about. Your entry for January 3, 2008 entitled "Is Evil Not So Banal After All?" and briefly describes the article by Haslam and Reicher in the January 2008 issue of the Psychologist. Your description contains the following text: |Relying on a number of recent and soon-to-be-published |studies, and re-analyses of old studies, they reject Hannah |Arendt's famous conclusion that Adolf Eichman and others |like him are not immoral "monsters" who can be easily |distinguished from the "normal" people but, rather, are |entirely ordinary individuals caught up social currents |beyond their ability to control or disengage themselves |from. Arendt's conclusion was instrumental in the famous |experiments of Ash, Milgram, and Zimbardo, which |apparently confirmed the idea that ordinary people could |do extraordinarily bad things when placed in the right |(or wrong) social situations. I am a little puzzled by this passage. Although I can see how Hannah Arendt's (1963) "Eichman in Jerusalem: A Report on the Banality of Evil" (based on her reporting of Eichman's trial for the magazine The New Yorker) is related to Asch's, Milgram's, and Zimbardo's research, I fail to see how it was "instrumental" in Ash's and Milgram's research. Asch's conformity experiments were conducted and published in the early 1950s -- how could Ardent's 1963 writings have had an influence on it (perhaps you are referring to some of Ardent's earlier writings)? Similarly, Milgram's research was conducted during 1961-1962, suggesting the preparation for the research may have occurred in 1961 or earlier. Again, how could Arendt's writings have influenced Milgram? Zimbardo's research occurs late enough to have benefited from Arendt's work but the article by Haney, Banks, and Zimbardo (1973) which describes the SPE does not list Arendt in their reference list. Is there some other source that makes the connections among these folks? Finally, I agree that Eichman was an "evil" man and participated in a system bent on the destruction of many people but I think that it might be mistake to focus so heavily on just Eichman. It is important to remember that he was part of system and this system depended upon unquestioning submission to authority. This unquestioning submission to authority may be one of the banal aspects of the "evil" Nazism and other systems rely upon to achieve their goals. Arendt points out in a few place how Eichman's machinery of death could have been halted if people feeding into it had simply refused to do so (though Arendt was criticized for pointing this out). Unquestioning acceptance of the status quo may be another "evil" that needs to be focused on. -Mike Palij New York University [EMAIL PROTECTED] P.S. Good luck to Beth Benoit on her course and her daughter's recovery. I'd just like to remind her that she can use videos to supplement her course, such as the Clive Wearing videos on Youtube, and the PBS brain/mind videos on learner.org. Other may be able to suggest additional options (including performing the stroop task on laterality on the psycexperiments website; see http://psychexps.olemiss.edu/InstrOnly_Page/stroopo.htm ). --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
