Interesting! I would start with a well-written syllabus. It does help students, especially those who are underprepared for college. Also, the tone of the syllabus makes a difference. If the syllabus comes across as antagonistic, students are less likely to approach the instructor for help (http://chronicle.com/temp/reprint.php?id=rm7jw4s2rhs2dztlpm1hldm27nnz9np1). If you're unsure of the tone, ask a colleague to read your syllabus as if they were a student in your class.
Psychology faculty are encouraged to submit syllabi to Project Syllabus for peer review and possible inclusion in the Project Syllabus database. A number of our submissions are from faculty who are primarily interested in feedback. Additional guidelines for writing syllabi can be found here: http://teachpsych.org/otrp/syllabi/guidelines.php. How to succeed: Here's what I give my students, http://flightline.highline.edu/sfrantz/syllabi/howtodowell.htm. Students most appreciate the 6-hour D and advice from former students. Other advice on how to succeed from some of the syllabi in our database: Mike Caruso: http://homepages.utoledo.edu/mcaruso/social/tips.html Cynthia Prehar: http://teachpsych.org/otrp/syllabi/cp06socialonlinef.pdf (Under "study tips") David Horner: http://teachpsych.org/otrp/syllabi/dh04statsf.pdf (Under "how to study for exams," "How to handle poor exam performance," and "miscellaneous study tips from former students") Barry Kuhle: http://teachpsych.org/otrp/syllabi/bk01introf.pdf (Under "suggestions about how to study," "additional studying strategies," and "taking exams") Janice Kennedy: http://teachpsych.org/otrp/syllabi/jk03lifespanf.pdf (Under "Tips on how to do well in this course") Building community. This is of special interest to me right now. I have been thinking a lot about capturing the power of social networking sites, either using something probably most of your students currently use (Facebook) or creating something new (e.g., using ning.com). First, what I've done, then what I plan to do. In January I created a ning.com site for my former Intro Psych students who were interested in continuing the psychology conversation. On that site, I maintain a blog (as can students if they were so inclined), there are discussion boards (I or students can start a conversation), and other features. I think this format has potential, especially as students move on. If they maintain their connections to this site, they can potentially be mentors for new students who join. Now, what I plan to do. I'm going to create a private ning.com site for each of my Intro Psych courses at the beginning of the quarter. Two main things are driving this. 1) Being a commuter campus, many of our students never build much of a social network on campus. The classroom may be the primary source of social support for their college education. And when the course ends, so does that network. That became clear to me this last quarter when my evening class didn't want to leave the last night of class. And I thought, "Why do they have to?" 2) I was fortunate to have participated in the National Conference on Undergraduate Education in Psychology held last week at the University of Puget Sound. I was part of the group asked to identify who our students are. In a nutshell, our students are diverse, and we should be doing more to use that diversity as a resource. A recent study on my campus found that about 1/3 of our psychology students grew up in another country, speaking one or more non-English languages. In reaction papers, I get examples of psychological concepts in action from all over the world. Some I hold onto and share as examples with other classes. But why should the students in the class only share with me? The next time I teach (January, because I have a sabbatical this fall), each of my Intro classes will have their own private ning.com site. Reaction papers will become blogs, where the audience is not just me, but the entire class. Students can leave comments for each other on those blogs, but I'm not going to require it. Blogs that are especially good will be featured on the main page. If this is an effective way to build community, will students continue to participate in this network once the course is over? Will students feel a greater sense of social support? Enough that it will increase the likelihood of finishing their degree? All empirical questions... Also check out these OTRP Resources that may be helpful in increasing student engagement with psychology and with each other: http://www.teachpsych.org/otrp/resources/resources.php?category=Classroom%20Tips -- Sue Frantz Highline Community College Psychology Des Moines, WA 206.878.3710 x3404 [EMAIL PROTECTED] http://flightline.highline.edu/sfrantz/ -- APA Division 2: Society for the Teaching of Psychology http://teachpsych.org/ Office of Teaching Resources in Psychology Associate Director Project Syllabus http://teachpsych.org/otrp/syllabi/syllabi.php --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
