I agree that one explanation for the correlation could the smaller classes. However, the smaller classes might reflect some more appropriate self-selection among these students. Students who recognized earlier in their careers that they would not do well in Psychology or that had less interest chose other majors.
Dennis ------------------------------------------------------------------------ ------------------------------------------ Dennis M. Goff Charles A. Dana Professor of Psychology Department of Psychology Randolph College (Founded as Randolph-Macon Woman's College in 1891) Lynchburg VA 24503 [email protected] -----Original Message----- From: Deb Briihl [mailto:[email protected]] Sent: Wednesday, November 11, 2009 1:58 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Corr b/w small class sizes and academic achievement OK - my 2 cents here for what it is worth. This is something that I have been thinking about for some time now - ever since we have gotten the push to increase our class sizes (our intro class especially - going from 50 to 300). In almost every other educational situation, small class sizes are encouraged or required. Many states have passed or voted in laws that state that K12 classes should be a certain size and no larger. The same holds true with graduate requirements (it is written in many accrediting body documents that courses should only have XX number of students). Why is it that we assume that undergraduates don't need the same kind of environment? Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [email protected] http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB --- To make changes to your subscription contact: Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
