Colleagues,
I would like to inform you of the publication this year of the paperback
edition of my biography of Stanley Milgram, "The man who shocked the world:The
life and legacy of Stanley Milgram".(Basic Books, 2009)
Since the original, hardback, edition came out about 5 years ago, this
edition has an Afterword containing Milgram-related developments since then.
Best,
Tom Blass
Thomas Blass, Ph.D.
Professor of Psychology
University of Maryland Baltimore County
1000 Hilltop Circle
Baltimore, MD 21250
410.455.2428 (office)
410.455.1055 (fax)
[email protected] (email)
www.thomasblass.com
Winner, Discover Magazine "Best Book of the Year" Award
for Stanley Milgram's critically-acclaimed biography,
The Man Who Shocked the World: The Life and Legacy of Stanley Milgram
-----Original Message-----
From: Teaching in the Psychological Sciences (TIPS) digest
[mailto:[email protected]]
Sent: Friday, November 13, 2009 10:01 PM
To: tips digest recipients
Subject: tips digest: November 12, 2009
TIPS Digest for Thursday, November 12, 2009.
1. Einstein demonstrates how not to lecture
2. Verbal and Nonverbal communication on Comedy Central
3. Friday the 13th
4. Re: Friday the 13th
5. Re: Friday the 13th and ghost hunting
6. Dropkicking Malclom Gladwell: Steven Pinker Style
7. Re: Book Group: Undergraduate Education in Psychology
8. RE: Dropkicking Malclom Gladwell: Steven Pinker Style
9. RE: Dropkicking Malclom Gladwell: Steven Pinker Style
10. Re: Dropkicking Malclom Gladwell: Steven Pinker Style
11. Re: Dropkicking Malclom Gladwell: Steven Pinker Style
12. Re: Book Group: Undergraduate Education in Psychology
13. RE: Book Group: Undergraduate Education in Psychology
----------------------------------------------------------------------
Subject: Einstein demonstrates how not to lecture
From: Allen Esterson <[email protected]>
Date: Fri, 13 Nov 2009 03:35:56 -0500
X-Message-Number: 1
¨¨¨Einstein demonstrates how not to lecture:
"Einstein subsequently went to Princeton [in 1921], where he delivered
a weeklong series of scientific lectures and received an honorary
degree 'for voyaging through strange seas of thought.'¨€¦ Einstein¨€™s
lectures were very technical. They included more than 125 complex
equations that he scribbled on the blackboard while speaking in German.
As one student admitted to a reporter, 'I sat in the balcony, but he
talked right over my head anyway'.¨€
http://www.theatlantic.com/doc/print/200912/isaacson-einstein
Allen Esterson
Former lecturer, Science Department
Southwark College, London
http://www.esterson.org
----------------------------------------------------------------------
Subject: Verbal and Nonverbal communication on Comedy Central
From: "Britt, Michael" <[email protected]>
Date: Fri, 13 Nov 2009 08:07:15 -0500
X-Message-Number: 2
There was a very funny sketch on the Nov 4th episode of the Daily
Show. Aside from being funny, it might have some connections to
verbal and nonverbal communication. To see it you have to sit through
a 30 sec commercial and then skip to about 5minutes in. Worth it.
Might also be good for critical thinking and the media.
http://bit.ly/1q4fLN
Michael Britt
[email protected]
www.thepsychfiles.com
----------------------------------------------------------------------
Subject: Friday the 13th
From: <[email protected]>
Date: Fri, 13 Nov 2009 06:50:29 -0800 (PST)
X-Message-Number: 3
I thought it would be fun to talk a little about Friday the 13th in class today
so I downloaded some info primarily from wikipedia, for today. I thought I
might as well as share it with the list. I especially liked the last two
paragraphs because I always wonder about the statistics that show a change in
behavior related to specific dates like the number of accidents over a holiday
weekend. OK, so 38 people died in accidents in my state, but how many die on
any other Friday night through Tuesday morning time frame? This is a nice
exposition that takes account of base rates. (note: I did simplify it a bit for
class, there are more stats on wikipedia)
---------------------------------------------------------
Friday the 13th occurs when the thirteenth day of a month falls on Friday,
which superstition holds to be a day of good or bad luck.
The superstition is rarely found before the 20th century, when it became
extremely common.
Fear of Friday the 13th is called paraskevidekatriaphobia, derived from the
Greek words Paraskev¨ (¨ ¨¨¨¨¨¨ƒ¨¨¨¨¨…¨®) (Friday), and dekatre¨s
(¨¨¨¨¨¨¨¨¨„¨¨¨¨¯¨‚) (13), and phob¨a (¨†¨¨¨¨¨¯¨¨) (fear). Triskaidekaphobia
derives from the Greek words "tris", 'three', "kai", 'and', and "deka", 'ten'.
The word was derived in 1911 and first appeared in a mainstream source in 1953.
In numerology, the number 12 is considered the number of completeness, i.e., 12
months of the year, 12 signs of the zodiac, 12 hours of the clock, 12 tribes of
Israel, 12 Apostles of Jesus, 12 gods of Olympus, etc.; 13 was considered
irregular, violating this completeness.
There is also a superstition, deriving from the Last Supper or a Norse myth,
that having 13 people seated at a table will result in the death of one of the
diners.
Friday has been considered an unlucky day at least since the 14th century's The
Canterbury Tales, and many others have regarded Friday as an unlucky day to
undertake journeys or begin new projects. Black Friday has been associated with
stock market crashes and other disasters since the 1800s (but good luck for
shopping on the day after Thanksgiving!). It has also been suggested that
Friday has been considered an unlucky day because, according to Christian
scripture and tradition, Jesus was crucified on a Friday.
The Dutch Centre for Insurance Statistics has found that "fewer accidents and
reports of fire and theft occur when the 13th of the month falls on a Friday
maybe because people are more careful. Statistically, driving is slightly safer
on Friday 13th, at least in The Netherlands, the average figure falling when
the 13th fell on a Friday.
However, a 1993 study in the British Medical Journal comparing traffic
accidents between Friday 6th and Friday 13th found a significant increase in
traffic-related accidents on Fridays the 13th. BUT there are more accidents on
Fridays than average weekdays (irrespective of the date) probably because of
alcohol consumption. Therefore it is less relevant for this purpose to compare
Friday 13th with, say, Tuesday 13th.
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[email protected]
----------------------------------------------------------------------
Subject: Re: Friday the 13th
From: Beth Benoit <[email protected]>
Date: Fri, 13 Nov 2009 10:10:14 -0500
X-Message-Number: 4
This article was in our paper this morning, about FDR, Henry Ford and others
who had a Friday the 13th phobia:
http://wtop.com/?nid=104&sid=1810896
On Fri, Nov 13, 2009 at 9:50 AM, <[email protected]> wrote:
> I thought it would be fun to talk a little about Friday the 13th in class
> today so I downloaded some info primarily from wikipedia, for today. I
> thought I might as well as share it with the list. I especially liked the
> last two paragraphs because I always wonder about the statistics that show a
> change in behavior related to specific dates like the number of accidents
> over a holiday weekend. OK, so 38 people died in accidents in my state, but
> how many die on any other Friday night through Tuesday morning time frame?
> This is a nice exposition that takes account of base rates. (note: I did
> simplify it a bit for class, there are more stats on wikipedia)
> ---------------------------------------------------------
>
> Friday the 13th occurs when the thirteenth day of a month falls on Friday,
> which superstition holds to be a day of good or bad luck.
>
> The superstition is rarely found before the 20th century, when it became
> extremely common.
>
> Fear of Friday the 13th is called paraskevidekatriaphobia, derived from the
> Greek words Paraskev¨ (¨ ¨¨¨¨¨¨ƒ¨¨¨¨¨…¨®) (Friday), and dekatre¨s
> (¨¨¨¨¨¨¨¨¨„¨¨¨¨¯¨‚) (13),
> and phob¨a (¨†¨¨¨¨¨¯¨¨) (fear). Triskaidekaphobia derives from the Greek
> words
> "tris", 'three', "kai", 'and', and "deka", 'ten'. The word was derived in
> 1911 and first appeared in a mainstream source in 1953.
>
> In numerology, the number 12 is considered the number of completeness,
> i.e., 12 months of the year, 12 signs of the zodiac, 12 hours of the clock,
> 12 tribes of Israel, 12 Apostles of Jesus, 12 gods of Olympus, etc.; 13 was
> considered irregular, violating this completeness.
>
> There is also a superstition, deriving from the Last Supper or a Norse
> myth, that having 13 people seated at a table will result in the death of
> one of the diners.
>
> Friday has been considered an unlucky day at least since the 14th century's
> The Canterbury Tales, and many others have regarded Friday as an unlucky day
> to undertake journeys or begin new projects. Black Friday has been
> associated with stock market crashes and other disasters since the 1800s
> (but good luck for shopping on the day after Thanksgiving!). It has also
> been suggested that Friday has been considered an unlucky day because,
> according to Christian scripture and tradition, Jesus was crucified on a
> Friday.
>
> The Dutch Centre for Insurance Statistics has found that "fewer accidents
> and reports of fire and theft occur when the 13th of the month falls on a
> Friday maybe because people are more careful. Statistically, driving is
> slightly safer on Friday 13th, at least in The Netherlands, the average
> figure falling when the 13th fell on a Friday.
>
> However, a 1993 study in the British Medical Journal comparing traffic
> accidents between Friday 6th and Friday 13th found a significant increase in
> traffic-related accidents on Fridays the 13th. BUT there are more accidents
> on Fridays than average weekdays (irrespective of the date) probably because
> of alcohol consumption. Therefore it is less relevant for this purpose to
> compare Friday 13th with, say, Tuesday 13th.
>
>
> Annette Kujawski Taylor, Ph.D.
> Professor of Psychology
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> 619-260-4006
> [email protected]
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([email protected])
----------------------------------------------------------------------
Subject: Re: Friday the 13th and ghost hunting
From: Gerald Peterson <[email protected]>
Date: Fri, 13 Nov 2009 10:37:40 -0500 (EST)
X-Message-Number: 5
Yes, and here's another: http://www.post-gazette.com/pg/09316/1012545-55.stm
Let's explore some ways to bring it in our classes? The above suggests such
superstitions might be less in younger folks and, implies the amygdala is just
getting too filled up with fearful events to have strong reactions to friday
the 13th?! I just love naive neuroscience. I've held superstition bashes on
friday the 13th where we walk under ladders, break mirrors, etc. I always
invite local therapists to bring any ocd or phobic patients around for some
moderate exposure treatment ha. I have one ocd friend who blames me for
problems on wall street after our last superstition bash!
What I find more interesting in class is how popular ghost-hunting shows
are. I have been using those to illustrate several aspects of poor scientific
testing, mental set, confirmation biases, features of pseudosciences, etc.
Here is a fun news link that covers some aspects of such experiences:
http://bodyodd.msnbc.msn.com/archive/2009/10/29/2113402.aspx
Gary
Gerald L. (Gary) Peterson, Ph.D.
Professor, Department of Psychology
Saginaw Valley State University
University Center, MI 48710
989-964-4491
[email protected]
----- Original Message -----
From: "Beth Benoit" <[email protected]>
To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]>
Sent: Friday, November 13, 2009 10:10:14 AM GMT -05:00 US/Canada Eastern
Subject: Re: [tips] Friday the 13th
This article was in our paper this morning, about FDR, Henry Ford and others
who had a Friday the 13th phobia:
http://wtop.com/?nid=104&sid=1810896
On Fri, Nov 13, 2009 at 9:50 AM, < [email protected] > wrote:
I thought it would be fun to talk a little about Friday the 13th in class today
so I downloaded some info primarily from wikipedia, for today. I thought I
might as well as share it with the list. I especially liked the last two
paragraphs because I always wonder about the statistics that show a change in
behavior related to specific dates like the number of accidents over a holiday
weekend. OK, so 38 people died in accidents in my state, but how many die on
any other Friday night through Tuesday morning time frame? This is a nice
exposition that takes account of base rates. (note: I did simplify it a bit for
class, there are more stats on wikipedia)
---------------------------------------------------------
Friday the 13th occurs when the thirteenth day of a month falls on Friday,
which superstition holds to be a day of good or bad luck.
The superstition is rarely found before the 20th century, when it became
extremely common.
Fear of Friday the 13th is called paraskevidekatriaphobia, derived from the
Greek words Paraskev¨ (¨ ¨¨¨¨¨¨ƒ¨¨¨¨¨…¨®) (Friday), and dekatre¨s
(¨¨¨¨¨¨¨¨¨„¨¨¨¨¯¨‚) (13), and phob¨a (¨†¨¨¨¨¨¯¨¨) (fear). Triskaidekaphobia
derives from the Greek words "tris", 'three', "kai", 'and', and "deka", 'ten'.
The word was derived in 1911 and first appeared in a mainstream source in 1953.
In numerology, the number 12 is considered the number of completeness, i.e., 12
months of the year, 12 signs of the zodiac, 12 hours of the clock, 12 tribes of
Israel, 12 Apostles of Jesus, 12 gods of Olympus, etc.; 13 was considered
irregular, violating this completeness.
There is also a superstition, deriving from the Last Supper or a Norse myth,
that having 13 people seated at a table will result in the death of one of the
diners.
Friday has been considered an unlucky day at least since the 14th century's The
Canterbury Tales, and many others have regarded Friday as an unlucky day to
undertake journeys or begin new projects. Black Friday has been associated with
stock market crashes and other disasters since the 1800s (but good luck for
shopping on the day after Thanksgiving!). It has also been suggested that
Friday has been considered an unlucky day because, according to Christian
scripture and tradition, Jesus was crucified on a Friday.
The Dutch Centre for Insurance Statistics has found that "fewer accidents and
reports of fire and theft occur when the 13th of the month falls on a Friday
maybe because people are more careful. Statistically, driving is slightly safer
on Friday 13th, at least in The Netherlands, the average figure falling when
the 13th fell on a Friday.
However, a 1993 study in the British Medical Journal comparing traffic
accidents between Friday 6th and Friday 13th found a significant increase in
traffic-related accidents on Fridays the 13th. BUT there are more accidents on
Fridays than average weekdays (irrespective of the date) probably because of
alcohol consumption. Therefore it is less relevant for this purpose to compare
Friday 13th with, say, Tuesday 13th.
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[email protected]
---
To make changes to your subscription contact:
Bill Southerly ( [email protected] )
---
To make changes to your subscription contact:
Bill Southerly ([email protected])
----------------------------------------------------------------------
Subject: Dropkicking Malclom Gladwell: Steven Pinker Style
From: "Mike Palij" <[email protected]>
Date: Fri, 13 Nov 2009 15:35:59 -0500
X-Message-Number: 6
In this Sunday's NY Times Book Review, Steven Pinker reviews
Malcolm Gladwell's new book "What the Dog Saw and Other
Adventures" which is available at:
http://www.nytimes.com/2009/11/15/books/review/Pinker-t.html?_r=1&nl=books&emc=booksupdateema1&pagewanted=all
or
http://tinyurl.com/ygpb9yd
There is something of interest to both fans and player haters.
Just be careful and don't step on the Igon values.
-Mike Palij
New York University
[email protected]
----------------------------------------------------------------------
Subject: Re: Book Group: Undergraduate Education in Psychology
From: Gerald Peterson <[email protected]>
Date: Fri, 13 Nov 2009 15:44:03 -0500 (EST)
X-Message-Number: 7
Have there been any reviews of this? Anyone find it relevant or useful in
dept. assessment discussions? Gary
Gerald L. (Gary) Peterson, Ph.D.
Professor, Department of Psychology
Saginaw Valley State University
University Center, MI 48710
989-964-4491
[email protected]
----- Original Message -----
From: "Sue Frantz" <[email protected]>
To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]>
Sent: Wednesday, November 11, 2009 11:44:45 AM GMT -05:00 US/Canada Eastern
Subject: [tips] Book Group: Undergraduate Education in Psychology
Hi all,
The Undergraduate Education in Psychology book group met last month to discuss
chapter 1. After introductions, the group discussed our general observations
and thoughts regarding the chapter. In order to achieve psychological literacy,
students must be prepared to do the work, and psychology courses must be
well-taught. What does a well-taught course look like? How do we educate people
as to what psychology is and is not? What should we teach in Intro Psych, the
only psychology course most students will ever take?
Would you like to join us for the live discussion of chapter 2? We meet online
the third Wednesday of the month at 7pm ET/4pm PT. All you need is a
Java-enabled browser. A microphone would be a nice addition ¨€“ it¨€™s easier
to talk than type. We use Elluminate. Email me off-list for the link:
[email protected]
If you can¨€™t make the live discussions but would still like to discuss the
book (one chapter each month), you¨€™re welcome to join our Google Group for
asynchronous discussion: http://groups.google.com/group/undergradpsych To join,
you¨€™ll need to ¨€˜apply for membership.¨€™ The threshold for membership is
pretty low; I just need to believe you¨€™re human. =)
Don¨€™t have the book yet? Order it here:
http://books.apa.org/books.cfm?id=4316115&toc=yes
If you have any questions, drop me an email.
Best,
Sue
--
Sue Frantz Highline Community College
Psychology, Coordinator Des Moines, WA
206.878.3710 x3404 [email protected]
Office of Teaching Resources in Psychology, Associate Director
Project Syllabus
APA Division 2: Society for the Teaching of Psychology
APA's p...@cc Committee
---
To make changes to your subscription contact:
Bill Southerly ([email protected])
----------------------------------------------------------------------
Subject: RE: Dropkicking Malclom Gladwell: Steven Pinker Style
From: "Helweg-Larsen, Marie" <[email protected]>
Date: Fri, 13 Nov 2009 15:51:01 -0500
X-Message-Number: 8
Yes do watch for the igon values and don't gnaw on your Kindle.
Great review.
Marie
****************************************************
Marie Helweg-Larsen, Ph.D.
Department Chair and Associate Professor of Psychology
Kaufman 168, Dickinson College
Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971
Office hours: Mon/Thur 3-4, Tues 10:30-11:30
http://www.dickinson.edu/departments/psych/helwegm
****************************************************
-----Original Message-----
From: Mike Palij [mailto:[email protected]]
Sent: Friday, November 13, 2009 3:36 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: [tips] Dropkicking Malclom Gladwell: Steven Pinker Style
In this Sunday's NY Times Book Review, Steven Pinker reviews
Malcolm Gladwell's new book "What the Dog Saw and Other
Adventures" which is available at:
http://www.nytimes.com/2009/11/15/books/review/Pinker-t.html?_r=1&nl=books&emc=booksupdateema1&pagewanted=all
or
http://tinyurl.com/ygpb9yd
There is something of interest to both fans and player haters.
Just be careful and don't step on the Igon values.
-Mike Palij
New York University
[email protected]
---
To make changes to your subscription contact:
Bill Southerly ([email protected])
----------------------------------------------------------------------
Subject: RE: Dropkicking Malclom Gladwell: Steven Pinker Style
From: Allen Esterson <[email protected]>
Date: Fri, 13 Nov 2009 16:16:52 -0500
X-Message-Number: 9
Marie wrote:
> Yes do watch for the igon values and don't gnaw on your Kindle.
Marie: Would you Kindly [sic] explain that cryptic comment for the
uninitiated!
Allen E.
-------------------------------------------------------
RE: [tips] Dropkicking Malclom Gladwell: Steven Pinker Style
Helweg-Larsen, Marie
Fri, 13 Nov 2009 12:51:36 -0800
Yes do watch for the igon values and don't gnaw on your Kindle.
Great review.
Marie
****************************************************
Marie Helweg-Larsen, Ph.D.
Department Chair and Associate Professor of Psychology
Kaufman 168, Dickinson College
Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971
Office hours: Mon/Thur 3-4, Tues 10:30-11:30
http://www.dickinson.edu/departments/psych/helwegm
****************************************************
-----Original Message-----
From: Mike Palij [mailto:[email protected]]
Sent: Friday, November 13, 2009 3:36 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: [tips] Dropkicking Malclom Gladwell: Steven Pinker Style
In this Sunday's NY Times Book Review, Steven Pinker reviews
Malcolm Gladwell's new book "What the Dog Saw and Other
Adventures" which is available at:
http://www.nytimes.com/2009/11/15/books/review/Pinker-t.html?_r=1&nl=books&emc=booksupdateema1&pagewanted=all
or
http://tinyurl.com/ygpb9yd
There is something of interest to both fans and player haters.
Just be careful and don't step on the Igon values.
-Mike Palij
New York University
[email protected]
----------------------------------------------------------------------
Subject: Re: Dropkicking Malclom Gladwell: Steven Pinker Style
From: Ken Steele <[email protected]>
Date: Fri, 13 Nov 2009 16:33:37 -0500
X-Message-Number: 10
Allen:
Read the review by Pinker and the references will make sense.
Ken
Allen Esterson wrote:
> Marie wrote:
>> Yes do watch for the igon values and don't gnaw on your Kindle.
>
> Marie: Would you Kindly [sic] explain that cryptic comment for the
> uninitiated!
>
> Allen E.
>
> -------------------------------------------------------
> RE: [tips] Dropkicking Malclom Gladwell: Steven Pinker Style
> Helweg-Larsen, Marie
> Fri, 13 Nov 2009 12:51:36 -0800
> Yes do watch for the igon values and don't gnaw on your Kindle.
> Great review.
> Marie
>
> ****************************************************
> Marie Helweg-Larsen, Ph.D.
> Department Chair and Associate Professor of Psychology
> Kaufman 168, Dickinson College
> Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971
> Office hours: Mon/Thur 3-4, Tues 10:30-11:30
> http://www.dickinson.edu/departments/psych/helwegm
> ****************************************************
>
> -----Original Message-----
> From: Mike Palij [mailto:[email protected]]
> Sent: Friday, November 13, 2009 3:36 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Mike Palij
> Subject: [tips] Dropkicking Malclom Gladwell: Steven Pinker Style
>
> In this Sunday's NY Times Book Review, Steven Pinker reviews
> Malcolm Gladwell's new book "What the Dog Saw and Other
> Adventures" which is available at:
> http://www.nytimes.com/2009/11/15/books/review/Pinker-t.html?_r=1&nl=books&emc=booksupdateema1&pagewanted=all
> or
> http://tinyurl.com/ygpb9yd
>
> There is something of interest to both fans and player haters.
> Just be careful and don't step on the Igon values.
>
> -Mike Palij
> New York University
> [email protected]
>
--
---------------------------------------------------------------
Kenneth M. Steele, Ph.D. [email protected]
Professor
Department of Psychology http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
---------------------------------------------------------------
----------------------------------------------------------------------
Subject: Re: Dropkicking Malclom Gladwell: Steven Pinker Style
From: "Christopher D. Green" <[email protected]>
Date: Fri, 13 Nov 2009 17:04:52 -0500
X-Message-Number: 11
Mike Palij wrote:
> In this Sunday's NY Times Book Review, Steven Pinker reviews
> Malcolm Gladwell's new book "What the Dog Saw and Other
> Adventures" which is available at:
> http://www.nytimes.com/2009/11/15/books/review/Pinker-t.html?_r=1&nl=books&emc=booksupdateema1&pagewanted=all
> or
> http://tinyurl.com/ygpb9yd
>
>
Yes, Gladwell makes errors. Of course, being told this by the guy who
claimed that evolutionary(!) purpose of fiction is to simulate various
scenarios to ourselves so that we will have a plan when the time comes
makes me think what we have here is a classic case of a very big pot
calling a very small kettle black (and Pinker deriding Gladwell as a
"brand" makes me LOL all over the floor).
By the way, if you're inclined to believe Pinker on the purpose of
fiction, here is Jerry Fodor's definitive (to my mind) reply: "[H]ere's
Pinker on why we like fiction: 'Fictional narratives supply us with a
mental catalogue of the fatal conundrums we might face someday and the
outcomes of strategies we could deploy in them. What are the options if
I were to suspect that my uncle killed my father, took his position, and
married my mother?' Good question. Or what if it turns out that, having
just used the ring that I got by kidnapping a dwarf to pay off the
giants who built me my new castle, I should discover that it is the very
ring that I need in order to continue to be immortal and rule the world?
It's important to think out the options betimes, because a thing like
that could happen to anyone and you can never have too much insurance.
(/In Critical Condition/, p. 212)
Chris
--
Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
416-736-2100 ex. 66164
[email protected]
http://www.yorku.ca/christo/
==========================
----------------------------------------------------------------------
Subject: Re: Book Group: Undergraduate Education in Psychology
From: <[email protected]>
Date: Fri, 13 Nov 2009 14:08:34 -0800 (PST)
X-Message-Number: 12
YES!
We are undergoing program review this year with WASC accreditation looming for
early next year and it has helped us TREMENDOUSLY in reframing our student
learning outcomes and goals and potential assessments.
We used to have what we called 7 goals and 40+ outcomes only but we now realize
that what we called goals were really the outcomes and the 40+ outcomes were
really potential assessments. We now realize that we have two goals broadly
categorized as skills and content knowledge and our goals are driven by the
blueprint for the future of the discipline. Our assessment were also driven by
that.
Annette
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[email protected]
---- Original message ----
>Date: Fri, 13 Nov 2009 15:44:03 -0500 (EST)
>From: Gerald Peterson <[email protected]>
>Subject: Re: [tips] Book Group: Undergraduate Education in Psychology
>To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]>
>
>
>Have there been any reviews of this? Anyone find it relevant or useful in
>dept. assessment discussions? Gary
>
>
>
>
>Gerald L. (Gary) Peterson, Ph.D.
>Professor, Department of Psychology
>Saginaw Valley State University
>University Center, MI 48710
>989-964-4491
>[email protected]
>
>----- Original Message -----
>From: "Sue Frantz" <[email protected]>
>To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]>
>Sent: Wednesday, November 11, 2009 11:44:45 AM GMT -05:00 US/Canada Eastern
>Subject: [tips] Book Group: Undergraduate Education in Psychology
>
>
>
>
>
>
>
>
>
>Hi all,
>
>
>
>The Undergraduate Education in Psychology book group met last month to discuss
>chapter 1. After introductions, the group discussed our general observations
>and thoughts regarding the chapter. In order to achieve psychological
>literacy, students must be prepared to do the work, and psychology courses
>must be well-taught. What does a well-taught course look like? How do we
>educate people as to what psychology is and is not? What should we teach in
>Intro Psych, the only psychology course most students will ever take?
>
>
>
>Would you like to join us for the live discussion of chapter 2? We meet online
>the third Wednesday of the month at 7pm ET/4pm PT. All you need is a
>Java-enabled browser. A microphone would be a nice addition ¨€“ it¨€™s easier
>to talk than type. We use Elluminate. Email me off-list for the link:
>[email protected]
>
>
>
>If you can¨€™t make the live discussions but would still like to discuss the
>book (one chapter each month), you¨€™re welcome to join our Google Group for
>asynchronous discussion: http://groups.google.com/group/undergradpsych To
>join, you¨€™ll need to ¨€˜apply for membership.¨€™ The threshold for
>membership is pretty low; I just need to believe you¨€™re human. =)
>
>
>
>Don¨€™t have the book yet? Order it here:
>http://books.apa.org/books.cfm?id=4316115&toc=yes
>
>
>
>If you have any questions, drop me an email.
>
>
>
>Best,
>Sue
>
>
>
>
>
>--
>Sue Frantz Highline Community College
>Psychology, Coordinator Des Moines, WA
>206.878.3710 x3404 [email protected]
>
>Office of Teaching Resources in Psychology, Associate Director
>
>Project Syllabus
>
>APA Division 2: Society for the Teaching of Psychology
>
>
>
>APA's p...@cc Committee
>
>
>
>
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([email protected])
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([email protected])
----------------------------------------------------------------------
Subject: RE: Book Group: Undergraduate Education in Psychology
From: "Shearon, Tim" <[email protected]>
Date: Fri, 13 Nov 2009 16:10:20 -0700
X-Message-Number: 13
I second Annette's positive review. Our College is undergoing a major
curriculum revision. We are revising both our major and minor at the same time.
The book has helped tremendously as we sought to frame our new major while
attempting to hold to the things we did well already. As Annette stated the
information on assessment etc was particularly helpful in writing our goals and
assessment information to publish in the catalog. The thoughtful discussions
and resultant direction given by the book was helpful in deciding on sequencing
of courses, what courses and information were essential, and how to deliver and
assess the overall major and particularly the senior capstone course(s).
Tim Shearon
_________________________________________________________________
Timothy O. Shearon, PhD
Professor and Chairperson of Psychology
The College of Idaho
2112 Cleveland Blvd
Caldwell, ID 83605
teaching: Bio and neuropsychology, history and systems, general,
psychopharmacology
[email protected]
-----Original Message-----
From: [email protected] [mailto:[email protected]]
Sent: Friday, November 13, 2009 3:09 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Book Group: Undergraduate Education in Psychology
YES!
We are undergoing program review this year with WASC accreditation looming for
early next year and it has helped us TREMENDOUSLY in reframing our student
learning outcomes and goals and potential assessments.
We used to have what we called 7 goals and 40+ outcomes only but we now realize
that what we called goals were really the outcomes and the 40+ outcomes were
really potential assessments. We now realize that we have two goals broadly
categorized as skills and content knowledge and our goals are driven by the
blueprint for the future of the discipline. Our assessment were also driven by
that.
Annette
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[email protected]
---- Original message ----
>Date: Fri, 13 Nov 2009 15:44:03 -0500 (EST)
>From: Gerald Peterson <[email protected]>
>Subject: Re: [tips] Book Group: Undergraduate Education in Psychology
>To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]>
>
>
>Have there been any reviews of this? Anyone find it relevant or useful in
>dept. assessment discussions? Gary
>
>
>
>
>Gerald L. (Gary) Peterson, Ph.D.
>Professor, Department of Psychology
>Saginaw Valley State University
>University Center, MI 48710
>989-964-4491
>[email protected]
>
>----- Original Message -----
>From: "Sue Frantz" <[email protected]>
>To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]>
>Sent: Wednesday, November 11, 2009 11:44:45 AM GMT -05:00 US/Canada Eastern
>Subject: [tips] Book Group: Undergraduate Education in Psychology
>
>
>
>
>
>
>
>
>
>Hi all,
>
>
>
>The Undergraduate Education in Psychology book group met last month to discuss
>chapter 1. After introductions, the group discussed our general observations
>and thoughts regarding the chapter. In order to achieve psychological
>literacy, students must be prepared to do the work, and psychology courses
>must be well-taught. What does a well-taught course look like? How do we
>educate people as to what psychology is and is not? What should we teach in
>Intro Psych, the only psychology course most students will ever take?
>
>
>
>Would you like to join us for the live discussion of chapter 2? We meet online
>the third Wednesday of the month at 7pm ET/4pm PT. All you need is a
>Java-enabled browser. A microphone would be a nice addition ¨€“ it¨€™s easier
>to talk than type. We use Elluminate. Email me off-list for the link:
>[email protected]
>
>
>
>If you can¨€™t make the live discussions but would still like to discuss the
>book (one chapter each month), you¨€™re welcome to join our Google Group for
>asynchronous discussion: http://groups.google.com/group/undergradpsych To
>join, you¨€™ll need to ¨€˜apply for membership.¨€™ The threshold for
>membership is pretty low; I just need to believe you¨€™re human. =)
>
>
>
>Don¨€™t have the book yet? Order it here:
>http://books.apa.org/books.cfm?id=4316115&toc=yes
>
>
>
>If you have any questions, drop me an email.
>
>
>
>Best,
>Sue
>
>
>
>
>
>--
>Sue Frantz Highline Community College
>Psychology, Coordinator Des Moines, WA
>206.878.3710 x3404 [email protected]
>
>Office of Teaching Resources in Psychology, Associate Director
>
>Project Syllabus
>
>APA Division 2: Society for the Teaching of Psychology
>
>
>
>APA's p...@cc Committee
>
>
>
>
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([email protected])
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([email protected])
---
To make changes to your subscription contact:
Bill Southerly ([email protected])
---
END OF DIGEST
---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
---
To make changes to your subscription contact:
Bill Southerly ([email protected])
