Jean,
Comer's text (W.H. Freeman) comes with 3 excellent videos containing a large number of
short clips. I have found the clips to very effective and easy to incorporate into
class. I'm not sure if you can purchase the tapes without adopting the text, but it
is worth looking into.
Mark
Mark J. Sciutto, Ph.D.
Dept. of Psychology
Westminster College
New Wilmington, PA 16172
[EMAIL PROTECTED]
>>> "Jean Edwards" <[EMAIL PROTECTED]> 12/02/99 09:49AM >>>
Hi all..
When teaching abnormal, I like to use film vignettes of individuals
diagnosed with psychological disorders. Aside from the vignettes in the
"Mind" and "Brain" series (which are a bit dated), does anyone know of
videos that feature short segments (15 minutes or less) that illustrate
various disorder? Thanks in advance for any leads!
JL Edwards
[EMAIL PROTECTED]
-----Original Message-----
From: Dr. Barbara Watters <[EMAIL PROTECTED]>
To: Dogan Kokdemir <[EMAIL PROTECTED]>
Cc: Discussion List TIPS <[EMAIL PROTECTED]>
Date: Thursday, December 02, 1999 8:22 AM
Subject: Re: Grading & Motivation
>Dogan,
>You were correct when you said that your question is "universal." I
>think all instructors wrestle with the issue of the grading
>distribution. Before I answer your question, I have a question for
>you: What are your reasons for seeking a grade distribution that
>conforms to the normal curve? Design a challenging course, and
>naturally the course grades should distinguish the higher from the lower
>performers.
>
>My advice for you would be to design your courses to be challenging, yet
>suitable for the types of students that you enroll at your university.
>But when it comes to assigning course grades, why don't you just use a
>percentage system? Compute students' grades as the percentage of the
>total possible points that they have earned. In that way, each student
>receives a grade based only on what he/she has done. If you "grade on a
>curve," then students may feel like they are "trying to hit a moving
>target." I think that such a system may lead to diminished motivation
>in your students.
>
>Dr. Barbara Watters
>Mercyhurst College
>Erie, PA 16546 USA
>
>Dogan Kokdemir wrote:
>>
>> Hi all,
>>
>> The problem is universal and related not only to psychology lectures
>> but also to others:
>>
>> I have a problem in grading students; that is, most of the students
>> (if not all) study for taking "A"s "B"s .. etc. and most of them are
>> ready for getting "C" if you gurantee that nobody wants them to do
>> things for the lecture.
>>
>> More importantly, I believed that there are unneglible amount of
>> students with very high motivation and effort. Unfortunately, I am not
>> sure that by concentrating on "bad" students I loose the contact with
>> "good" students or not. In other words, I want "good" students to get
>> "A"s and "B"s and want "bad" students to get "F"s. ... And the
>> question:
>>
>> Does it sound good for you that I will give "A" and "A-" for the
>> (let's say) top %5 of the students wherease give "F" and "D"s for the
>> last %5 regardless of their actual score on the lecture. I know this
>> curve mechanism can be stresfull for most of the students but I wonder
>> by this method I could discriminate "bad"s from "good"s.
>>
>> Thank your for your comments.
>>
>> Dogan Kokdemir, M.Sc.
>> Baskent University
>> Ankara - Turkey
>
