Thanks to Joan and Gerald and Bob! I am definitely going to check out the book Bob recommended.
As you may or may not know about using NOBA and other OERs: you can mix and match without violating...anything! So I have been combining SEVERAL OERs in my intro class now as well as under properly allowed copyright, using LESS THAN ONE CHAPTER of any textbook as long as you offer it behind a fire wall with the express intent of using it ONLY for your class and no more than LESS THAN ONE CHAPTER for any given text. Thus, this semester I used LESS THEN WHOLE CHAPTER from several intro texts. I prefer not to advertise here. But some of the "big sellers" did not even make a single chapter for me! Another chapter to be careful with is Social BTW. Find and read some of the critiques by Griggs - the minimization and white washing of Milgram that progressed historically; the focus on only ONE dramatic finding from the genuine body of work by Asch (in this case it was not Asch's doing) and a resounding critique of Zimbardo's prison study and it's shortcoming and why we should NOT extrapolate. I will happily share my readings off list. I also supplement with MANY articles. My focus is on debunking myths so I have readings for most of the popular ones that are quite accessible for students, for example a nice reading by Willingham on Learning Styles; a nice reading on the Mozart effect, and so on. In an ideal world I would use the entire books from the series that Lilienfeld's 50 myths is in but in reality students can't read all of those books and the core readings in the field. And, BTW, I am NOT AT ALL enamoured of the NOBA readings; I have used about 6-8 of them this year but hesitantly. For example, I used the Affective Neuroscience chapter for emotion, but I"m not crazy about over-relying on neuroscience. I did like their point about shared brain structures and circuits with shared but also unique structures that seem to underlie different emotions, etc. The idea that no brain area is unique identified with any emotion (anyone remember the amygdala from the 1970's???) Annette From: "Joan Warmbold" <jwarm...@oakton.edu> Date: Wed, 29 Nov 2017 12:18:56 -0600 (CST) X-Message-Number: 3 Annette and Gerald, I couldn't agree more with you both, which is why I never teach theories of personality in my psychology 101 course--or teach the course itself. Same for emotions. Are you required to follow the standard content found in our textbooks or can you develop your own course content based on relatively recent and far more sound scientific principles? For most Psychology 101 students, this is the only course they will take within our field. After teaching this course for over 10 years, I gained the confidence to limit my focus on what is scientifically valid and of real use to my students and I tell my students such from the get-go. We can't depend on our textbooks to keep up-to-date as clearly their goal is to please as many potential consumers as possible which apparently translates into maintaining the status quo. I'm soon going with NOBA so will have the opportunity to have more input into the content of my Psych 101 text. Two prime modifications will be to include a section on epigenetics, a fascinating and very relevant field for understanding behavior that few if any texts include, as well as very applied section on how principles of psychology provide advice for developing meaningful relationships and effective parenting strategies. Joan jwarm...@oakton.edu Annette Kujawski Taylor, Ph.D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 921210 tay...@sandiego.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=51804 or send a blank email to leave-51804-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
