I just submitted my syllabus to the copy center today, so it's (more or less) set now. Here's what we're doing: a paper on the all-campus read, a paper on the Little Albert study, a paper on this study on teacher expectations and the Pygmalion effect, and a paper/group presentations on social psychology. Each group will be assigned one of the following famous psychological study to research and present to the class: the Milgram experiment, the Stanford Prison experiment, the Kitty Genovese case, and Solomon Asch's study on opinions and social pressure.
I've only written the first paper assignment, but know (more or less) what the second and third will be, too. I'm still kicking around ideas for the last paper and group presentations, but at least the topics are set, and that feels good.
One class down...two to go. Well, technically three, but I am teaching two sections of the same class, so it feels a lot more like "two to go."
Showing posts with label psychology. Show all posts
Showing posts with label psychology. Show all posts
Wednesday, July 28, 2010
Friday, July 23, 2010
101 Syllabizing, continued...
This morning finds me still working on my ENGL 101 syllabus. I'm making my way through the Forty Studies that Changed Psychology, paying special attention to those Erin marked with a check in the table of contents. I start reading about one called "The Nature of Love," by H. F. Harlow. (The book actually summarizes the studies and then discusses their influence--it doesn't directly reproduce the original articles.) About a page into it, I realize what study this is: the one with monkeys and fake mothers. Can't do it. Even thinking about this study makes me depressed. Seriously. I told Erin this when we talked about it, but I guess she thought I was joking.
Moving on...
Moving on...
Thursday, July 22, 2010
101 Syllabizing...
I've got three new course preps for this coming semester: ENGL 377: Peer Tutoring and Composition Theory, ENGL 301: Introduction to Literary Study (the pre-requisite for all upper-division English classes), and ENGL 101: Written English.
Now, yeah, I've taught ENGL 101 before (lots of times), but I am shaking it up this time, using an entirely new textbook and writing new assignments. Like last year, my 101 class is part of a "learning community" with a section of Psychology 101. Last year, all I really did to link the two classes was have them talk about what was going on in PSYC 101, especially when each student took a turn leading in-class writing. We also spent some time talking about the paper they wrote for their psychology class. But really, that was about it. When my colleague and I decided to link our classes again, I decided to do better. I hope this will lead to all the goals at the heart of the learning community mission: connections between coursework in different classes, better critical thinking, and a higher retention rate for enrolled students.
So here's what I am doing: throwing out the old textbook, which is a good book (and edited by a former colleague!), but didn't allow for readily apparent connections to their psychology coursework. The old book is the required text for all 101 classes, but I can get around that rule because of the learning community. (I see it as my subtly subversive way of beginning to challenge the "required text" idea for everyone.)
For alternative class texts, I was really inspired by an article the students brought in one day about "Little Albert" and the famous experiment about conditioning. Now I gotta say, I had never heard of Little Albert or the experiment, but I was instantly intrigued. And it was one of the best discussions we had all semester. "We should be writing about that!" I thought. Why not, I wondered, just use a series of articles like that one--or a series of readings about famous psychological topics/studies--and base most of the course assignments on those? So that's what I've been working on...finding those articles/topics. For years, I've been saying that I really want to teach a composition class using less than ten readings, since I don't believe you need a big old (or even little old) reader to teach writing.
Fortunately, my teaching partner (also named Heidi) is pretty awesome and very into the idea. She pointed me towards Forty Studies that Changed Psychology, which I've been working my way through. Equally fortunate, Erin, my younger sister, is also a psychologist, so she looked through that book and pointed me towards some studies she thought students would be drawn to.
I also ordered They Say/I Say as our main writing textbook and was especially glad that I did so after my friend Aaron said how much he liked it. It's a slim little book--and almost completely focused on practical moves that good writers make. (I ordered a handbook, too, the one the whole department uses, and one that I have a soft spot for since it was the one I bought my first semester at Roanoke and used all four years--and through much of graduate school.)
My big problem/challenge now is coming up with the actual writing assignments. I think, for instance, that we'll spend some serious time talking about Little Albert, the Milgram experiment, the Kitty Genovese murder, and the Stanford Prison Experiment, but for the life of me, I can't think of freshman-level assignments about them. There's also one that Erin told me about involving false memories--I can't think of the name right now--that should also be good. Basically, I need four or five decent prompts (for essays ranging from about 3 pages to about 7) that freshman can handle.
I tried to find some inspiration from online videos...
Check out this footage of poor Little Albert. Again, maybe most people know about this study, but it was new to me. My students (lovable little jerks...) were like, "You don't know who Little Albert is?" As if they knew before they took the freakin' class. Anyway, the video...
By the way, H.P. Beck and G. Irons' 2009 article, "Finding Little Albert: A Journey to John B. Watson's Infant Laboratory" (American Psychologist 64. 7: 605-614) is one of the most intense pieces I've read all summer--it had me on the edge of my seat! I am thinking I'll base an essay prompt on it...what that prompt will be, though, I have no idea.
Then there's the Milgram Experiment, also quite depressing... I know the students will eat this stuff up, but again, what kind of essay assignments can I base on it? Anyway, here's the first clip (1 out of 3) from a recent recreation of the experiment.
And here's a link to some original footage...again, no idea how to connect this to essay prompts. Maybe sleeping on it will help.
More to come, I am sure, but for now, if you've got any great essay prompt ideas, feel free to share them!
Now, yeah, I've taught ENGL 101 before (lots of times), but I am shaking it up this time, using an entirely new textbook and writing new assignments. Like last year, my 101 class is part of a "learning community" with a section of Psychology 101. Last year, all I really did to link the two classes was have them talk about what was going on in PSYC 101, especially when each student took a turn leading in-class writing. We also spent some time talking about the paper they wrote for their psychology class. But really, that was about it. When my colleague and I decided to link our classes again, I decided to do better. I hope this will lead to all the goals at the heart of the learning community mission: connections between coursework in different classes, better critical thinking, and a higher retention rate for enrolled students.
So here's what I am doing: throwing out the old textbook, which is a good book (and edited by a former colleague!), but didn't allow for readily apparent connections to their psychology coursework. The old book is the required text for all 101 classes, but I can get around that rule because of the learning community. (I see it as my subtly subversive way of beginning to challenge the "required text" idea for everyone.)
For alternative class texts, I was really inspired by an article the students brought in one day about "Little Albert" and the famous experiment about conditioning. Now I gotta say, I had never heard of Little Albert or the experiment, but I was instantly intrigued. And it was one of the best discussions we had all semester. "We should be writing about that!" I thought. Why not, I wondered, just use a series of articles like that one--or a series of readings about famous psychological topics/studies--and base most of the course assignments on those? So that's what I've been working on...finding those articles/topics. For years, I've been saying that I really want to teach a composition class using less than ten readings, since I don't believe you need a big old (or even little old) reader to teach writing.
Fortunately, my teaching partner (also named Heidi) is pretty awesome and very into the idea. She pointed me towards Forty Studies that Changed Psychology, which I've been working my way through. Equally fortunate, Erin, my younger sister, is also a psychologist, so she looked through that book and pointed me towards some studies she thought students would be drawn to.
I also ordered They Say/I Say as our main writing textbook and was especially glad that I did so after my friend Aaron said how much he liked it. It's a slim little book--and almost completely focused on practical moves that good writers make. (I ordered a handbook, too, the one the whole department uses, and one that I have a soft spot for since it was the one I bought my first semester at Roanoke and used all four years--and through much of graduate school.)
My big problem/challenge now is coming up with the actual writing assignments. I think, for instance, that we'll spend some serious time talking about Little Albert, the Milgram experiment, the Kitty Genovese murder, and the Stanford Prison Experiment, but for the life of me, I can't think of freshman-level assignments about them. There's also one that Erin told me about involving false memories--I can't think of the name right now--that should also be good. Basically, I need four or five decent prompts (for essays ranging from about 3 pages to about 7) that freshman can handle.
I tried to find some inspiration from online videos...
Check out this footage of poor Little Albert. Again, maybe most people know about this study, but it was new to me. My students (lovable little jerks...) were like, "You don't know who Little Albert is?" As if they knew before they took the freakin' class. Anyway, the video...
By the way, H.P. Beck and G. Irons' 2009 article, "Finding Little Albert: A Journey to John B. Watson's Infant Laboratory" (American Psychologist 64. 7: 605-614) is one of the most intense pieces I've read all summer--it had me on the edge of my seat! I am thinking I'll base an essay prompt on it...what that prompt will be, though, I have no idea.
Then there's the Milgram Experiment, also quite depressing... I know the students will eat this stuff up, but again, what kind of essay assignments can I base on it? Anyway, here's the first clip (1 out of 3) from a recent recreation of the experiment.
And here's a link to some original footage...again, no idea how to connect this to essay prompts. Maybe sleeping on it will help.
More to come, I am sure, but for now, if you've got any great essay prompt ideas, feel free to share them!
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