Sometimes you can get them to start watching old shows by showing clips in class! Convert the youth! But yeah I have never NOT explained the Big 5 without using Office characters as examples (there's someone who's high and someone who's low on EACH TRAIT!) but I think I'm going to have to let go 😭
Sobering (but thus useful) experimental findings on bias in teaching evaluations: www.tandfonline.com/doi/abs/10.1...
In upcoming activities, I'll focus on succinctly summarizing findings, and ensuring you're citing the best article for the claim you're trying to make (and emphasizing that you should do your research before settling on a claim!) Hopefully I'll see improvement before the final paper! /end
All but one of the sources were journal articles, so students really understood that part of the instructions! However, many of the descriptions did not fully describe the findings of the papers cited to support them, and a few had nothing to do with the question being asked. 5/
For each question, they had to find one journal article or chapter (no blogs, websites, press releases, etc) to cite and write 1-2 sentences answering the question based on that source. Afterwards, I looked at the sources and descriptions and emailed each group feedback. 4/
They had to answer 4 questions: What is the role of stress in developing this disease? Does stress influence treatment effectiveness? Does stress influence prognosis after diagnosis? Have any stress-reduction interventions been shown to be helpful for this disease? 3/
The course is on stress and coping and that class session focused on stress and physical health, so they broke into groups of 4 and picked a stress-relevant disease from a list (e.g., CVD, asthma, cancer, common cold) 2/
I did a short (20 min) activity in my senior capstone course that I think was really helpful for identifying issues in finding and using relevant literature, so I can try to teach them better strategies before the final paper at the end of the semester! 1/
Miami University (OH) is hiring a TT behavioral neuroscientist! We have a growing, active neuroscience program with strong connections to bio, and this is a great place to teach and do research with top quality undergrads and PhD students. Review of applications begins 10/21.
