psych face

What up, anyone? I know affective science has already posted, but I can't find any signs of social. Anyone have word?

I think I've been doing both, alternating. Like - 1) ice cream, movie theater, just laying around feeling happy and like - 2) wish I wasn't in a semester so I could just shake it off faster, but being this busy makes it linger over me, weighing me down when I know I should be doing other things As it is - my summer plans are to do both 1) celebrating, good times, and 2) relaxing the F out and forgetting how stressful all of this was as soon as flipping possible, because I am really getting tired of thinking about it. (I'd be a lot happier if I weren't so busy right now)

I'm confused. Are you asking us to write your homework for you? Oh, I'll write your homework for you. But you won't get a good grade.

Well thanks, it's all a very confusing sort of fiasco, this stuff. Makes me want to go get a job and forget about it sometimes.

So, I'm confused by a couple of schools that have sent out interviews and rejections for a particular emphasis, but I've missed them both. Does this mean I'm on the backup pile in case some people decide to go somewhere else? Or isn't that what those extra interviewees are for? I'm confused.

I don't know man, I found you pretty easy:

Looks like accepts and rejects for Clinical went out over the last couple weeks. But that's all I found.

I also did not look at rank. I looked at specific people and departments that had the people. I looked for pockets of experts in my field of interest. And those were all over the rankings. And from what I can tell, they all had shit acceptance rates this year. Funding is just shit right now. I know some adjuncts at my school are actually organizing to formalize complaints. I wish them luck, but I'm afraid that is all they are going to get. Ditto on all of that. I feel dumb actually. A lot of things about this process are just ringing with dumb. Dumb. Dumb. Dumb.

I'm worried about this too, but mostly because I already have a lot of things scheduled, like conferences and another interview, and they wait so long to tell you what weekend to pencil in that I inevitably have other stuff going on that takes precedence. I feel like they probably would have to expect that some people have things going on. I would honestly prefer to Skype just because I don't want to miss any additional classes or obligations this semester. Also, I just did a phone interview about a week ago, and it was perfectly fine. It went really well. They asked the same questions I expected them to ask in person and I had to do a lot of talking about awkward-ish things, but it was okay. I just don't like to talk on the phone for long periods of time like that, my ear gets uncomfortable.

My undergrad wasn't in psych and I didn't do any of that stuff. My school doesn't even do honours thesis projects for bachelors. Just two cents from the opposing viewpoint. I think they have a better chance than I did... - pick your school and POI wisely. I did some dumb stuff I would have done otherwise. Published abstracts are common after conferences - the journal connected to the conference will publish the abstracts in one of their issues.

ROFL... Interviewer: So tell me about yourself. Me: I love you. Interviewer:

I like a lot of what you have to say but I think it's also important to convey to students that if they do find they have the ability to break the methodology of someone's research, that it does not necessarily mean that the underlying theory is false, it just means that this particular attempt to prove the theory was a failure. The theory may still be workable. That's a problem I've come across a lot; sometimes they think one failure of an attempt means failure of the underlying theory, when really it was just the researcher's attempt that was a failure. Incorrect assumptions might have been made between the initial theory and the methodology, so the results don't imply what the researcher believes they do. Might be off topic, but also a difficult thing to teach sometimes.

I think exams, constructed properly, can accurately assess learning. Although, the Ed. Psych dude here has eliminated exams entirely from his courses, so take that for what you will. He uses interactive learning, group work, homework exercises, and generally forces the students to constantly prove they know the material through their experiences in class. That's all well and good, but I think it would be really difficult for the instructor to actually assign grades in that atmosphere. Now, if we didn't have to assign grades, that would be great. It would just be a pass/fail situation for the course, and you would only get credit if the professor considered you competent in the material. But this is more like a conceptual redesign of the entire system, and I don't think we're prepared for that right now, what with everyone's dependence on grades. But, Ideally, I think it would be better. However, I would still incorporate exams to verify basic acquisition of simple things like terminology necessary to sound like an educated adult moving forward. For example... I met someone once who was taking senior level biology courses and didn't even know how many chromosomes there were and thought all your heritable genes were on the X and Y chromosomes. I wanted to vomit, that the guy was getting a degree in biology. That's the sort of thing exams are for... People who fail basic stuff like that should be prevented from graduating. I mean, I think he slipped through the cracks solely as a result of these more 'fluid' experiential grading systems a lot of professors here are using now. A course based solely on exams would have prevented that level of incompetency. I would probably try to find a healthy mix. But this is all relative to what you are teaching and what your goals are; vocab and concepts vs mechanistic understanding. I did recently have this conversation with a statistics teacher and he decided to redesign his course in order to have the students following the scientific method, engaging in hypothesis testing. Then the course content, statistical methods, would come as a byproduct of this. Honestly, I'm a little concerned because a lot can go wrong when you try new things out, but his method sounds more practical. It just seems to me the difference between algebra via lists of problems or via story problems. Which, I don't know which is better, so it's tough. This is constantly being talked about at my school, by the way. Big issue, how to teach stuff.

It looked a bit like a form letter, maybe different POI's are going out at different times.

Boulder reject email today.