The wise man doesn't give the right answers, he poses the right questions. --Claude Levi-Strauss, Belgian anthropologist

Astronomy 120

Fall 2008
Instructor

Igor Glozman
 Office:  29-332
Tel: (206) 878-3710 ext 3510
email: iglozman@highline.edu
homepage: http://flightline.highline.edu/iglozman/

Lecture hybrid (6176): TuTh 11:00 AM - 12:20 PM, RM TBA

online (6178/6180): self-paced

Office Hours

Tu/Thu    12:30 - 2:30 PM
*also by appointment and whenever you can catch me

Textbook The Essential Cosmic Perspective by Jeffrey Bennett, et al., 4th ed,
 
Course description

Survey of major topics in astronomy including scale of the cosmos, light and spectra, the night sky, and life cycles of the stars. The selection of topics will be driven to some extent by student interest.

Why Astronomy?

Since the dawn of civilization, human beings have been asking themselves: Where does it all come from? Outside of religion, this question is perhaps best addressed in an astronomy class. Click here to see how astronomy can also help you with your social life.

Course objectives

  • Have fun!!!
  • Become an active member of a learning community.
  • Learn to learn (see FAQs for some quick tips).
  • Improve:
  • Increase your scientific curiosity (beyond the course).
  • Learn to apply knowledge outside of class.
  • Have fun!!!
***Grading Homework 10%
Participation 15% (or more)
Journals 15% (or more)
Presentation/Science articles 15%
  Stargazing 10% (or more)
Midterm 15% (late Oct, 2008)
Final 20% (Finals week)
 

Grading scale

Students often want to know where they stand in the class. While the question is difficult to answer with accuracy before all the assignments are turned in and the results compared to the rest of the class, the scale below should give you a rough idea.

Decimal grade Type of student
4.0 Exceptional student, strong in every aspect of the class.
3.0 Pretty good student, strong in most aspects of the class, with some weaknesses
2.0 Average student, weak in many areas but has a reasonable grasp of the important ideas
1.0 Serious issues with effort and motivation (or evidence thereof)
0.0 Little or no effort, virtually no motivation (or evidence thereof)

For a more detailed analysis, please visit the grade calculator, http://flightline.highline.edu/iglozman/classes/gradecalc_ast.htm.

Course content (see Blackboard for weekly updates)

  • Quick tour of the cosmos (ch.1-2)
  • Copernican revolution (ch.3)
  • Solar system and its origins (ch.6)
  • Meteorites, Asteroids, and Comets (ch.9)
  • Terrestrial planets (ch.7)
  • Jovian planets (ch.8)
  • Light and spectroscopy (ch.5)
  • Our Sun (ch.10)
  • HR diagram (ch.17)
  • Stellar evolution (ch.12-13)
  • Life in the Universe (ch.18)
  • Other topics (if time permits)
Chapters are based on Bennett's The Essential Cosmic Perspective, 4th ed.

 

Course components (in gory detail)

Cartoon of speaker addressing a classParticipation:  There is an old saying that "It's better to be thought a fool than to open your mouth and remove all doubt." While this attitude is quite pervasive among students, it usually constitutes an impediment to learning in the classroom. Class participation is very important not only for your own success but also for that of your classmates. So try to become active participants in the learning community, whether it be the actual classroom or discussion web. Form study groups, participate in classroom discussions, and be prepared to answer questions in the discussion board. Of course, feel free to ask questions at any time.

 

dig_holeHomework: To help you keep up with class material, weekly graded (required) assignments have been set up in Blackboard. For best results, you should start working on the homework as soon as it becomes available and you should make an effort to be as independent as possible, referring to the book or other resources when necessary. Keep in mind that the real learning is in the journey. Merely getting the right answer with the help of a friend or tutor may bypass the critical learning component. Of course, you should get help after making a sincere effort and hitting a dead end.

Typing ComputerBlackboard: All assignments in this class are submitted online in Blackboard (http://blackboard.highline.edu). Email should never be used to submit assignments. You should log in regularly to participate and to make sure that you are aware of all due dates. For help with Blackboard: http://flightline.highline.edu/ic/ticket/.

stress****Midterms and Final: Exams are your chance to show off what you have learned. If you do your homework and stay alert in class, you shouldn't have too much trouble. Because of the wide spectrum of preparedness on the part of the students, the distribution of scores on the exams can also be quite broad. An average of 50-60% is not unusual in a science class, with some students significantly above and some below. If you need special accommodations, please let me know in advance.

sunrise over pondJournal: A journal is a record of occurrences, experiences, and reflections kept on a regular basis--a bit like a diary. Whether in industry or in an educational setting, making observations and generally being more self-reflective are helpful in identifying areas of strength and weakness so that appropriate adjustments can be made and better problem-solving algorithms can be developed. By directing you to be more self-reflective, a journal can increase your effectiveness by helping you define objectives and set goals, and monitor progress toward them. Secondarily, this process would also allow an outside observer (e.g., supervisor or teacher) to offer some useful feedback. In this class, you will be expected to keep such a journal and make regular entries in it, roughly every couple of days. Entries can include things you've learned or are having trouble with, and any other school-related experiences that may be affecting your performance. Here are some guidelines:

Discussion List Cartoon

Forum:  One good way to interact with your classmates without the headache of organizing meetings is to exchange ideas in the “virtual forum” or discussion web set up specifically for your class in BlackBoard. I encourage you to use the forum to solve homework problems together, ask questions, make suggestions, or simply air some thoughts. In addition, important announcements will appear in the forum. Remember that you are all in this adventure together, so please do as much as you can to contribute. Most of you will find visiting the forum a pleasant adventure, a way to hang out with familiar characters. For some, the forum will turn out to be an addiction--but fortunately one of the healthy ones. Note: To get full credit for forum participation, you need to demonstrate not only a consistent effort throughout the quarter but also some depth in at least a few of your posts. As with the science articles (see below), it is not sufficient to unload during the last couple of weeks.

Group presentation: (Does not apply to online astronomy.) This is your opportunity to research a topic of interest to you (but related to course material) in some depth and educate your peers (the class), while sharpening your communication skills. They do say, after all, that the best way to learn a topic is to teach it. Your presentation should include a short poster and/or presentation. You are encouraged to choose a topic of particular interest to you; some ideas can be found here: http://www.flightline.highline.edu/iglozman/classes/project_ideas.htm. Keep in mind, however, that it is ultimately your responsibility to find a topic. You are also encouraged to use any other props which you feel will enhance your presentation and stimulate your audience. A degree in engineering or astrophysics is not required, but a creative spirit and an outpouring of enthusiasm wouldn't hurt. You should work in groups of 3-5 people, but you must share the workload.

Science articles: Read an article on any science-related topic (doesn't have to be astronomy) and submit (post) a quick blurb in the Articles forum. This blurb should be a just long enough to whet the reader's appetite but not longer than a couple of sentences. Include a reference and a couple of challenging questions (and answers) related to the article. These articles are intended to encourage you to practice your written communication skills, especially as they relate to scientific material. While some students find it difficult to add yet another task to their already busy schedules, the potential benefits suggest that it might be a good investment. These include:

Science sources can be found all over the web, as suggested by (but not limited to) to this list:

http://flightline.highline.edu/iglozman/bibliography.htm

Here is a couple of examples:

 

Q: How often does HST have to be serviced: A: That varies with circumstances (plans, failures, etc.), but every 2-4 years is typical. HST was last serviced in March of 2002 to have one of its cameras replaced. A couple of new cameras were to be installed in 2006, but those plans have now been scrapped.

Q: How long can HST remain in orbit without being serviced? A: Failure of one of its critical components is a random event which could occur at any time between now and a few years from now. The most critical components include gyroscopes (for maintaining direction) and batteries (from 1990, were to be replaced in 2006). Of the six gyroscopes onboard, two have already failed and a third is showing signs of trouble.

Q: Why abandon HST, which has been so hugely successful? A: Maintaining HST is quite expensive and would have involved the development of new technology in the wake of the recent Columbia Shuttle disaster. Its abandonment represents one of many sacrifices science would have to make to help pay for the president's new initiatives. Also, NASA is committed to building the James Webb Space Telescope, considered Hubble's successor and currently scheduled for launch in 2011.

Q: What can be done to extend HST’s life without servicing it? A: As far as preserving battery life as long as possible, HST could run only one science instrument at a time, instead of all of them at once (as it has in the past).

Q: Wouldn’t HST threaten people and property on the ground when its orbit decays and it crashes to Earth? A: To prevent serious injury on the ground, NASA plans to develop a robot which would fly to the telescope, attach a retrorocket, and steer the spacecraft to a harmless reentry over an unpopulated area.

ref: http://skyandtelescope.com/news/article_1156_1.asp

says &aposBe prepared to respond to questions that might arise in connection to these articles. This is all very informal, so try not to be too stressed about it, but do put some effort into it. As with forum participation (see above), consistency is very important, so try not to unload during the last week or two. You need to do about 1 article per week (in the forum). More is better, less is worse. You also need to respond to at least one article per week in the forum. Your response not only keeps you alert to others' posts, but also encourages others to keep posting. (An indifferent audience is not very motivating.) Keep track of your activities with regard to articles and comment on them in the journals.

Stargazing: Because this is an astronomy class, students will be expected to become familiar with the night sky. This is not only a requirement, but is also quite fun. At least twice per week, you will need to post in the Stargazing forum (in Blackboard) observations you have made of the evening sky. A telescope is helpful, but not required. As with the science articles, the objective is not only to learn, but also to teach. Here's a typical observation:

meteor.gif (1945 bytes)At the moment, the sky is cooperating. So put on your mittens get the hot chocolate ready and run outside for a quick peek. Betelgeuse (in Orion), Aldebaran (Taurus), and Mars form a nice triangle. In the neighborhood of Aldebaran, you should spot a little cluster of stars called Pleiades. It looks like a tiny Dipper. With binoculars or better, you should make out 7 or more bright stars. It's a very famous cluster, quite pretty, and is also the Subaru logo. Of course, if you see some other sky critters, feel free to share.


You may find some of the following online resources helpful:

 

Teaching/grading philosophy: Most teachers want students to focus on learning and not be too preoccupied with points. To promote this mindset, the grading scheme in this class rewards you more for being motivated and well-rounded than for achieving perfect or near-perfect scores on exams. In particular, perfect scores on all exams but with very little contribution to the learning community may yield no more than a grade of B. On the other hand, a student who gets decent, though not necessarily stellar, scores on exams (e.g., 75%) but is always asking questions, working with and helping others, demonstrating a thirst for knowledge and growth, trying to do more than required (e.g., bringing interesting science news to the attention of the class, asking provocative questions, and basically trying to learn and understand) will definitely be in contention for an A. The highest grades will be reserved for those people who not only score decent on exams, but also demonstrate a respectable work ethic and make a contribution to our learning community. My motivation for using this "nontraditional" grading scheme is to encourage students to become independent and self-motivated learners, so that learning and growth continues well after the class is over. You'll find that if you can learn to be internally driven, rather than driven by some arbitrary point system, you'll end up a lot more successful and will probably have a better quality of life. So whenever you don't get the grade that you want on a homework assignment or an exam, think of it as an opportunity to learn from your mistakes rather than as something that will prevent you from transferring to some competitive graduate or undergraduate program.

 

Keys to success

Attitude and perspective:  Although science tends to be challenging for most nonscience students, the real difficulty is not the subject matter but rather the attitude with which it is approached. The best approach is to work hard and apply oneself. In addition, maintain a positive attitude and a love of learning at all times. Try not whine about how difficult the material is; instead, try to have fun and be grateful for your educational opportunities. When you start to feel a little stressed from school, try to think about the starving orphan in some third-world, poverty-stricken village who would love to trade places with you. It's all a question of perspective, so try to maintain a healthy one.

Deadlines and due dates: Deadlines and due dates are an integral part of the world we live in. We all have to deal with them and they help us stay on track. In that regard, this class is no different: All assignments come with a due date. The due date should not be interpreted as the day to work feverishly on an assignment; rather, you should be working on assignments with consistency (not in spikes) as soon as they are available, keeping the due dates in mind as aids in helping you manage your time and tasks efficiently. Those that have trouble staying on top of due dates might consider mentally moving the due date up to a somewhat earlier time. Since procrastination is by far the most common excuse for missed assignments,  assignments will usually NOT be accepted after the due date. Keep in mind that the ability to keep up with the due dates is an important aspect of each assignment. If you miss an assignment (for any reason), you should explain your circumstances in your journal and participate more in the forum to minimize the penalty.

 

***Preparing for class:  In this course, students are expected to come to class prepared, having gone over at least some of the relevant material in the textbook. For best results, the class should be considered a supplement rather than a substitute for reading and independent study. The instructor cannot make you learn; the instructor is only the tour guide. So don't be afraid to learn things on your own outside of class. You are expected to do so--during this class and during the rest of your lives. Throughout the quarter, students will be given frequent opportunities in class to demonstrate their level of preparedness by making a sincere attempt to answer questions posed by other students or by the instructor. While this may seem intimidating at first, it is really an effective way to motivate students to be actively engaged in a classroom discussion. (The alternative, and usually less appealing, option is the dreaded pop quiz. So stay on your toes and don't make me resort to it.:))

 

Objectives

Please excuse Mrs Mother, Mr BachchanAcademic maturity:  Academic maturity is an umbrella term used to describe those characteristics which allow students to reach their academic potential and achieve growth in an academic environment and ultimately in the field of their choice. Characteristics generally associated with academic maturity include:

In their book Making Sense of College Grades (Jossey-Bass, 1986), Ohmer Milton, Howard R. Pollio, and James A. Eison found that learning-oriented college students were more inclined to explore possibilities and relationships rather than to work only with known facts; they also were more attentive to lectures. In contrast, grade-oriented students who focus on "making the grade"--for example, who only read material that will be tested and view other class reading as an inconvenient waste of time--performed less well on exams, had poorer study habits, and were twice as likely to report having cheated repeatedly. So try to approach your educational opportunities in a mature, knowledge-hungry way. Remember that only half of your grade will be based on exams. The other half will be based on academic maturity (in its various forms).

Independent learning: In this class, students are expected to develop the ability to read the book and to be independent of the instructor (as much as possible) in learning the material. The instructor should be viewed more as a tour guide and facilitator than a transferrer of  knowledge. For best results, you should try to familiarize yourself with the concepts before seeing them in class. The due dates for homework assignments are timed to motivate you to stay on top of the material and discourage you from procrastination.

Critical thinking vs stupid pet tricks: "Critical thinking" and "thinking outside the box" are catch phrases which are receiving increasingly more attention in both education and in the industrial world. Traditionally, education of the masses has emphasized the rote memorization of facts rather than depth of understanding. In today's fast-paced world, however, as information proliferates and becomes obsolete more rapidly, the traditional assembly-line philosophy of learning can no longer be considered adequate. Indeed, information becomes less important than the ability to access information, to identify and define issues or problems, to generate hypotheses, to construct arguments, to make inferences, and to evaluate results. All these new demands require that students actively engage in learning rather than passively "receive" knowledge. So do your best to become active learners and try not to react in a Pavlovian manner to a few dangling points.

cartoon man with the top of his head lifting up from the pressure of an earth and other things.Understanding vs memorization: Astronomy, like any other branch of science, deals with quantitative as well as qualitative concepts. The quantitative aspects of astronomy generally involve the categorization of a seemingly vast amount of information into a few relatively simple principles. You will find that if you invest some time into understanding these principles and the qualitative concepts behind them, you will not only gain a deeper and longer-lasting understanding of astronomy and the scientific method, but you will also avoid the all too common and painful mistake of trying to memorize a gazillion factoids. For your continued edification, the "internalize but do not memorize" mantra will be chanted repeatedly throughout the course.

 

***Computer literacy: Computers are a general-purpose tool; they may appeal to different people in different ways. One person may like graphics and animation. Another may like electronic mail. Another may prefer video games. Whatever one's particular uses of a computer, proficiency with a computer can dramatically increase one's productivity and potential for success. Unfortunately, not everyone is completely comfortable with the use of computers, and some even suffer from computer phobia. Fortunately, like all irrational fears, computer phobia is no match for a determined, curiosity-driven mind and gradually dissolves with practice and perseverance.

As with most new things, there is a learning curve, and feeling some frustration at times is perfectly natural. The important thing to realize is that learning to use computer technology (in its many incarnations) is not something that should be considered a distraction from class work; it IS a big part of the class. Irrespective of background, all students in the class will be expected to master the following list of computer-related skills:

Pedagogy

A paradigm shift: According to William Perry's Scheme of Intellectual Development, the typical first-year college student has a dualistic view of knowledge, believing that right answers for everything exist in the absolute and that the role of the instructor is to teach them. Knowledge represents a gradual accretion of right answers acquired through effort and obedience to the instructor. Sadly, traditional teaching practices, particularly in introductory courses, tend to reinforce, rather than challenge, this unsophisticated view of learning. Traditional approaches emphasize the presentation of information, and define learning as its absorption. In contrast to this traditional content-driven paradigm, an effective student-centered, learning-oriented classroom involves a more active approach to learning, characterized by the following basic principles:

 

Active vs passive: ***In the traditional model of education, the instructor is expected to have all the answers, while the student is expected to listen, take notes, and then demonstrate how full of knowledge he/she has become (usually on a test). In this model, brains are essentially treated as passive receptacles to be filled by the expertise of the instructor. According to constructivism, a popular theme in contemporary theories of education, learners do not acquire knowledge passively but construct it actively based on their experiences. But while most educational experts today recognize that this is not an effective mode of teaching, it is still unfortunately the predominant mode of education at the undergraduate levels. Hopefully, we can do a little better in this class.

If you want to build a ship, don't drum up the men to gather wood, divide the work, and give orders. Instead, teach them to yearn for the vast and endless sea.
—Antoine de Saint-Exupéry

Bloom's Taxonomy: Much of the philosophy behind the various class activities and components is based on Bloom's Taxonomy of the Cognitive Domain, a learning theory based on six levels of intellectual behaviors: knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from the simplest, knowledge (the remembering, either by recognition or recall, of ideas, materials, and phenomena) to the most complex, evaluation (the making of judgments about the value, for some purpose, of ideas, works, solutions, methods, material, etc..).

Learning styles:  Have you ever wondered why you loved history while your friends hated it, felt inspired by one particular faculty member while your friends thought she was boring? Have you ever been uncomfortable at a party while others seem to be having a wonderful time? Do you ever wonder why others miss deadlines and never seem to have things organized? All of these are connected to our personality type and our preferred way of doing and viewing things. When we are in a classroom environment that matches our learning style, everything feels right. The teacher is stimulating, the material exciting, the work enjoyable. But if the environment does not match our preferred learning style, we feel out of place, uncomfortable, and unable to do our best. There are no right or wrong, good or bad learning styles, just preferred styles. Understanding learning styles and personality preferences provides an important dimension of self-discovery and personal growth for students.  Knowing what we have in common with others, how we differ, and what is unique about ourselves can be both empowering and critical to our success in college and beyond. One of the most popular rubrics for understanding personality types is the Myers-Briggs Type Indicator (MBTI). What's your MBTI? Find out here: http://www.gsu.edu/~dschjb/wwwmbti.html.

 

Cooperative learning: A learning community is a group of people all connected by a common educational or developmental goal. Extensive educational research indicates that when students learn together in pairs or in small groups, the learning is faster, there is greater retention, and students feel more positive about the learning process. The value of cooperative learning has resulted in its widespread use throughout the country, and it has become a standard part of most curricula. One common technique in traditional class settings is for a teacher/facilitator to assign people into groups, which then engage in some classroom activity and report their results to the greater learning community. The activity may be the discussion of some hot topic, a lab, a PowerPoint presentation, etc. Many e-learning environments replicate this sort of activity and framework, utilizing environments like Blackboard to manage and facilitate the students' interactions. When working on group projects, all group members must participate in all aspects of the project, not simply taking turns. While we can all come up with pretty creative excuses why it's difficult to meet as a group outside of class or how the discussion board takes too much time, the ability to collaborate is an important objective of the class (and in the real world), no less important than the scores on an exam. So, for the benefit of all, please contribute to the learning community.

 

animation of aurora borealisProcrastination: Procrastination is perhaps the single most insidious deterrent to effective learning. Procrastination has a way of ruling our lives if we do not bring it under control. Not only does it make learning more difficult due the sheer volume of last-minute material, it also leads to excessive (and unnecessary) stress. Since understanding generally requires more time to achieve than short-term memorization, try to be consistent in your effort and don't procrastinate. In science, perhaps even more so than in other fields, procrastination and cramming are simply ineffective learning strategies. And while it takes a great deal of wisdom and effort to break the clutches of procrastination, the results are usually worth it. Want to join a support group? Click here. Want to know how much of a procrastinator you are? Visit: http://flightline.highline.edu/iglozman/classes/procrastination_quotient.htm

.The binge-purge cycle

 

Head Bang on ComputerPerfectionism:  Are you a perfectionistic procrastinator? The question may seem paradoxical since you might think that a perfectionist is driven to get things done. In fact, perfectionism is often associated with procrastination because perfectionists can be easily paralyzed by the fear that some action may lead to an imperfect result. Perfectionism can lead to "starts and spurts" performance, in which an individual attacks a task with great energy (e.g., cleaning spree) and then slumps back in exhaustion after having exasperated, irritated, or alienated everyone around. Perfectionism has also been found to be strongly related to depression and an extremely critical spirit (either toward self or others). What is perfectionism, then? Perfectionism is a form of rigidity or inflexibility that is marked by three major characteristics:

  1. The intense desire to jump in and do things yourself because others just can't do it right.
  2. The insistent attitude that you wouldn't even start on something if you can't do it well.
  3. The profound need for closure, indicated by agitation or discomfort should something be left "hanging".

Each of these characteristics "drives" the perfectionist to procrastinate. For perfectionistic procrastinators, the first step in dealing with procrastination is acknowledging and disliking these three basic tendencies. Then practical solutions can be applied systematically. For example, moderate your expectations and stop focusing on faults and flaws.

Fear of failure: How often do we find ourselves afraid to try something for fear of failure, ridicule, or imperfection? Ironically, it is this fear of failure, rather than the actual failure, which is the greatest impediment to learning. Failure itself is a powerful teacher and can be the source of much personal growth. One of the reasons that kids are such excellent learners is that they reject all fear of failure. Trial and error is their policy and they are very effective at it. When children fail, they discover that they need to expand their capabilities. And although they may be frustrated by initial failures, they are rarely so frustrated that they don't try again. Just listen to them babbling and groping their way toward language acquisition. They are not always perfectly understood, but they ultimately learn the language, much better than most of us could learn it in school. Interestingly, children are not embarrassed by failure until they get to school; it is here that they learn to fear failure. This is very unfortunate since it is the willingness of young children to fail that is so critical to their ability to learn. Without failure there is no second try, no thinking about what needs to be changed, what needs to be learned. The loss of this willingness to fail is highly detrimental to the very curiosity that drives education. So, with that in mind, give yourself the permission to babble like a child. If you can do that, you'll be well on your way to success.

Special Accommodations:  If you need course adaptations or accommodations because of a disability, please provide the instructor with the Letter of Accommodation you have received from the Office of Access Services, which is located in Building 99.

Student rights and responsibilities:  One of the fundamental objectives of this institution is to provide students with a high-quality education while developing in them a sense of ethics and social responsibility. Students are therefore always expected to abide by the highest ethical standards.  Unethical conduct, most notably discrimination and various forms of academic dishonesty (cheating, plagiarism, etc.), hurts the entire community and is subject to disciplinary action, as laid out in the Student Rights and Responsibilities document available at the Office of the Dean of Students. Anyone aware of such unethical activities should report to the instructor.

Tutoring:  If you need extra help with this or any other class, you may find the tutoring center (26-319, x3444) useful.  The people are friendly and the services are free.

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Quick FAQs (including common gripes and excuses)

It appears to be human nature to complain and come up with excuses when effort and hard work may be involved. Here's a short list of classic gripes or excuses and the likely response. (Click here to hear what they all sound like to someone who has heard it all before.)

Learning strategies

  1. How much time should I dedicate to studying the material?
    Response: The typical student should probably spend about 3-5 hours/week on the reading, 3-6 hours/week on the hw, and about 4 hours/week for other assignments (journals, articles, discussion board, etc.), for a total of 10-15 hours/week.
  2. What if I'm not able to finish the reading and hw for this week?
    Response: It's not necessary to approach this from an all-or-nothing perspective. If you're pressed for time, consider initially reading the summary and lecture notes only. Then try to work on some hw questions (NOT quiz), whether or not you're able to complete it. As time permits, you can then gradually fill in the gaps by reading the book and asking questions in the forum.
  3. Why should I read the text if you have everything in the lecture notes?
    Response: The lecture notes are quite sketchy, designed to give an overview, much like the chapter summaries. Some people find it helpful to start with an overview and then fill in the gaps with the heavy reading. Without an overview, the heavy reading often become one big blur.
  4. Why do you discourage us from memorizing? That's how some of us learn.
    Response: While many students often find comfort in memorization, memorization tends to be a short-term solution to a long-term problem. In this class especially, students who try to think and interact tend to be far more successful, both in terms of grades and level of satisfaction, than those who rely primarily on memorization and regurgitation. Here's a comment by an actual student: "Every other teacher I have had has made us simply memorize the material and spit it back out on a test. After taking your class, I honestly feel like that style of teaching [memorization] doesn't really teach anything."
  5. There are so many things that need to be memorized and studied, yet you do not want us to memorize things. I'm a bit confused.
    Response: Learning and internalizing are not the same as memorizing. Strict memorization often involves no context or obvious purpose. If you find yourself memorizing excessively in this class, you're probably not seeing the big picture. I can help you see the big picture, but you'll need to let me know when and what you're trying to memorize. If you keep silent and don't ask for help or feedback, you might find yourself getting more and more frustrated.
  6. There is so much stuff to learn, I'm worried I won't be able to soak it all in.
    Response: Don't worry too much about learning everything. There is a lot redundancy built into this course, as there is in life. In other words, facts and ideas are constantly repeated. If you don't learn something now, you'll get another crack at it later. Different people learn different things at any one one time. The important thing is to think and get involved in the process. The knowledge will follow.
  7. I'm putting much more time into this class than any other 5 credit class and I don't feel that's necessary.
    Response: When comparing classes, we need to make sure we compare apples to apples. Some classes are hard, others are easy. Science classes, for instance, generally take more effort than non-science classes for non-science majors. In general, the typical workload expectation for a 5-credit class is about 3 hours at home for every hour in class, for a total of 15 hours per week (outside of class). An online class may be more demanding for some since they might prefer to listen rather than just read. If you feel you're putting in more much than about 15 hours a week, please help me identify the component in your weekly to-do list which you feel is particularly unreasonable or time-consuming.
  8. I hate computers. I prefer to work with pen and paper.
    Response: You can always print out the assignment and submit it online when you're ready. On the other hand, consider the possibility that computer work might actually be quite educational. Here's one interesting study that supports that notion: http://flightline.highline.edu/iglozman/classes/compwriting_v2n1_jtla.pdf.
  9. The instructor never seems to answer any question with a simple "yes" or "no".
    Response: A simple "yes" or "no" often does not do justice to the complexity of an issue. Discussion and exchange of ideas are often much more valuable.
  10. The instructor's style of teaching and my learning style do not seem compatible.
    Response: The homework and textbook are essentially independent of the instructor's teaching style.
  11. Are lecture notes available for the class?
    Response: Yes, lecture notes are available online. Hopefully, these lecture notes will help students pay attention in class and reduce the urge that many students feel to write excessively and obsessively detailed notes in class. Keep in mind, though, that lecture notes are sketchy and are not designed to replace either the lecture or the class textbook (or other reading material). Having another perspective is very important.
  12. I like to write down everything the instructor says. Why does the instructor discourage me from taking too many notes.
    Response: This class is for interactive learning. Generating a transcript of the class lectures is essentially a passive process which bypasses the interactive component. If you need to take notes, take notes from the book at your own pace and then possibly supplement those with a few key ideas from class that seemed new or different.
  13. But some people really learn best by taking detailed notes and I feel much more secure when I take notes.
    Response: Feeling secure does not translate to effective learning. The main advantage of physically coming to class over simply reading is the interactive nature of the classroom environment. Excessive note taking bypasses the interactive component. And while it's possible to learn something from reviewing one's notes, this learning is no more effective, and often less, than reading the book or various other resources (e.g., online lecture notes).
  14. Why does the instructor always discourage us from caring about points?
    Response: Preoccupation with points can perhaps help students develop fine hoop-jumping skills but is not likely to help students become self-motivated independent learners. If you work hard and carry a positive attitude, the points will follow naturally.
  15. I know you don't want us to care too much about points, but I need to transfer to a University which does care about points (grades).
    Response: Part of your grade is based on your attitude and perceived desire to learn for the sake of learning. You may therefore get a higher grade if you appear to be hungrier for knowledge than for points. Fake it if you have to. It's probably a good exercise.
  16. What do you mean by point addiction?
    Response: Students should be proactively looking for ways to learn and not simply reacting in a Pavlovian manner to a few dangling points.
  17. Why should I read the book and come to class prepared? I'll just let the instructor teach me everything.
    Response: This class is not simply about memorizing a few factoids presented in class. You need to develop/demonstrate an ability to be a self-motivated and independent learner.
  18. Why do you move on to new material before everyone in the class has had a chance to understand the material just covered?
    Response: Instructors try to anticipate difficulties but they are not mind readers. If a student does not understand something, it is ultimately the responsibility of the student to speak up, especially when the instructor asks, "Are there any questions?"
  19. By the time I got somewhat familiar with the concepts, we've already moved on to a different concept. This has pushed me behind in school.
    Response: If you consistently find yourself falling behind, then you're probably procrastinating and waiting too long for the instructor to cover the material. Topics to be covered in class are never a secret, and studying ahead of lecture is usually very helpful.

Deadlines

  1. What are due dates for the various assignments?
    Unless explicitly stated otherwise, only the hw has specific due dates. For journals, articles, and other recurring assignments, you just need to keep up a consistent pace, as suggested in the weekly to-do list.
  2. I like the online access of assignments but I always forget the due dates.
    Response: A regular routine of logging into Blackboard (e.g., submitting journals) usually solves this problem.
  3. I couldn't submit my homework because there was something wrong with my internet connection.
    Response: Don't wait until the last minute. Bad things often happen when you wait until the last minute.
  4. I couldn't submit my homework because I was working late and the assignment was past due by the time I got back home.
    Response: Don't wait until the last minute. The allotted time to complete the assignments is always quite generous.
  5. I finished the homework way before it was due but then when I tried to submit a few minutes before the deadline, the computer wouldn't let me.
    Response: Don't wait until the last minute to submit. Since you have several submissions available, there is no reason not to submit at least part of the assignment early.
  6. You only gave us 10 days to work on this assignment. If I had just one more day, I would have done so much better.
    Response: What if you only had 9 (instead of 10) days to work on the assignment, how many additional days would you need? If you always find yourself needing one more day than what you're actually given, then you're probably procrastinating.
  7. Why do you make the HW assignments due on Saturday? Wednesdays would work a lot better.
    Response: You have the option of finishing on Wednesday, and not waiting until the due date.
  8. I would find it easier if homework was due every day instead of every 2 weeks.
    The due dates are scheduled to give students as much flexibility as possible to accommodate heavy work schedules and other responsibilities. You are encouraged, however, to start chipping away at your assignments as soon as they become available in Blackboard.
  9. I still don't understand some of the concepts and I need one more day to work on the homework. Can I have an extension?
    Response: Deadlines need to remain firm to ensure that progress is made in a timely manner. However, you can and should continue to work on the homework, even after the deadline, until you understand all the concepts. Resources (book, web, peers, tutor, teacher) are always available if you need help. And don't be shy about asking questions in class.
  10. I know it's irresponsible of me to be late on this homework assignment, but is there any way for me to still hand it in?
    Response: No, due dates must be enforced or they lose meaning. Here's an experience of an actual student: "I did poorly on the first homework, but I learned from it. I procrastinated on turning it in and got held up at work, missing the submission deadline. Because of this, I turned in the remaining homeworks on time, and usually early. I completely revised my methods of doing homework." So there is hope!
  11. I missed the deadline for submitting the homework by only a few minutes. It doesn't seem fair that I should receive zero credit for it.
    Response: Assignments can be submitted multiple times and students are expected to submit assignments (even if they are incomplete) well in advance of the deadline. The fact that you waited until the last day to make your first submission implies that you procrastinated. And since one of the big objectives in the class is to improve in the procrastination department, "soft" deadlines would not be too helpful. Anyway, I will probably drop the lowest score (or scores, in the case of multiple assignments), so a little bad luck should make no difference.
  12. I know you said you don't like extensions, but can I still have one?
    Response: Those who find themselves consistently unable to cope with due dates probably have serious time management issues that need to be addressed. Extensions would eliminate the pressure to deal with these issues.
  13. I missed the deadline on the hw. Can I still email you my work?
    Response: No need to send me your hw. The hw is intended to guide your reading and keep you from procrastinating. These FAQs in the syllabus cover just about all the hw scenarios, so no need for anyone to get creative. If you're concerned about points, I drop the lowest score. So do your best to avoid the hard deadline in the future, and you should be ok.
  14. I forgot to do my journals last week. Can I have an extension?
    Response: Journals reflect your thoughts and observations at a particular time and day. Once that day passes, so does the opportunity to reflect on that day. However, while you can't change history, you always have the opportunity to make history (i.e., write new journals).
  15. Is there something I can do to make up a missed assignment?
    Response: Yes, make sure it doesn't become a pattern. Extra in-class and forum participation also helps.

Homework

  1. Can we discuss hw with peers?
    Response: Absolutely! Getting involved in group discussions is a great way to learn the material and part of your grade is based on your effort to do so. Always consider making a contribution to the learning community and try not to be a loner.
  2. The homework is too long.
    Response: Too long for what? The homework is based on the material to be learned. If you've learned the material, hw should take no more than a couple of hours per week. If the hw is taking much longer than that, then you should strongly consider the possibility that you have not yet mastered the material and/or that you need to work with peers.
  3. The hw takes too much time. Sometimes I spend one hour just answering one question.
    Response: A question should take no more than a minute or two once you've understood the underlying concept. Sometimes students spend only 5 minutes on a question but it seems like an hour. If one question is really taking you that long, then you need to consult with your peers. You are allowed to (and encouraged) to discuss the hw with your peers.
  4. The homework is so long it felt more like a test than a week's worth of homework.
    Response: Isn't a relative long hw, which looks like a test, good practice for the test? If you get a long test and a short hw, would you then come back to me and say, "The test was nothing like the hw."
  5. I work my butt off for hours on the homework trying to find the answers and I also research it online, and I still get a bad score. Just doesn't make sense!!
    Response: If you're getting way below class average, then there's certainly room for improvement. If you're getting around class average, then you're obviously in the same boat with everybody else. The expectation that you can master a new language instantaneously is unrealistic, despite the perception that a few hours on the homework is a really long time.
  6. I was able to learn a bit while looking for answers to the hw, but I could have been more motivated to dive deeper if the hw wasn't quite as long.
    Response: The hw has built-in redundancy in that many of the concepts are repeated from different angles. So in terms of new ideas, the hw is lot shorter than it looks, particularly if you break it up into several sittings (instead of doing it all at once). Furthermore, different angles give you more depth automatically, an important element in the hw since most students typically do no more than required by the hw, no matter how short.
  7. I am feeling really distraught right now. Just did my homework and only got 45 while the class average is 55. This is my worst score yet. Not a good feeling.
    Response: Do your best, but try not to get too preoccupied with achieving a perfect score on the homework. Instead, think of the hw as a study guide that directs you to read and re-read.  If you're reading and thinking about the questions on the homework and asking for help when you get stuck, then you're probably doing ok. In fact, your grade on the hw is based primarily on the effort you put into it, which you document in your journals and in the discussion web. If it looks like you're working hard, I will make no distinction in the end between 70% and 100%. Perfection is never required.
  8. I am finding it really hard to get the grades I want on the homework assignments.
    Response: Most people do not completely understand 100% of what they read. The hw simply helps point you in the right direction to improve your understanding. When you consistently understand 100% of what you read, you'll probably be ready to teach the course. In the meantime, you should try to enjoy the learning process.
  9. It's not fair that I should be penalized for missing some confusing questions on the hw.
    Response: Nobody is penalized for missing a few points on the hw. The hw-related rubric (see grade calculator) clearly explains how the hw grade is calculated in the end. As I’ve said many times before, points on the hw are feedback to the students, not a grade.
  10. I don't understand how the homework is supposed to help when it does not tell you which ones are right and wrong.
    Response: The most important aspect of the homework is not getting the right answer but going through the process of looking for the answers. For those who simply must know the answer, a key is provided after the due date.
  11. I am so frustrated with the homework. There was a computer glitch or something that scored my homework submissions wrong. The first time I got a 55 so changed some answers and got a 56, than I changed another to get a 55, then I changed it back to get a 56, than changed another that I was not sure about to get a 57, then I changed another problem that I was also not sure about to get a 55!!! How does that work? Shouldn't it be 56? I don't understand...and unfortunately it was my last chance to submit a homework so I lost two points!!! Do you take the final submission or the best score out of all those submission?
    Response: You're clearly missing the big picture with regard to the homework. Homework is designed to promote research and discussion. Points on the homework should be regarded only as feedback, not the major deciding factor in the final grade, which will reflect a consistency of effort on multiple assignments throughout the course. Furthermore, the fact that you're allowed to submit multiple times is a courtesy not extended in most classes, so you should be grateful for, not frustrated with, this extra flexibility.
  12. What can I do about a missed hw or about a low score?
    Response: This question seems to be repeated endlessly, but the answer is very simple. I do not count your hw points. Instead, I form a general impression of your effort and understanding of hw material from the discussion web, journal, and your grade evaluation at the end of the course. Based on this impression, I will give you a 1-3 score, as indicated in the grade calculator rubric. What you actually get on each hw assignment is between you and God. My only concern is that you understand the material. So make an effort to convince me that you do understand the material by participating more and worrying about points less. If I never again hear a question related to points on the hw, I promise not to be disappointed.
  13. If the homework points don't matter, how do you grade us on the homework? And if you're grading us on effort, how do you know how much effort we're putting in if you don't look at the points?
    Response: I look for patterns. If your scores are consistently above class average (even if it's only 50%) and you're asking and answering hw-related questions in the forum, then I assume you're giving it a decent effort. If you consistently get relatively low scores and do not ask any questions in the forum, I assume you're not trying your best. I also look over you comments in the journals, which is another piece in the puzzle. In the end, you guys will also grade yourselves (see the grade calculator rubric) and your arguments will have to be consistent with your demonstrated effort throughout the quarter. With all that--and some psychic ability--I'm able to form a pretty good picture.
  14. If points on the hw don't matter, how do I know when to stop working on it?
    Response: If you've spent a few hours trying to answer all the questions and get about two-thirds of the questions right, you have probably maxed out on your hw grade. At this point, wait for the key to come out, then figure out what you missed and why.
  15. I hate doing the homework.
    Response: Consider making an attitude adjustment. Here's a comment by an actual student: "I always looked forward to the new homeworks. I really liked the way it was given to us, with an opportunity to chip away at it until we had solved it. It's like an educational scavenger hunt."
  16. I really thought that I understood what I read. I'm so mad. I read for over two hours and then did the homework and did not do well. I'm so pissed....I did so bad!!! I'm so stressed out. This class is so time consuming and I am not doing well.
    Response: You need to try to pace yourself emotionally. It's not a healthy strategy to live and die with each question on the hw. The expectation of perfection (or near-perfection) in this class is unrealistic for most people and is obviously stressful. On the other hand, you're probably learning more than you think. Just do your best on  the hw, then look at the key at the end of the week, and try to figure out why you missed what you missed.