TT
I was pleasantly surprised to read, “Be mindful of the high cost of textbooks,” (page 13). Amen to that. If only I could sell a $150 textbook to each student at NDSU, I could retire right now.
Page 34 states, “Students do not attend equally to all information in a syllabus.” I would expect this to be especially true when following the earlier advice to, “Include more rather than less material,” (page 22). Doesn’t an anthological, tree-killing syllabus encourage students to read even less of it?
Chapter 1 hints at interesting topics to come in 4 and 43…
Lots of common sense in these initial chapters, exemplified on page 491 with the advice to “Follow department policies.” Really? We shouldn’t take the, “Rules are meant to be broken,” approach to holding office hours and defy department policies? How conformist!
OC
I like the term coverage model to describe the wrong way to approach a class (page 1). There doesn’t appear to be any concise name given to the correct model.
“When you ask students to write out responses to a question… it increases their understanding and retention of that issue,” (page 14). Discussion is more fun than written responses (for the students and the teacher) but this does make sense; I should ask my students to write answers in class now and then.
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