the deans invited class officers to another meeting where we bring the agenda. what's on your mind?
12 comments:
Anonymous
said...
Hey Garret and Company....
My only major gripe right now is Neuroscience, courtesy of Dr. Schiff. The man is one step away from total incoherence, and to add insult to injury, we are being offered absolutely zero supplemental study resources....no powerpoint slides, no corresponding reading suggestions from Vitalbook. I don't find that acceptable at all....if anything, I might even venture to suggest that it become a "standard policy" of some sort that lectures of this nature (ie major "basic science" courses) come with assigned readings to correspond with the material. Don't forget that we all have paid a pretty penny for that CD (on top of everything else)...likewise, I guess I expect a tad bit more from NYU faculty (especially after having experienced the lectures of Dr. Ten Eyck, all of which I found delightfully interesting).
And lastly....I do sincerely apologize that my one suggestion is a complaint, but seeing what a great job Garret did last semester in addressing all of our concerns, I feel that hopefully this post won't be fruitless.
I agree with the previous post. All classes should have at the very least a detailed outline of all topics to be covered which are linked to associated readings. We need as much assistance and support to do well in our loaded schedules, which I believe is the role of a teacher and university. Providing supplemental material to the lectures is not unusual or an unreasonable request.
The new Neuroscience professor is a blatant example of how the lack of class structure . I would be surprised if anyone from the NYUCD faculty sat in on a lecture and disagreed. If they did, then maybe I should switch schools.
Can we do something about the back door in Nagle? People put a garbage can in the door to keep it open since that door is rarely unlocked. This poses a problem because students coming in and out of Nagle during class are oblivious to the loud and disruptive noise it makes when they let the door slam. Ridiculous.
It would mean a lot to me if we could at least have recordings of the Neuroscience lectures. We don't have slides, we don't have assigned readings but if we at least had the lecture recordings it would make everything a little bit more bearable.
i think that the meeting with the deans and polling for opinions are a waste of time. last semester it did nothing but give the class false hope of change and cause intense blogging that ended in the class getting mad at each other. something needs to change because the environment in our class is very hostile and i don't think its something that the deans can do, it needs to be done by our class council.
"I think I am speaking for most of our class when I say that our GDS class lack instruction. We were never showed what to do and how to do them. Most of the instructors do nothing but sit around and socialize and do not show us how to use the tools. They have 20 years of experience, great, show it to us...
I get more help from certain TA's than I do from most of the row instructors. (Most, not all)
I feel that we must file a formal complaint or have the president address this issue during the next meeting with the deans. The techniques that we have been using are common sense, we did not pay $60,000 a year to put our common sense to practice. We paid $60,000 a year to get trained by dentists with big paychecks."
If we stop trying then why try at all? We can't just stop trying. Keep pushing them for change. They will do something eventually.
I think the main issues that need to be taken care of right now are
Schiff Row instructors in GDS
But then again, dr. schiff's stuff is not too complicated. Maybe it is a good way to get people to go to class. I say let him teach the way he wants, but have the audio recorded. If you are not going to show up for class, don't complain.
in response to the previous post (and no, i'm not trying to be catty smart ass by any means)...i do show up for schiff's lectures. in fact, i've showed up for all my classes this, and last, semester. so far, i have struggled to make out what this man was saying; for me, it was impossible. it put me to sleep. i made me wonder if i need a hearing aid. it made me reconsider my distaste for red bull. trust me, my issues with this lecturer can *not* be solved by simply attending class.
alright, listen. i go to class, i dont fall asleep, and i take my notes. i'm not trying to bum off other people and steal their notes (because obviously some people are seriously possessive about it) and i don't want to see anyone fired. i'm sure dr. schiff knows his neuro but i do think that its a complete waste of 4 hours when all we learned was which ions go in/out of a channel, and then two equations.
at this point in the semester, there is really only one prof that was up to my standards: dr. ten eyck. his lectures has high attendance, and the class average on his quizzes were high. this is enough proof that if the professors are good, the students will learn! meanwhile in other courses where the profs aren't as energetic or don't have comprehensive or up-to-date lecture materials for students to follow along with (such as biochem with guttenplan), students fight about questions and getting points back, ect. it's just not a good way to end a course with such bitterness.
i agree that GDS is a zoo but dont want to get into that because i could go on forever with its problems...
It's the role of our class council to get the class help with these kinds of issues. how? i really dont know but i provided some examples below. i dont know how likely they are of happening.
examples: we want more help with gds and more instruction, so set up some kind of tutorial in *smaller* groups than the club tutorials do (like 10-15 students per TA/Faculty member) and make sure everyone has a chance to sign up.
how about having student run review/ q&a sessions instead of just emailing out a bunch of notes. or student run mock-exams. we all have access to old exams, but we could do the exams that dont have answers up or submit (email) questions that we aren't sure why theyre right, then compile the questions and go over it during one of the breaks between classes.
and DEFINITELY more lunches with class council like on wed!
12 comments:
Hey Garret and Company....
My only major gripe right now is Neuroscience, courtesy of Dr. Schiff. The man is one step away from total incoherence, and to add insult to injury, we are being offered absolutely zero supplemental study resources....no powerpoint slides, no corresponding reading suggestions from Vitalbook. I don't find that acceptable at all....if anything, I might even venture to suggest that it become a "standard policy" of some sort that lectures of this nature (ie major "basic science" courses) come with assigned readings to correspond with the material. Don't forget that we all have paid a pretty penny for that CD (on top of everything else)...likewise, I guess I expect a tad bit more from NYU faculty (especially after having experienced the lectures of Dr. Ten Eyck, all of which I found delightfully interesting).
And lastly....I do sincerely apologize that my one suggestion is a complaint, but seeing what a great job Garret did last semester in addressing all of our concerns, I feel that hopefully this post won't be fruitless.
I agree with the previous post. All classes should have at the very least a detailed outline of all topics to be covered which are linked to associated readings. We need as much assistance and support to do well in our loaded schedules, which I believe is the role of a teacher and university. Providing supplemental material to the lectures is not unusual or an unreasonable request.
The new Neuroscience professor is a blatant example of how the lack of class structure . I would be surprised if anyone from the NYUCD faculty sat in on a lecture and disagreed. If they did, then maybe I should switch schools.
Can we do something about the back door in Nagle? People put a garbage can in the door to keep it open since that door is rarely unlocked. This poses a problem because students coming in and out of Nagle during class are oblivious to the loud and disruptive noise it makes when they let the door slam. Ridiculous.
It would mean a lot to me if we could at least have recordings of the Neuroscience lectures. We don't have slides, we don't have assigned readings but if we at least had the lecture recordings it would make everything a little bit more bearable.
i think that the meeting with the deans and polling for opinions are a waste of time. last semester it did nothing but give the class false hope of change and cause intense blogging that ended in the class getting mad at each other. something needs to change because the environment in our class is very hostile and i don't think its something that the deans can do, it needs to be done by our class council.
Quoting for the forum:
"I think I am speaking for most of our class when I say that our GDS class lack instruction. We were never showed what to do and how to do them. Most of the instructors do nothing but sit around and socialize and do not show us how to use the tools. They have 20 years of experience, great, show it to us...
I get more help from certain TA's than I do from most of the row instructors. (Most, not all)
I feel that we must file a formal complaint or have the president address this issue during the next meeting with the deans. The techniques that we have been using are common sense, we did not pay $60,000 a year to put our common sense to practice. We paid $60,000 a year to get trained by dentists with big paychecks."
Could my colleague expound on "the environment in our class is very hostile".
If we stop trying then why try at all? We can't just stop trying. Keep pushing them for change. They will do something eventually.
I think the main issues that need to be taken care of right now are
Schiff
Row instructors in GDS
But then again, dr. schiff's stuff is not too complicated. Maybe it is a good way to get people to go to class. I say let him teach the way he wants, but have the audio recorded. If you are not going to show up for class, don't complain.
in response to the previous post (and no, i'm not trying to be catty smart ass by any means)...i do show up for schiff's lectures. in fact, i've showed up for all my classes this, and last, semester. so far, i have struggled to make out what this man was saying; for me, it was impossible. it put me to sleep. i made me wonder if i need a hearing aid. it made me reconsider my distaste for red bull. trust me, my issues with this lecturer can *not* be solved by simply attending class.
The bullfight critics ranked in rows,
Crowd the enormous plaza full.
But there is only one who knows,
And he's the man who fights the bull.
WOW. Could Anna's e-mail to the class possibly be an example of that hostility? I am at a complete loss for words!
alright, listen. i go to class, i dont fall asleep, and i take my notes. i'm not trying to bum off other people and steal their notes (because obviously some people are seriously possessive about it) and i don't want to see anyone fired. i'm sure dr. schiff knows his neuro but i do think that its a complete waste of 4 hours when all we learned was which ions go in/out of a channel, and then two equations.
at this point in the semester, there is really only one prof that was up to my standards: dr. ten eyck. his lectures has high attendance, and the class average on his quizzes were high. this is enough proof that if the professors are good, the students will learn! meanwhile in other courses where the profs aren't as energetic or don't have comprehensive or up-to-date lecture materials for students to follow along with (such as biochem with guttenplan), students fight about questions and getting points back, ect. it's just not a good way to end a course with such bitterness.
i agree that GDS is a zoo but dont want to get into that because i could go on forever with its problems...
It's the role of our class council to get the class help with these kinds of issues. how? i really dont know but i provided some examples below. i dont know how likely they are of happening.
examples:
we want more help with gds and more instruction, so set up some kind of tutorial in *smaller* groups than the club tutorials do (like 10-15 students per TA/Faculty member) and make sure everyone has a chance to sign up.
how about having student run review/ q&a sessions instead of just emailing out a bunch of notes. or student run mock-exams. we all have access to old exams, but we could do the exams that dont have answers up or submit (email) questions that we aren't sure why theyre right, then compile the questions and go over it during one of the breaks between classes.
and DEFINITELY more lunches with class council like on wed!
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