I apologize MDSL - I did not mean to come across like that, or say you should not strive for it. MIT has a fine program, as does Rice and Georgetown. I am smack dab in the middle of some of the finest institutions in the world, Harvard, Yale, Dartmouth etc…etc… And I have the honor of teaching at one of the top 20 colleges in the United States. My point about the platinum school v the gold school was merely to point out to those going to gold schools and not Ivy’s, that their education is worth just as much. You never know where people are coming from who drop by this thread to have a look. Good luck with your endeavour. We need more Philosopher’s with-in the Medical ethics realm…
Wolfman - I saw a young man over the weekend arriving off the train carrying two large doffel bags and a trunk. It was good to see. And when teaching freshman, ones first lecture must be a breath-taker, it could make or break some students impression of you. Some of the older profs do not care about what impression they have on their students, they are just here to make thier names appear bigger on their articles in Scientific American and to teach a few classes.
I always listen to my students, each and everyone. I have never been in a class room with 500 students at one time. And I know Michigan State has some large classes. But I’ll stick to my small 40-50 max students in a class.
I love these stories about your first days in college. I hope more people stop by, it is great feed back for an instructor.
Ahh yes! lets not forget about the TA’s-Huh Melandry…I used to teach a TA introductory seminar to our grad students. It was great because I had only been here a year and was not too much older than they were. Let’s see, I was maybe 26…Now at 33, it’s fun to watch the seminar’s from afar.
This is actually a story from last year’s first day - but this is as good a place as any for it.
I’m a physics TA and was teaching for the lowest level first-year physics class. This means that I was sent to classrooms on the far corners of campus and, specifically, was teaching a discussion section in a dance hall in the basement of the gymnastics gym (mirrors double as dry erase boards, Devil Went Down to Georgia gets old after week 2). Room assignments change so I spent the first 15 minutes sending students to the right class (or at least sending them elsewhere). As students wandered in, I’d first ask if they were looking for physics. Most could answer yes or no - but I’d get blank stares from some. I’d then ask for their section number, as that was the easiest way to get them to the right place. Very few students know their section number. I’d then go on to day they have lab, which most know. I had one girl that just stared through all of these questions.
**Me: **Here for physics?
**Girl: **::blank stare::
**Me: **Do you know your section number?
**Girl: **::blank stare::
**Me: **When do you have lab?
**Girl: **::look of absolute horror:: We have a lab?
**Me: **Uhhh … yeah. What class are you looking for?
**Girl: **Intimate Relations ::runs off, still with look of horror::
My class errupted in laughter. I think I blushed for lack of a better reaction, then laughed for a good long while. I hope the girl found her Intimate Relations class - and hopefully it didn’t include a lab.
I had a young man yesterday in my abnormal psych class who was looking around, wondering why quite a few people in the class were all talking to one another. Seemed like they knew each other…He was a freshman in my 303 class. He saundered up to me and asked…"…is this marriage and family 101?"
Nope! your in with a bunch of psychos in here. This is abnormal Behavior 303. he blushed and I directed him down the hall.
My first day of sophomore year was yesterday. Pretty non-descript. I had Microbiology, which looks like it’ll be fun, and Organic Chemistry, which looks like it’s gonna be scary. And then today I had Mechanics (fun), and Physics 2 (both fun and scary). We’ll see how everything turns out.
Good old UVM! Class of '99 here. I really miss those days. I wasn’t the best student, but if a class really got my attention (as a few history classes did) I was in heaven. As far as my first day experiences go, I always tried to (1) take the smallest classes (size-wise) possible, and (2) introduce myself to the prof and to take advantage of posted office hours. It’s amazing what some prof’s will do to help someone (like me) who isn’t the smartest person on campus but is willing to make an effort and really put some time into class and homework. Good luck to everybody who’s just starting out, and smuggle a beer into your dorm for me!
Super Gnat: Introductory organic chemistry isn’t really all that scary; at least, it doesn’t have to be. In my school, it’s one of the many courses that are designed to stop people from becoming doctors, but it’s also offered at two levels. The ‘easier’ level is mostly vast amounts of memorization of reactions with relatively little theoretical basis; it’s meant for the hordes of students in non-chemistry programs who are somehow forced into taking organic chemistry in an effort to prevent them from graduating. The ‘harder’ version is actually probably easier, since there’s less to memorize and more theory (i.e. reaction mechanisms) to support what you have to learn.
Because basic organic chemistry is taken by so many students, the textbooks, the reactions they include, and even the tests are fairly standardized. Try to find out what these tests look like, and structure your studying around that format. You will need to go to all the lectures, if you haven’t figured that out already – chemistry professors have a way of designing tests that have several questions from the lectures you missed. =P
Anyway, my first day only came after a very long ‘frosh week’. (I don’t know if that’s common in the States, but it’s a week of activities designed to initiate students and introduce them to alcoholism.) At my college, freshmen were taken to a remote camp at the end of this week. Then they’re ‘deported’ to distant locations and left to their own devices to get back to the university in time for classes. I didn’t participate in this, and I didn’t miss not doing it.
My first day in college chemistry didn’t involve any introduction; after 10 minutes of talking about office hours and so on, the professor began to discuss quantum mechanics. I think it was stuff about molecular orbitals, and I think we saw an energy-level diagram for H2. Some people decided immediately to drop out of chemistry; I was really excited because I understood it. It wasn’t until I was subjected to the ferocity of the laboratory instructors that I began to comprehend the suffering, sacrifice and masochism that are part of studying the physical sciences.
Have you ever taught online classes? How do you feel about online programs in general? (I’ve gotten the impression from reading the Chronicle that they are typically not highly regarded.)
As an FYI, I’m a sophomore at UMass Lowell in a completely online program, Liberal Arts major.
Super Gnat: Introductory organic chemistry isn’t really all that scary; at least, it doesn’t have to be. In my school, it’s one of the many courses that are designed to stop people from becoming doctors, but it’s also offered at two levels. The ‘easier’ level is mostly vast amounts of memorization of reactions with relatively little theoretical basis; it’s meant for the hordes of students in non-chemistry programs who are somehow forced into taking organic chemistry in an effort to prevent them from graduating. The ‘harder’ version is actually probably easier, since there’s less to memorize and more theory (i.e. reaction mechanisms) to support what you have to learn.
Because basic organic chemistry is taken by so many students, the textbooks, the reactions they include, and even the tests are fairly standardized. Try to find out what these tests look like, and structure your studying around that format. You will need to go to all the lectures, if you haven’t figured that out already – chemistry professors have a way of designing tests that have several questions from the lectures you missed. =P
Anyway, my first day only came after a very long ‘frosh week’. (I don’t know if that’s common in the States, but it’s a week of activities designed to initiate students and introduce them to alcoholism.) At my college, freshmen were taken to a remote camp at the end of this week. Then they’re ‘deported’ to distant locations and left to their own devices to get back to the university in time for classes. I didn’t participate in this, and I didn’t miss not doing it.
My first day in college chemistry didn’t involve any introduction; after 10 minutes of talking about office hours and so on, the professor began to discuss quantum mechanics. I think it was stuff about molecular orbitals, and I think we saw an energy-level diagram for H2. Some people decided immediately to drop out of chemistry; I was really excited because I understood it. It wasn’t until I was subjected to the ferocity of the laboratory instructors that I began to comprehend the suffering, sacrifice and masochism that are part of studying the physical sciences.
Super Gnat, stay strong. O-Chem almost gave me a nervous breakdown (seriously), but for others they loved it.
I taught as an adjunct for the first time yesterday. It was very exciting. All the students were looking at me like I was some kind of expert, and I was actually impressed with some of the words flowing out of my mouth. I wasn’t nearly as nervous as I thought I was going to be and I ended up finishing the lecture right on time (rather than with minutes to spare, which I was worried about). All and all, it was a pleasant experience. Second class is tomorrow, so we’ll see if the honeymoon lasts.
One brave student introduced herself to me during office hours and I realized right then that I was suddenly an adult. She came in all nervous and shy–as if I’m not her peer, even though I’m only a few years older than she is–and I had to play the role of someone I don’t think I am yet. It occurred to me that I have her mind in my hands. I could tell her anything and she’d believe me without question. I have a huge responsibility and it frightens me that I was hired so easily, but I have to admit that the power feels wonderful.
Thanks, roches especially and monstro. I did the reading today and worked some problems, so I’m feeling a lot more optimistic. I think they post old tests on the class website, so that should help immensely.
Take your time with Organic Chemistry. A lot of people try and cram a visual diagram into their heads to explain a reaction, when it really is as “simple” as understanding WHAT is happening at the electron level. This might not make much sense to you right now, but try and follow the arrows and imagine the electrons actually moving…it really starts to make a lot more sense than simply" Then the H goes here and a minus sign on the O and two little arrows go here…" !
I haven’ t actually started classes this term yet - they start Monday. Thanks to having a decently organized registrar, I also know that my last exam is December 12th at 2:30-4:30 PM, which will be the very last think I have to do for my BSc!!! I only have four classes this term: Analytical Chem 3, Biochemical Toxicology, Metabolic Processes and Applied Biochemistry (Can You Guess My Major?) I am looking forward to classes, but also to finishing school. I am considering a Masters degree, so I’m not totally done with school, but it will be nice to have accomplished this!
Untill then, I am enjoying my one-week vacation visiting family!
Ugh, I am so busy with this semester and its only the second week. There is just so much reading I have to do, and so little time in the day.
The stressful thing is that I am trying to balance a zillion things in my life- I don’t really want to give up one thing in favor of another. Right now I’m taking five classes (four literature classes, and one Spanish course that I am re-taking for a better grade). I also work two very part-time jobs, along with taking piano lessons/practicing. I have virtually zero free time, which is depressing.
Ive been rather scatterbrained this past few weeks. In an effort to remember some things (staying more organized, getting 8 hours of sleep, not locking my keys in my car again) I’ve been forgetting where my classes are. Many of my classes are in unfamiliar buildings, and I keep going to the wrong class. I’ve been trying to memorize what class goes where, but so far no luck
mnemosyne: Something very bad happened to me last December 12…something that delayed my last exam by 4 months… =\
Following the curved arrows is good advice. I’ve always been annoyed that the rules for drawing arrows are different in biochemistry than in organic chemistry. Also, biochemists have an awful tendency not to draw zig-zag structures, which annoys me almost as much as their insane desire to use Fischer projections.
As well as following the arrows, try to imagine molecules when you draw them; building models can help with this at first. If you think you might go further in ochem, try to imagine electron density on the molecule also.
Oh, and something that really helped me: to draw a cyclohexyl ring, draw a slanted M, then complete it by drawing a slanted W.
I teach online courses at a large, midwestern community college. Currently, my college offers 2 year degrees in (I think) 3 or 4 programs. However, the college is pushing to have more degree programs offred totally on-line. Incidentally, the courses I teach - geography - are not part of any on-line degree program. I also teach regular (classroom) courses as well.
I can’t make any comment regarding the quality of on-line programs. My understanding is that on-line programs can vary from college to college (and from program to program). As far as I know, there aren’t any widely accepted standards (although that is changing). All I can comment on are my experiences where I teach.
With regards to my on-line courses, I was given instructions to follow certain guidelines. So far, things have worked out resonably well. The content is the same as a regular course - the only difference is that the student isn’t required to attend class. The only time a student is required to come to campus is to take exams and/or give presentations. Students also are required to complete a series of assignments and execises which is done by our on-line course management system (Blackboard).
In addition, I provide the students with a TON of information (maybe too much) - syllabus, lecture notes, a study guide, required readings from the text, guidelines on exercises/assignments/papers, format for the exams, etc… I also provide a calender indicating when assignments/exercises/papers are due and when students can take the exams.
One problem that frequently occurs with students taking on-line courses in our department is the retention rate for some courses are rather low (50% or below). Students enroll in an on-line course thinking it is a shortcut to earning a decent grade and they find out that the course is just as much work (for some students even MORE work) as a regular class. Fortunately for me, the retention rate for my on-line courses is relatively high (around 80-85% of students who initially enroll end up completing the course). The biggest complaint I receive from most students is “the amount of work involved.” (I continually have to emphasize to students that on-line courses aren’t necessarily easier).
While on-line courses are rather easy to manage (once one does an enourmous amount of work getting the courses up and running), from an instructional point of view I prefer to teach in a regular classroom environment. I enjoy interacting with students - one of the reasons why I became a college professor.
On-line courses can sometimes be frustrating (and irritating) to me because I often have to answer the same questions over and over again. Not that I don’t like answering questions - it’s just that it’s often easier to answer questions in a classroom environment than answer them in an email reply.
Personally, I think a lot of the talk regarding on-line courses being the wave of the future is overstated. They are a good alternative for students who are self-motivated and have good time-management skills - but they are not for everyone.
Welcome to the wonderful world of molding the minds of the future. One word to that note; do not let the power go to your head. I’ve seen it happen in even the brightest of professors.
My motto: ***Do not proselytize before you first Philosophize. ***
Hang in there Incubus
Suse - online courses vary in accreditation. For instance, if you got an associates online and then went to a a larger school to get your bachelors, they may not honor every course you took. I would look into your online courses and see if they are accredited.
Ahh yes, the first day of college. My first day was 14 years ago. However, it was the normal shim-sham when you get to campus so I’ll tell you about my first day of grad school.
As an American I felt a little out of place in the UK. I was awarded the opportunity to go to Exeter College. My first day was spent figuring the new names for the various departments I was going to be in. And to figure out that my mail was not in a mail box but a pigeon hole
I was there for History/Archaeology and consider myself lucky to be at one of the oldest colleges in University in the UK. And quite renown at that.
It was 9am and I was in class, waiting for the doc to start when I noticed everyone had a different text than I did. Aristophanes of Byzantium - Oh no! I was to be in Holy Roman Empire. This is no way to make a first impression on a doc. Oh no!! So I leaned over to a chap I had seen at The Bar the night before…" Do you know where doc. Wiliston’s clas is?"
Smiling, he gestured next door.
Oh thank God. But wait it’s not over. I walk in and notice every chair is taken except a large padded seat. So I place my Attache next to it and have a seat. Must be the other grads didn’t want to be greedy and take the nice seat. So now I feel lucky to be the last in the room.
Doc. comes in and looks at me quizzically, put’s his thing down, and walks over, bends down to my level and says, “I do believe you are sitting in my chair…the class next door has several extra desks, please feel free…” In a very english way he pointed to the next room.
Blushing, I retreived my chair and came back to class.
[sub]I hate it when you do something foolish, and no one laughs or breaks a smile, they just stare at you…[/sub]
I ended up graduating with honors, and taking a fellow position for post grad study.
Wow! Antiquarian - very interesting. How was Oxford as opposed to American University? Styles teaching different? Students?
I have never been to Oxford, but I spent a week at the Sorbonne, I thought the students were remarkably the same, however, the profs were slightly more strict. At least in the department I was in…
In my experience, the courses I am taking now are at least as difficult as the ones I took on campus. One thing I have noticed is how completely unsuited some professors are for teaching online - it requires an ability to communicate through the written word that some of my professors have sorely lacked. The very best ones not only manage to communicate course material, but something of their own personalities, too.
Also, I made sure that the UML courses were definitely RA, as I didn’t want to do the work and then have to do it over again, with twice the expense.
he blushed and I directed him down the hall. 
