|
Freshman Seminar Program
Faculty Comments
| “…I
found it rewarding to teach the course and the students seemed to enjoy
it.” |
| “My
Winter students apparently felt that more weekly meetings would help and
they probably would. (I had like 6 or 7 class meetings and 5 or 6
performances.) It's too late to do anything about that this quarter, but
next Fall (I will propose this course in Fall and Winter, not Spring) I
will hold the class weekly without interruption.” |
| “My
response was mixed. This issue is active participation. Of the 18 or so students I had, about 7-8 really participated
actively on a regular basis. They
seemed to know why they were there and exploited the opportunity to
"get to know a professor."
The others basically sat there and rarely if ever
participated…the one's who came forward made the whole thing worthwhile
for me; in fact, I still get together with them from time to time this
quarter. I'm giving them
academic advice; writing letters of recommendations for them, etc.” |
| “I
much enjoyed my experience teaching a freshman seminar especially down at
SIO near to my office. I found the students bright and interested. They
seemed to enjoy the experience of actually getting to converse with a
faculty member in a non-threatening environment. I will offer another
seminar in the fall quarter next year.” |
| “I
of course learned what things to do/not do next time I do this, and one in
particular is that I can apply some of the funds for food for the students
(I was told otherwise), though apparently not for books! It is clearly an excellent and (for the students) exciting
program, and I will proselytize about it with my faculty.” |
| “I
enjoyed teaching my seminar class.
The students were very responsive to the efforts I made. Freshman seminar is a fantastic idea. I will definitely teach it again.” |
| “The
biggest lesson I learned was a straightforward one--these are freshmen in
their (in my case) second quarter; they haven't necessarily yet developed
all the skills for participating in small classes, particularly classes in
which they have to participate actively. Next time, I'll be clearer about
the art of participation as well as the reading assignments! Corollary to
this lesson is another obvious one--their learning experience includes
lots of matters that have nothing to do with the content of the seminar.
One student wrote me an email after the class saying she wished she'd
spontaneously talked more often. And she was a young woman in a small
class of only young women. Of course, the fact that she's thinking about
this is a good thing!” |
| “It
was a very rewarding and satisfying experience, and served to recharge my
batteries in more ways than one (For example at times it reminded me
clearly why I chose to be a faculty member rather than a researcher at an
industrial/govt. lab). Its
great seeing gears mesh and lights going on with a gleam in their eyes.” |
| From Winter Quarter
2003 |
|
