I totally agree. When I taught general chemistry I would begin each new unit with a short explanation of how this material was related to the previous units of the course, and why this material was important for them to know, especially whatever relevance it might have to majors other then chemistry. It didn't take long, and so there was little time taken away from the traditional material. After doing it several times the first year (and hearing little comment from the students), I omitted it one time. This caused an immediate response, with several students telling me I couldn't start the unit until I explained what this stuff was good for. From then, on it became a standard feature of my syllabus.

Yes, it IS a good read. IT suggests to me that we need to find better ways to help students learn by showing them the reason (other than a test grade) that we are requiring our course content. Would you agree?

Thanks

Janet

Dr. J. Nepkie

NEW EMAIL ADDRESS

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SUNY Distinguished Service Professor

SUNY Music Department

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From: "Greenberg, Jim" <[log in to unmask]>
Reply-To: Teaching Breakfast List <[log in to unmask]>
Date: Mon, 23 Apr 2012 12:27:15 -0400
To: "[log in to unmask]" <[log in to unmask]>
Subject: Good Reading - Posted to TB List by Jim Greenberg

TBers,

A good read can be found here:

http://chronicle.com/article/Stop-Telling-Students-to-Study/131622/?sid=cr&utm_source=cr&utm_medium=en

Thanks to Dr. Conway for sending it to me.

Mr. James B. Greenberg

Director Teaching, Learning and Technology Center

Milne Library

SUNY College at Oneonta

Oneonta, New York 13820

email: [log in to unmask]

phone: 607-436-2701

fax: 607-436-3677

Twitter: greenbjb

"Ignorance is curable, stupidity lasts forever"