FAQs & Notes
Will you raise the class ceiling, or do you keep a waiting list for the course?
Please know that I do not intend to raise the ceiling for any of my classes; it is not conducive for discussion which is crucial to the learning goals. I’d recommend that you come to the class or both classes during the first week and hopefully you’d find a spot. Almost without exception a few students drop my classes in the first week or so, and in the past, invested and interested students have been able to find room without a problem. If it is meant to be, you’ll be able to get in. If not, there will be other semesters for you.
And I usually do not keep a waiting list.
What do you mean by Intellectual Contribution?
My substitute for what is usually referred to as “class participation” There are three dimensions here. Each benefits the intellectual community by elevating the quality of in-class conversation and dialog.
▪️ Intellectual contributions: e.g., the quality of your insights and questions posed on forums and during class meetings;
▪️ Your preparatory study for class meetings: Usually it manifests as good grasp of the assigned material (and issues it discusses), textual nuance in interpretation, and observing patterns and connections among the assigned text(s) and those that have gone before;
▪️ Presence: It is more than just being there or just saying something. Even a presence that is attentive and listens well could contribute intellectually.
SELF-ASSESSMENT:
On the last day of the semester, deliver (handwritten or email) a note that states:
▪️ Number of classes you have missed with respective dates;
▪️ An explanation as to why you have missed these classes, and anything more that you’d like to say in regards to those;
▪️ Provide an assessment of your overall “Intellectual Contributions, Quality of Study & Presence” this semester. What grade would you give yourself and why?
Coherence, logical flow of thought and structure that is easy to follow, YES; thesis or argument, NO. And this applies to all answers.
It’s neither the 5-paragraph or just the 2-paragraph format. I also cannot offer a definite length for the answer in quantitative terms. The answer will be assessed both on its quantity and quality. The simple idea is to answer the question, and answer it fully. Staying on point and on target, and managing time, seek to impress with what you know.
There is definitely no need for introductory or concluding paragraphs.
How to prepare for the weekly class meeting?
In a typical class meeting, we focus on the assigned texts. Hence, come prepared with a good reading in which you must:
(i) Know the author you are reading;
(ii) Mark key terms, concepts and passages;
(iii) Mark passages or concepts that are unclear;
(iv) Ponder connections, i.e., between the readings for the day with what we have studied thus far;
(v) Formulate text-based questions you seek to ask.
For the craft of reading, see Chapter 2 “Levels of Reading” (How to Read a Book by Adler)
SEVEN Questions to Ponder While Reading:
(i) In plain and simple terms, what is this text about?
(ii) Why are we reading this text? How is this text relevant to our study?
(iii) What concern or worry has prompted this text?
(iv) Who is the author’s audience?
(v) What is the argument? What (& who) is the author arguing against? What is the author arguing for? In Adler’s words, “what’s the throw/catch?
(vi) What are the stakes in the argument? What are its implications?
(vii) What do you hear? What bothered you? What fascinated you? What confused you? What is your takeaway?
A Note on Absence from (& Presence in) the Classroom
Being Present (& Active Presence):
Being inside the classroom space does not automatically classify as “being present”. Your presence is “felt” through its overall qualitative impact, through your wakefulness, attentiveness, level of concentration and investment, and significance of the questions you pose, in terms of where they emerge from and to where they take those in your presence, in our own way, we all contribute (or mis contribute) toward raising (or lowering) the level of our classroom conversation about the subject. Effectively contributing more than what is asked of you is quite welcome.
Absence:
- Should there be a conflict between any class meeting and a religious observance, let SRZ know. Religious observances are allowed by college policies and respected by SRZ;
- Life-urgencies and difficulties are also understandable; communicate those to SRZ as they arise;
- It is up to you to ‘catch-up’ (e.g., obtain notes). Absence does not seem to be a good excuse for not knowing what happened in the classroom.
Please:
- Read the note “On Being Used by Technology” here;
- Always bring “The Map” & “Text-Guides” (i.e., syllabus and readings) for the weekto the classroom;
- Do not come in late or leave early—it is usually disruptive.
- Keep track of your attendance. The last day you will turn in a sheet detailing your attendance and your own assessment of your overall participation grade;
Absence/Presence Sheet:
Toward the end of the term, you will give me an handwritten or typed “Absence/Presence Sheet”. It will have the following details:
- Your full name;
- Number of classes you have missed with respective dates;
- An explanation as to why you have missed these classes, and anything more that you’d like to say in regards to those;
- Provide an assessment of your overall participation this semester. What grade would you give yourself and why?
A Note on Being Used by Technology
When we interact with technology, we use “it” and perhaps “it” uses us as well. When we are in a class meeting it is not within my capacity to know which one is happening when. It is up to you to discern the difference and decide what needs to be done.
It is an absolute must that electronic devices, if used at all, be used in the class for class-related activities only (e.g., for taking notes, pulling up readings etc.).
A Note on Learning Outcomes (Yours?)
My intended and proposed learning outcomes for every course can be found on the syllabus. Under that you will see blank space under a heading “Yours?”. Unless communicated to me it is almost impossible for me to know what your intended goals and learning outcomes for the course are. You are invited to think about those and if you choose so, discuss those with me.
Students interests and investments do inform the way I teach the course.
A Note on “Standard Practices” during Class Meetings
1. The Instructor’s Role: 1) highlighting the key terms and passages, 2) commentary to clarify connections among texts and ideas, and 3) interactive lecturing as needed.
2. Staying Oriented and Continuity from week to week: Let’s get reoriented and let’s refresh our memory. Where are we in our study? What did we discuss the previous week and the previous session. We will begin there.
3. Afterthought(s) from Last Session: Memories refreshed, let’s hear your afterthoughts on our discussion.
4. You may lead the way: Occasionally, you may be asked to 1) summarize the assigned text in your own “100-words” 2) present formally selective portion of the readings, 2) make critical comments, 3) work in groups, 4) turn in questions from the readings, and 5) bring examples from the media (audio/video, blogs, magazines, and social media) for further discussion and clarification.
5. Reading Format & Technology: Unless you have a strong reason against it, or a moral stance, all readings should be printed out and should be with you in the class. The use of technology, the laptops etc. must be limited to the absolutely necessary minimal during the class meeting.
A Note on Grades
It is worthwhile for us to undertake a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of the grading system, its underlying purpose and intent, its effects on the classroom, particularly on the professor-student and student-student relationships. Despite having tried hard I have not been able to make peace with the growing awareness that grades are now at the center of the classroom and have taken it hostage, along with us, our interaction and relationships. Candid conversation about grades and their impact upon what goes on in the class (and inside the classroom) I deem part of our class, curriculum and education.
Grades being grades and unavoidable – at least for now – here’s how I am oriented in determining them. There are two aspects that remain critical in pursuit of knowledge (or for that matter any other initiative of serious investment). That pursuit demands a) “Dedication” expressed through the quality of the time, effort and energy we extend to it; and b) “Mastery” (or Excellence) in what we have tried to dedicate ourselves to. In other words, Dedication is the pathway, Mastery or Excellence in the subject, the goal. In my experience, dedication does not ‘insure’ or ‘guarantee’ mastery, Though dedication is much appreciated, it’s the scales of mastery (or excellence) that provide grade-assessment.
[NOTE: Someone does need to grade the grading system. I give it a straight ‘F’.]Again, though my views on grading do not map onto this blog entry “Why I Don’t Grade”, I do think that reading and thinking about the issues it raises can help us re-imagine, re-think, re-configure and hopefully re-turn to more humane ways and expressions of how we are and what we do in classes and in classrooms.
[NOTE: This source was helpfully shared by my colleague Prof. Scott Denham during our Humanities program last year.]Grading Scale:
A 94-100 (Excellent); A- 90-93 (Almost Excellent); B+ 87-89 (Very Good); B 84-86 (Good); B- 80-83 (Almost Good); C+ 77-79 (Above Average) ; C 74-76 (Average); C- 70-73 (Almost Average); D+ 67-69 (Just above minimal bar); D 61-66 (Minimal bar); F 60 or less (Falls short of the minimal bar).
