Path: utzoo!attcan!uunet!lll-winken!ames!ncar!tank!uxc!iuvax!rutgers!njin!princeton!njsmu!mccc!pjh
From: pjh@mccc.UUCP (Pete Holsberg)
Newsgroups: comp.edu
Subject: Re: Student preparedness
Message-ID: <570@mccc.UUCP>
Date: 11 Jan 89 14:50:16 GMT
References: <52767@pyramid.pyramid.com> <5053@phoenix.Princeton.EDU> <56@rpi.edu> <9252@ut-emx.UUCP> <556@mccc.UUCP> <14508@srcsip.UUCP>
Reply-To: pjh@mccc.UUCP (Pete Holsberg)
Organization: The College On The Other Side of U. S. Route 1
Lines: 26

In article <14508@srcsip.UUCP> shankar@haarlem.UUCP (Son of Knuth) writes:
=In article <556@mccc.UUCP> pjh@mccc.UUCP (Pete Holsberg) writes:
=><sigh>  If we could only getthem to read the text BEFORE they came to
=>class!  Then notes could be taken on what they didn't understand when
=>they read it, and they would actually learn a lot more.
=
=If we [students] could only get them [profs] to not lecture by going
=through the text page by page, then maybe we would read the material
=before going to class.  What's the point of reading something that you
=know is going to be repeated when you go to class.
=
=Catch-22.

Exactly!  So what's the better route?  Assume that students will read
assigned material, or not?  In a community college where we are trying
to convert non-learners to learners, we can't afford to punish for
failure to read (e.g., pop quizzes on the assigned reading).  So how can
we encourage students to do the reading?  In a positive way?

Pete

-- 
Pete Holsberg                   UUCP: {...!rutgers!}princeton!mccc!pjh
Mercer College			CompuServe: 70240,334
1200 Old Trenton Road           GEnie: PJHOLSBERG
Trenton, NJ 08690               Voice: 1-609-586-4800