I can't remember a single lecture I heard in college. But I do remember doing things and can see now what I gained by doing them. True, lectures may sometimes have inspirational or entertainment value, but rarely, and I'm not up to playing Billy Graham or Billy Crystal two matinee's per week. I'd rather focus on the science. So...

...there won't be regular lectures. Instead, I'll spend that time (and more) trying to build environments where you can learn by doing and providing guidance specific to your needs. To that end, lecture material will be put on the web as notes as often as I can manage it. I ask you to go over the notes (and reading and guided tours) in advance of the class for which they were prepared, then to let me know what areas you need more help on. In that way, I can arrange class so that it focuses on the areas that are most helpful to you. Study questions are embedded into the notes so that you don't go completely into passive mode.

In order to tailor the class to your needs, I need continuous feedback from you, hence the questionnaires that accompany each day's notes. The purpose of these questionnaires is to identify the problem areas -- the study questions that stump you, the concepts that remain fuzzy. They are not graded (at least not directly, but see Course at a Glance: Expectations and grading ). Questionnaires are also a means you can use to tell me particular concerns you are having with any aspect of the course. There will always be a general question at the end soliciting your comments that don't fit elsewhere. Doing questionnaires may have some therepeutic value, but so that they have value to me (and my preparations for class), I ask you to send them in by 9 am on the day prior to class.