tag:blogger.com,1999:blog-3668460283955922895.post6986501238033373207..comments2023-07-05T02:15:26.621-07:00Comments on The Two Body Problem: Disparities in incoming freshmen science groups.PUI profhttp://www.blogger.com/profile/12478071402571477766noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-3668460283955922895.post-79845510623670042162010-07-11T16:09:50.074-07:002010-07-11T16:09:50.074-07:00I'd agree that the engineering factor could be...I'd agree that the engineering factor could be important. As an engineer who also has a social sciences degree, I definitely used to notice differences in 'general' learning styles. Engineering students seem to have a greater need to believe what they're doing is 'useful' and have no patience for stuff that is interesting but not applied. My pet theory why when I was a student was a temptemental inclination towards the applied exacerbated by a heavy workload that made you feel you had no time to piss about with the crazy stuff some random prof thought was interesting (more than double my social sciences load and frequently morethan my now- husbands workload at medical school!) I'm sure math was the worst for it too - most engineers I know have zero interest in pure math.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-3668460283955922895.post-51248981081253712782010-07-08T09:45:29.243-07:002010-07-08T09:45:29.243-07:00I've had similar experiences. I think the intr...I've had similar experiences. I think the intro by you was probably not as good the second day. I always have this problem, too. It's like beginner's luck, almost, or I'm just more focused and aware the first time through. The second time I'm always more relaxed, and it's easy to forget to mention things because I know I already said them (<i>yesterday</i>, but my brain doesn't remember that!). It's a learning curve thing - eventually I figure out which things are essential to mention, and make sure I hit all the high points every time. But for me it takes several iterations to get to the point where it's solid and consistently reproducible without my having to get all nervous every time just to make sure I perform at the highest level. <br /><br />I also think the engineering component is an important one. My impression is that engineering students learn differently. They need different things spelled out for them in the most point-blank ways, down to the minutest details, because they take everything absolutely literally. And they do better with auditory information than with reading instructions (they don't like to read). <br /><br />And, re: commanding the interest of the group, yeah, it helps if you can figure out how to communicate mutual respect. Treat them like adults, and they'll act like adults. I find it helps to start with a very brief speech about how you're all there to spend some quality time on a shared goal ... where you spell out the goal up front (the take-home message of today). I try to make it clear that you're all on the same team and you want it to be fun to learn, not boring. <br /><br />If they know you're taking it seriously, that helps them understand they're lucky to have you as a teacher. Students who've had a lot of mediocre teachers sometimes need to be shaken out of the mindset that school is a necessary evil.Ms.PhDhttps://www.blogger.com/profile/06542602867472447035noreply@blogger.comtag:blogger.com,1999:blog-3668460283955922895.post-74248070274332853952010-07-07T09:22:56.893-07:002010-07-07T09:22:56.893-07:00Thanks for your comment.
The reading of the instr...Thanks for your comment.<br /><br />The reading of the instructions didn't go as well with the second group either, nor was the retention of the introductory material. So I assumed that they either didn't have as good of reading skills, OR the prior background so the stuff would stick better, OR just had weaker cognitive skills. Again, this is all speculation and impression...<br /><br />Do check out my addendum.PUI profhttps://www.blogger.com/profile/12478071402571477766noreply@blogger.comtag:blogger.com,1999:blog-3668460283955922895.post-42316690419444031692010-07-07T05:37:55.751-07:002010-07-07T05:37:55.751-07:00Could their science knowledge still be comparable?...Could their science knowledge still be comparable? The things you noticed seem to be more math related as well as just simple courtesy/manners and being able to follow directions. <br /><br />I teach science at a CC and I could relate much more to the group you had the second day. In my upper division classes (micro, A & P), I get much of the same behavior. And, there is no excuse that they are new to school and what is expected, as to place into these courses, they need to have some college science already under their belts.Anonymousnoreply@blogger.com