Student Responsibilities Examples

Sciences

Physics 25, Modern Physics (Spring 2009)

Professor Patricia Burchat

10. DISCUSSION SECTIONS

Discussion sections are scheduled on Monday and Tuesday each week. Every student must sign up for a discussion section through Axess. Signing up through Axess is essential to your participation in this course. Be sure to click “View All Sections” in Axess to see the complete list of available sections. Discussion sections will begin meeting on Monday, April 6, and Tuesday, April 7.

Discussion sections will emphasize conceptual material that will appear on the problem set due on Friday, and will complement the material presented in lecture. The sections will emphasize interactive engagement and collaborative problem solving, because research has shown that only through active learning will you learn and retain physics concepts. Watching your teaching assistant solve problems at the board is not an effective way for you to learn physics concepts and become proficient at solving problems. You need to solve the problems yourself in order to permanently “rewire” your own brain.

 

GES 1: Dynamic Earth (Spring  2007)

Dr. Anne Egger

Your Responsibilities

  1. A huge amount of the learning in this course happens in real time, during class. Come ready to participate and work. Long lectures will be rare occurrences in this class, so you should be prepared to be active throughout the class.
  2. If you MUST be absent, please let me know. You may not be able to make up the work.
  3. Respect your instructors and your classmates, and we will return the favor. Respect includes creating an environment conducive to learning, which means being on time, turning off cell phones, listening, and contributing.
  4. Honor Code Considerations: This class is highly collaborative; however, there are expectations for individual work as well. If it is ever unclear to you, please ask.
  5. Special Accommodations: If you need special learning accommodations, it is important that we know about it as soon as possible. Requests for accommodation are initiated by the student through the Office of Accessible Education (OAE) (http://studentaffairs.stanford.edu/oae). Accommodations cannot be made unless pre-approved by the OAE.

Engineering

CEE 203: Probability and Statistics in Civil Engineering (Fall 2010)

Professor Jack Baker

Prerequisites

This course is intended for graduate level Civil Engineering students with no previous experience in probability or statistics. Engineering examples will be used throughout the class, but no prior in-depth knowledge of the examples is necessary.

Homework policy

  • Homework assignments are to be submitted at the beginning of the lecture period on the date due. Late homework will be penalized at a rate of 10% per day late. Homework submitted after the solutions have been provided will not be accepted.
  • Some homework assignments will require computer calculations. It is suggested that these computations be done using Matlab. Matlab is provided in the department computer lab, and is available for purchase at the Stanford bookstore. Matlab will likely be the easiest tool for performing these calculations, and is the software package that will be supported by the instructor and teaching assistant. You are free to use other computer programs if you prefer, as long as you clearly document your work.
  • Clearly explaining what you have done to solve a homework or exam problem is at least as important as obtaining a correct numerical result. Computer or calculator computations must be accompanied by appropriate documentation of how the computation was carried out. This might involve writing a few sentences of explanation, or attaching a printout of commented computer code. If you are uncertain about what to include, contact Prof. Baker or the teaching assistant.

 

CEE253: Earthwork Construction (Spring 2010)

Professor Bob Tatum

Successful completion of CEE253 requires the following activities:

1) Post your resume or cv (2 pg max) to your course drop box by 5p Sat. 27 March.

2) Read the assigned sections of the course notes for each class session and quickly review relevant sections of the Caterpillar Handbook and other readings listed. The parts and page numbers for the Cat Handbook refer to the 40th edition given to the class. The purpose of reviewing the handbook is to gain an overview of product lines, performance, and methods to calculate production rates for each type of equipment. Much of the handbook concerns spatial information that we will not use in this course.

3) Complete a Class Preparation Sheet, using the structure given below, for each class and the field trip. The instructor will analyze the sheets in planning the final details of the class session. The sheets are required for all class sessions including the field trip, even if you must miss one, which you should discuss with the instructor in advance.

The sheets for Monday class sessions are due in your drop box before 5p the prior Saturday and sheets for Wednesday class sessions are due before noon on the prior Tuesday. Submitting more than 1 sheet after the required date and time or any sheets after the applicable class session will require preparing an additional fact sheet describing a specific piece of earthwork equipment provided by a manufacturer other than Caterpillar to satisfactorily complete the course. Use “last name Class x 253 (e.g. Tatum Class 1 253) as the file name for your preparation sheets.

The preparation sheet required for each class session is to include brief responses to the following requests. For the field trip, submit a list of four topics to cover. The maximum total length of the preparation sheet for each class is 1 page. The instructor will post a synthesis of the sheets for each class session on the course website.

a) What was the most interesting or important technical idea or concept that you gained from the assigned readings? Why do you consider it the most interesting or important? Identify the relevant subsection in the class notes; e.g., 5.3 Traction in Notes 1.

b) Identify a technical idea or concept that you would like further discussed during the class session to increase your understanding. Also reference this topic to a subsection in the notes.

c) For either of the ideas or concepts selected in either a) or b), identify a website with useful additional information about the topic. List the URL in your preparation sheet and write a brief annotation about the contents of this source and how young engineers could use the information.

d) Identify at least four topics from the assigned readings that you plan to include in your personal knowledge base for earthwork construction.

4) Participate in class, especially for topics you identified on your Class Preparation Sheet.

5) Take the field trip to RGW construction. If your schedule does not allow joining the field trip, discuss this with the instructor in advance so that we can arrange an alternate visit.

6) Complete and submit the group exercise to forecast production rates for an earthmoving operation by 8p Tuesday 20 April.

7) Submit your draft personal knowledge base for earthwork construction by 8p Fri 23 April.

Humanities

GERLIT 124: Introduction to German Poetry (Fall 2010)

Professor Márton Dornbach

It is crucial that you read the assigned poems slowly and attentively prior to each class. Assignments will be relatively short; however, unlike in reading foreign-language prose fiction, when you read poetry you should always try to understand every single word in the text. The more comprehensive your grasp of the various meanings, connotations, and resonances of each word, the better you can appreciate the multiple layers of meaning operative in a poem. To this end, it helps to have access to a good dictionary (the Oxford-Duden German Dictionary is probably your best bet; alternatives include the Collins German Unabridged Dictionary and, if your German is good enough, the standard monolingual German dictionary, Wahrig Deutsches Wörterbuch).

Because the auditory component is central to the appreciation of poetry, you should at least occasionally read the poems aloud. We will do this in class as well. To hear professional actors recite the poems we read, you may consult the audiobook version of the Conrady anthology (see next page). As for reading, I ask you to come to each session with printed texts and, unless absolutely necessary, refrain from using notebooks in the classroom.

 

English 190G—The Graphic Novel (Fall 2013)

Scott Hutchins and Shimon Tanaka

 

Course Considerations:

            We Seek to Make a Creative Zone, so feel free to bring your art supplies, laptops, music, snacks, fuzzy slippers—anything that will inspire your best work.

            Collaboration Will Be the Norm, and your comfort level will depend on previous experience with groups, your ability to be inspired by others, and the degree to which you can share creative control. Collaboration challenges your instincts, makes you question your artistic decisions, asks you to articulate your aesthetic, opens the door for innovation and synergy and allows you to contribute to something much larger than you’re individually capable of. We’re also collaborating in the teaching of this course, so we’ll share in the risks and rewards, too.

            The Public Display of Your Work will be an integral part of the course, and we’re creating with the aims that at minimum our projects will be web-based; and if the stars align, we’ll publish a book with all your names on it. So, from blogs to projects, assume an audience. To this end, students who contribute to the final project will need to sign a release of rights so that our project can be displayed online and in print form. You cannot contribute to the graphic novel unless you agree to release your rights to the instructors as editors and copyright holders. Signing a release, however, is not a requirement for the course; not signing one simply means you can’t contribute to a collaborative project. If you choose not to sign a release, there are alternate, individual projects a student can undertake that will fulfill the requirements of 190G and impart many of the same skill sets.

            We Are Engaging in an Altruistic Endeavor. Certainly many of our exercises and projects will have a central aim of teaching and building skill sets, but at some point, we’ll transition to the goal of creating the best work of art we can in a graphic novel. But both those course elements—learning and creating—will only be successful if we proceed from the notion that we are all engaged in a process whose sole goal is the understanding and promulgation of art.

            Your Book Will Be Your Own. Whatever project the class decides to take on—and however that comes about—is fine with us. We trust the creative-collaborative process. We only offer three guiding principles: That the work be a product of adaptation, that it be sourced from the real world, and that it be conceived with the capacity to do some kind of good.

Social Sciences

Education 220D/History 258E: History of School Reform in the U.S.: Origins, Policies, Outcomes, and Explanations (Fall 2010)

Professor David Labaree

What This Class Is and Is Not About: This class is intended to encourage you to think hard about the things that make educational reform so complex, contradictory, difficult, and often dysfunctional. Its focus is on analyzing what happens to reform efforts between initial proposals and eventual outcomes. This means that its aim is not to provide you with a how-to manual that will enable you to be a successful reformer. I don’t think such a manual exists, and the dream of finding the one right way to fix things has done a lot of damage to schools over the years. Instead, think of this class as an exercise in realism, a set of cautionary tales that I hope will help you locate your own efforts to improve schools within a useful historical framework.