Gas station without pumps

2018 April 1

Starting new quarter

Filed under: Circuits course — gasstationwithoutpumps @ 17:20
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Tomorrow the new quarter starts, and I hardly feel like I’ve had a break—I was grading continuously through Monday, working on my book through Friday, and setting up Canvas with all the assignments today. I also spent several hours this week reading course syllabi and student petitions for the Committee on Courses of Instruction meeting that is tomorrow afternoon and a little time reading senior thesis proposals from students wanting to start senior theses next quarter.

It probably doesn’t help that I’m on the third week of a cold—it has settled down to being a minor cough, but it is still making me more tired than usual and interfering with my sleep (the cough is worse when I’m lying down).

There is a new draft of Applied Electronics for Bioengineers posted—those who have already bought the book should have gotten an e-mail about the free update.  The minimum price for the book has gone up by 1¢, as Leanpub now has a $5 minimum, and I had set my book at $4.99 minimum.  There are not many changes this time, because I did not have a lot of writing time last quarter:

  • Beefed up the chapter on lab report guidelines.
  • Many typo and minor wording fixes (mainly ones reported by students in class).
  • Replaced Waveforms 2015 references with Waveforms 3, due to name change by Digilent.
  • Added paragraph to thermistor lab about doing design around standard parts.
  • Also added specific discussion of using parallel resistors for current sensing in power-amp lab.
  • Added the missing section on high-pass active filters.

By being somewhat generous on my grading for the final lab report, I managed to keep the number of failures for Winter quarter down to two—one flaked so much that all five labs had resulted in the partner requesting doing separate lab reports and the other did not do the last lab.  This is about the usual failure rate (2–3%). Still, I was not happy with how many C grades I had to give—I’d like to see a higher distribution Spring quarter.

Several of the students in my course had previously taken EE101 (circuits) or were taking it concurrently.  I checked, and there was essentially no correlation between the EE101 grade and the grade in my course (Kendall tau correlation about -0.03 for not-taking/taking and +0.07 for grade among those who took—neither is a statistically significant relationship with p-value>0.64).

I think that what would make the biggest difference in the grades is better writing from the students—many of the lab reports were a struggle to get through, with poor organization, poor paragraphing, poor grammar, poor word choices, poor punctuation, and poor formatting.  Only about 10% of the class was writing at a level I would consider acceptable for college students, and I’ll be stressing writing more in Spring quarter.

Having undergrad graders in Spring quarter rather than a TA may help, as I have a couple of very competent undergrads who can provide writing feedback on the prelab assignments in a timely fashion.  The foreign TA I had last quarter took a long time getting feedback to students and was not really able to provide writing feedback—not a bad TA for an EE course, but not up to the heavy grading demands of this course.  The graders will be grading the homework and the prelab assignments, but I’ll still be grading the quizzes (which only take about 2–3 hours a week to grade) and the final lab reports (which will take about 150–200 hours to grade for the quarter).

The grading last quarter was stressful, and I expect it will be again this quarter.  Grading at home during finals week resulted in me putting on five pounds—I kept rewarding myself with snacks after getting through another couple of papers.  I’m hoping that I can get the students to write a little better and a little more tersely this quarter, so that the grading will be less stressful (and I can take the weight off again).

I’m hoping that I can convince more of the students to get out of answer-getting and point-scoring mode (see Just scoring points) on the quizzes and rework any problems they get wrong—I’m tired of asking essentially the same question in quiz after quiz and having students still miss it.

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