based on recent negative experiences in econometrics, i would say that the
absolutely essential thing, whether computers are used or not, is for the
professor to provide *detailed* problem solutions for a representative and
ample variety of problems. the motivated student then had plenty of material
to use in tracking down incorrect ideas. (the solutions in the problem
solution book are almost always too summarized.) maniacal attention to this
sort of detail was essential to (my) success in engineering, and the
econometrics (and economics) professors who failed to provide it lost my
intellectual respect.
Bob Hayden wrote:
> Hmmmm. In my department we are responding to a reviewer who urged
> greater uniformity among sections of the same course. I sort of
> agree, but this has raised questions as to what should be the same and
> what is allowed to vary. Right now we have some sections of Stats.I
> where weekly Minitab assignments are collected and graded and others
> where computers are not used at all. I don't think that is good. On
> the other hand, I don't think we all need to use the same text, as
> long as we all use respectable ones -- say, ones on the approved list
> for AP Stats. While this is debatable, my outlook re education is
> highly colored by my undergraduate experience at MIT. There it was
> common for the professor to give his (no women in those days) own idea
> of what was important in his field. These views were often highly
> idiosyncratic and absolutely brilliant. I had courses containing
> stuff that was not contained in any published textbook. I loved it
> and learned a lot. Enforcing uniformity would have turned MIT into
> just another college.
>
> Now, what do you think about the variation in Beethoven's symphonies?
> Obviously this guy did not have a very good QC system. There is a lot
> more uniformity in performance these days -- I hear little differences
> compared to the differences among Toscanini, Walter, Furtwangler,
> Mengelberg, etc. Is this really an improvment?
>
> Likewise cars are all much more alike than they were when we have
> inline 6s and 8s, v-8s, v-12s, OHV engines, flatheads, etc. Maybe
> it's for the better but I miss my Buick straight eight.
>
> What about spouses? Should they all be the same?
>
> _
> | | Robert W. Hayden
> | | Department of Mathematics
> / | Plymouth State College MSC#29
> | | Plymouth, New Hampshire 03264 USA
> | * | Rural Route 1, Box 10
> / | Ashland, NH 03217-9702
> | ) (603) 968-9914 (home)
> L_____/ [EMAIL PROTECTED]
> fax (603) 535-2943 (work)
--
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