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3) Students should (ideally) know why they are taking the course.
The professor should be able to sell the course, i.e. motivate
the students by telling them why the course (and the various
elements of the course) are worthwhile.
See item (6) for more on this.
6) Sometimes the course is a "required" course. Some distant
Committee has decided that the students need to take the course,
but the students don't believe it and the professor is caught
in the middle. This situation sucks bigtime.
The funny thing is, the Commitee has a point. They just need
to do a better job of selling their point. They need to explain
to the professor that it is important for the graduates to be
able to think and to write. The point of requiring the required
course is to make sure the students build up their thinking
muscles. After the Committee sells this idea to the professor,
the professor needs to sell it to the students.
7) All kinds of people here are dropping the ball.
-- It is easy to sneer at the students for just "going through
the motions" as opposed to having the proper self-motivation
and love of learning. Why are they willing to waste their
time on stuff that doesn't make sense?
-- But what about the professor, who is just "going through
the motions" of teaching, as opposed to really explaining
what's important and teaching people how to think?
-- And what about the august Committee, which went through the
motions of setting high standards, but hasn't bothered to
see whether their wishes have any contact with reality?
So the track is broken in three different places, and the train
has derailed. It is commendable that the TA noticed that
something is amiss, but we cannot expect the TA to carry the
whole derailed train on his back.