While recognizing the limitations of textbooks, I am not that harsh in
my judgement as others in this list.
Maybe, because I personally know one author who spent years preparing
his text, and this had serious repercussions on his health, and his
family life.
I do not have the time or the inclination to "write extensive notes" to
my students, as has ben suggested. On badly written chapters (the worst
are chapters/sections about work and energy in Mechanics, and about
potential in E & M) I just explain what needs to be done, and provide
succint notes.
I include in tests, (for about 20-25% of the marks), questions that
must be answered in words, diagrams and equations, rather than numbers.
Invariably, the class average on these is worse than the numerical
problems.
For 2nd and 3rd semester classes, I ask students to make a 10 minute
presentation on some aspect of the course, or some technology related to
what we do. These start about the 6th week. It takes away time from
formal teaching, but it amounts to an oral test, when I can find out if
the students really understand what they are talking about.
Fouad I. Ajami
Physics Department
Champlain College
900 Riverside Drive,
St Lambert, QC, Canada, J4P 3P2
Tel: 450-672-7360-272
Fax: 450-672-9299