DV

Course Introduction and Exam Day Notes

Exam Day Context and Intuition

  • The session frames exam day as a natural extension of how we learn in other areas, using intuition and real-world analogies to understand rules in complex domains (e.g., understanding soccer rules by watching people and leveraging guidance from professors).
  • On the first day, students are given a content quiz to gauge baseline understanding and set expectations for the semester.
  • The instructor uses casual, in-person interactions to build rapport with students (e.g., conversations about hometowns, colleges, and everyday tech/learning tools).

Social Interactions, Tech, and Learning Tools

  • Students discuss personal details (hometowns, high schools, and light banter about staying connected) to break the ice and create a classroom community.
  • Discussions about technology and note-taking:
    • Notability vs free alternatives: Notability is preferred by some for more fluid workflow, with paid versions offering more features; free options are workable but limited in functionality.
    • Pricing advice: bookstore pricing is often high; alternatives such as Best Buy may offer discounts (especially for writing devices or software).
  • The instructor emphasizes tailoring content toward true health topics and highlights diseases not only in lectures but also on exams.
  • There is a reference to a question prompt: students will answer, in groups, questions about life that should be explored in class (e.g., the prompt from a fourth section).
  • Example of student engagement: a group proposed a provocative question about maximizing human potential, showing engagement and creative thinking.
  • Icebreakers and class culture: students introduce themselves (e.g., “I’m David,” “I’m Anastasia”) and share personal backgrounds; conversations include humorous moments and casual inquiries (e.g., about Russian heritage, previous social events).
  • Social and campus life mentions:
    • A social event planned by the program (a Finger Lakes trip with a boat excursion near Ithaca).
    • Casual remarks about barbecues and campus activities.
  • Technical and navigation notes in class-related discussions:
    • There are moments of joking about internet connections and search tools within class slides or PowerPoint materials.
    • The instructor demonstrates a relaxed approach to troubleshooting and using online tools to access course materials.

Course Focus: Health Content, Key Questions, and Scientific Mindset

  • Core emphasis: prevention and treatment of diseases, with an explicit focus on how diseases arise and how we mitigate risk.
  • Foundational topics highlighted:
    • Prokaryotic biology and cellular complexity as a starting point to build understanding.
    • The guiding question: what makes one person more susceptible to diseases than others?
    • Big, philosophical questions: How was life created?
  • Learning philosophy:
    • Emphasizes problem solving over memorization; the course is designed to start fresh and teach critical thinking instead of rote recall.
    • The instructor expresses enthusiasm for science and the ongoing pursuit of truth, highlighting that scientific understanding becomes closer to truth through inquiry.

Workload, Time Management, and Class Size

  • Student concerns include workload, night lectures, time management, and exams.
  • Reassurance about workload structure:
    • The workload is distributed across multiple days (e.g., Monday, Wednesday, Friday), so work is not all due on a single day.
    • The class has a very large size, with a ratio of about 1 instructor to many students (quoted as 614 students in the class). The quote underscores the challenges of large-class management but asserts that progress can still be made.
    • The plan is to move through the semester and cover all required material, despite the large size.

Group Work: Formation and Support

  • Finding a study group can be a concern for some students.
  • Instructor support:
    • After allowing a day or two for students to try on their own, students who still struggle to form groups can email the instructor for help.
    • The instructor often helps with group formation and can pair students who need to collaborate, ensuring everyone has a group.

Assessment and Grading: Structure and Balance

  • Acknowledgment of difficult grading tasks and concerns.
  • The grading philosophy includes counterbalances to hard tasks:
    • For example, the weight of lecture assignments is designed to balance with the weight of the final exam.
    • While some components may feel harder, easier components exist to help raise the overall grade, creating a balanced overall grade trajectory.
  • The overall message: there is a built-in mechanism to mitigate difficulties and support students in achieving a fair final grade.

Core Topics and Pedagogical Approach

  • Favorite topics highlighted: genetics, meiosis, and mitosis.
  • Classroom approach:
    • If students haven’t studied biology recently, they're still in a strong position because the course starts from scratch and emphasizes problem solving rather than memorization.
    • The instructor explicitly states that memorization is not the primary goal; emphasis is on understanding concepts and applying reasoning.

Syllabus, Course Policies, and Resources

  • The instructor plans to preview the syllabus and frames it as a reference rather than a mandatory read: it contains important course policies and logistical information.
  • Key policy areas mentioned:
    • Attendance policies, exam day attendance, submission guidelines, accessibility, and the stance on artificial intelligence usage.
  • The course provides additional supports:
    • Practice sets, tests, and avenues for support (e.g., contacting the instructor for assistance).
  • The instructor invites student questions and ensures openness to cover topics that may have been omitted.

Practice Sets, Support, and Contact Information

  • The instructor offers to share contact details and mentions practical steps to reach out for help (e.g., providing a number and facilitating communication).
  • PowerPoint and course materials: students may need to navigate to the appropriate sections (e.g., the contacts or profile sections) to update information or reach out.
  • There is a lighthearted moment about updating a profile photo and personalizing contact information, illustrating a relaxed classroom culture.

Miscellaneous: Personal Interactions, Social Life, and Real-World Relevance

  • Personal anecdotes illustrate classroom culture and student life:
    • Icebreaker moments, discussions of hometowns, and casual humor (e.g., debates about celebrity photos or sports teams).
    • A social event description (Finger Lakes trip with a large boat) demonstrates opportunities for community building beyond coursework.
  • Real-world relevance:
    • The conversations emphasize that science education connects to everyday life, social events, and the broader campus community.
  • Ethical, philosophical, and practical reflections:
    • The course aims to instill an excited, curious mindset about science and its evolving understanding of truth.

Key Formulas and Numbers (LaTeX)

  • Class size reference: 614 students
  • Course weight balance concept (described qualitatively): the lecture assignments and final exam have balanced contributions to the final grade, demonstrating a counterbalance between hard and easy components

Quick Takeaways for Exam Preparation

  • Expect a learning approach centered on problem solving, not memorization.
  • Be prepared for a large-class environment and rely on distributed weekly work to manage workload.
  • Engage with group formation early; seek instructor help if needed.
  • Use provided policy documents on attendance, submissions, accessibility, and AI; know where to find practice sets and support.
  • Recognize that the course ties theoretical questions to real-world topics like disease prevention and life’s origin, encouraging ongoing curiosity and critical thinking.