Notes on Course Structure, Policies, and Student Resources

Canvas and Course Materials

All announcements and course materials will be linked through Canvas; Canvas is the central hub for course logistics.
Regularly check Canvas for updates to stay aligned with the syllabus and any changes.

iClickers are required in class; you should have an iClicker with you when attending.
It is emphasized that not using iClickers or being distracted can hinder performance in class and your ability to listen and study.
A light-hearted comment suggests taking time to study instead of stressing about in-class tools, highlighting the importance of focused study time.

A student mentions panic about the term "infundibulum" due to unfamiliarity.
The instructor asserts that understanding terms like the infundibulum will help you digest and understand the material better, indicating the term is part of the subject matter (likely anatomy/neuroscience context).

Class location mentioned as Room 371.
Office hours are stated as Wednesdays; Thursdays, but there is an indication that the Thursday time may change due to teaching commitments.

A student notes they did not see a textbook listed for the course in the ASU portal.
There is confusion about readings and whether textbooks are required; one student mentions not seeing readings or a need to buy textbooks in the ASU portal.
Another student says they had to buy textbooks for a different class the previous day, highlighting variation between courses.
A reference to a potential alternative resource (e.g., "dreamscape for bio") and another class (Arabic) is mentioned, but specifics for this course are unclear.

There is an implication that some readings may be accessible for free, or at least not require purchasing a textbook, though this is not explicitly confirmed for the course.
The ASU portal did not clearly display readings requiring purchases.

The instructor encourages exposure to science talks as a learning strategy, acknowledging that initial talks can be scary or hard to understand.
The idea is that exposure over time helps digestion and comprehension of material.

There is an incentive to attend or engage with science talks: up to 2\% extra credit.
This extra credit is framed as a reward for exposure and participation in talks beyond regular coursework.

Centralizing materials on Canvas promotes organization and equitable access to course resources.
Requiring iClickers supports active participation but requires students to stay focused to gain benefits.
Acknowledging that new or challenging content (like unfamiliar terms) can feel intimidating, but gradual exposure is a legitimate and encouraged learning path.
Ambiguity around textbooks and readings suggests a need for clarification in the syllabus or with the instructor to set clear expectations.
The extra credit for talks encourages engagement with scientific communication, potentially reducing anxiety through structured, low-stakes participation.