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Compilation of All Responses to Web-Based Survey of IHUM Students—Fall 2001
Please note: Each number preceding an answer for Questions 1-5 designates an individual respondent, whose number is the same for all five questions.
Anonymity has also been preserved for IHUM faculty and fellows by replacing specific names with randomly chosen letters of the alphabet.
Answers to Question 1
1 An effective IHUM lecture should be very well structured in a logical, clear way. The use of powerpoint or overheads would be a plus/ 2 To provide different insights for students on the reading and incorporate the experience and knowledge of the professors while being exciting and not just a regurgitation of information. 3 clear and thorough interpretation on major ideas of the book in order to open up student discussions in section. 4 An effective lecture should illuminate the readings (if the text is heavy and perhaps hard to understand lectures could help student understanding) and also to incite good discussion and critical thinking about these texts by introducing applicable outside ideas and parallels. 5 Good information and thesis to educate us. 6 Lectures should help me better understand the works I have read, how they relate to one another under the common theme and how this theme functions in the context inside the text and in the real world. 7 To help us with critical thinking skills that have a basis in knowledge of literature and philosophy and some history. 8 to deepen understanding/ prepare for reading of texts by providing context and/or presenting related works 9 Informative and inspiring- intellectually stimulating/enthusiastic prof. 10 explain themes in texts 11 To offer an interesting interpretation on the material 12 I
think the lecturers should attempt to give further insight into the
texts/subjects through a an exploration of their personal reading
of/perspective on the work. This enables deeper learning and understanding of
course material as well as makes the lectures more interesting. In the case of
more fact based subject matter, it seems that the lecture should be based on
providing the exigence, the significance, further details on the matter, in
some way enhancing the subject matter. In the course I just took, Course X, we
were told that the lectures could almost be treated as secondary texts, in that
they provided certain new and enhanced perspectives. They were great (although
a lot of that has to do with how engaging the professors were, which I know is
not the issue). 14 Broaden the scope of readings a student has: good works of literature/essays are mandatory. Should emphasize critical thinking, synthesizing information. Should try to delve deeply into whatever department it is from, to give students more of a feeling of depth, instead of floating around in information that is useless. 15 Introduce themes of reading material 16 An effective IHUM lecture should be well-prepared and relevant. 17 explain the texts from the viewpoints of the lecturers; interact with students to get their ideas 18 An effective IHUM lecture should deal with different aspects of studies like philosophy and politics, or law etc.. I think the IHUM should be a way for students to determine the kind of area of study they like and offering a couple of persperctives with one IHUM will help this. 19 To cause a student to gain interest in a subject matter he/she would not normally be interested in. 20 An IHUM lecture should clarify or expand on the texts, depending on the complexity of the text. In difficult texts, such as philosophy, the lecture should clarify while asking a few pertinent questions about the philosophy behind the text that relate to the course theme. In a straightforward text, such as a scientific journal, expansion on background or extension to the theme is needed more than clarification. 21 To quickly brush over all the ideas in the books and inspire inquisitive thinking. 22 An effective lecture should provide information about the works not made clear by the work itself and additional background information. 23 An effective IHUM lecture should draw on the texts as a method of explaining some larger, more general point, or it should draw on text to answer a specific question that is posed by this course. A lecture does not have to do so much close reading of the text - that sort of analysis belongs in section - but it should draw on the text to explain some larger idea. 24 An effective lecture should capture the student's attention, focusing on a specific idea or topic of interest. The lecturer should be very comfortable with the material, having thought deeply about the subject. 25 to
further and instigate thoughts about the course subjects 26 To present a current perspective on the material being presented. 27 A
good Ihum lecture should keep issues open and present several interpretations.
It should be engaging and well spoken, so that the students can pay attention. 28 He or she should just guide the discussion and offer insights when the discussion is slow. 29 The lecturers should express their thoughts on the works that they feel will stimulate deeper thinking on the student's part. 30 clarify issues or questions raised in the readings. bring up current perspectives on the topics. give an expert opinion. 31 An effective IHUM lecture should intrique the students and perhaps even cause controversy. I happen to enjoy a lecture more when I can disagree with a professor and thus given an incentive to think critically and originally. 32 The lecture should not just be a summary of the reading material, but should mostly consist of the professor's interpretation of and commentary of the material. Or maybe the professor could offer other peopple's interpretations of the readings. I think the only problem with my fall quarter lectures as that there was too much summary. 33 make you think about the books/material in new, interesting ways 34 to cover a wide range of material that is further discussed in detail in section 35 THey lecture should engage the student into wanting to read the texts, to make the ideas of the course seem interesting, and to bulletpoint any major or minor ideas of the course 36 To set the standard for the discussion and include new information that the class would otherwise not have gained. 37 An effective IHUM lecture should explain and introduce new concepts. 38 I believe an effective IHUM lecture should review the readings and inspire critical thinking. 39 interest the student, expand his/her experience with humanities, show some sort of application to life 40 information on the subject matter in which the student study 41 It should explain and build upon the texts. 42 To fill students with passion about the humanities through intriguing, interactive faculty lectures. 43 Provide background/contextual info about society/social beliefs commen when the works where writen. 44 provide the student information that is going to help him on exams, papers, etc. 45 It should stay on track and present the marterial with a clear order and goal of the course, outside info is good but not as neccessary. 46 The Ihum Lecture should be informative and intellectually stimulating, evoking responses and questions that can be discussed in depth at the sections. 47 One that captures the students interests and enlightens them on a new topic they have never learned about. One that involves the students and makes them think 48 Introduce freshmen to critical thought at Stanford and additionally teach them about an area of interest in the humanities. Helping freshmen learn to develop clear, convincing arguments should be another aim. 49 It should critically analyze important aspects of the texts we read. It should also place the texts in a historical context so that we may have a better understanding of the author's intent. Finally, they should introduce us to other scholarly opinions of the text, and instill a desire within us to learn more outside of the classroom. 50 Interpreting the text; offering relevant background information; presenting a hypothesis about the work; supporting this hypothesis; making connections with modern life 51 Should give something of substance (history, background..etc.) that will be for good discussion material in section. 52 To explain the concepts needed to understand the motif of the class and to provide the students with information necessary for any papers due. 53 We should learn more about the world and how it relates to us 54 Review and clarify the reading along with additional points. 55 He should be able to answer questions fully without going on a tangent and ignoring the original question. 56 He/she should be able to make the topic interesting to keep the attention of the students. 57 the lecture should be interesting so that the student is excited about studying the material. 58 To present the fundamental ideas of the readings / course and provide alternative views and ways of devising alternative views 59 Provide insight to the basis of the humanities. 60 It should be an introduction to college reading, writing, and analysis, and it should effectively explore the concepts it states that it will explore. 61 to reveal different perspectives on the material presented, and to try against being overly boring 62 offer a new, unique perspective of the tests. Put questions into the minds of students which will fuel their discussions in section and guide them to a more complex understanding or contemplation of the ideas and texts studied. 63 to stimulate me to want to learn more about the humanities 64 An IHUM lecture should engage us to study. I should spark interest. 65 It should introduce new and provocative ideas from outsides sources that help analyze the works and may be applicable to other works as well. 66 Explain concepts that we discuss in section 67 It should open up a student's mind to new paradigms, philosophies, and social theories. It should invoke curiosity which spurs the student to explore the topic more. 68 Expand on the themes found in the text, and facilitate discussion by providing unusual or at least interesting arguments related to the text. 69 It should engage the students in thinking about particular concepts presented in the texts. It should also potentially explain difficult parts of the texts. 70 A large overview of the texts and a generally historical background about the authors. 71 An effective IHUM lecture should engage the student and his or her mind. Too many times have I been forced to sit through a dry lecture in which the professor is merely reading off his notes. 72 It should summarize the text being studied and offer critical analysis of it, using the lecturer's own opinions. 73 An effective lecture is both entertaining and informative. It should spark interest in the topic as well as detail key facts about the subject. 74 deliver professor's expertise to students. relate materials between disciplies. summarize events. 75 To introduce a topic that will be explored further in section, to illustrate controversial or complicated perspectives that can be debated in section. 76 Add insight to the text (historical context, relevent author background, ect) that better helps the student understand the author's perspective and the viewpoint of the intended audience. In addition, to present information contrasting that presented by the author. 77 To improve our understanding of the issues and lead us towards critical inquiry 78 I think an effective IHUM lecture should stimulate student's thinking on macroscopic social/historical/philisophical issues. It should also encourage students to read on various topics. 79 I think an effective IHUM lecture should help the student analyze and understand complex texts. The lecture should provide background information on the book, author, and context, and in addition, it should explain the complexities of the works that students may not understand. The lecturers should provide information that students would be unlikely to come across on their own, and also should provide only items relevant to the specific texts. 80 teach general concepts and big themes not just lecture about useless stuff 81 Lecture should help introduce us to and broaden our knowledge of topics/areas of study that we perhaps would not normally encounter. 82 To help students in a process of self-discovery. Emphasize the development of independant thought, not just spit-back from a professor or TF. 83 Whether or not I agree with a lecture, I think it's important to have a central point and stick to it. Rather than leaping from point to point to allow for various opinions, which is the point of the section anyway, it should remain on a clear course. 84 To give the students the tools they need to interpret a piece of work for themselves. I do not like it when the professors express their own views too much. In other words, lectures should inspire, not preach. 85 An IHUM lecture should give students the opportunity to find something to connect to in a given text -- whether from their own life, their intended course of study, or something new that they had not thought of before. 86 To introduce pertinent concepts and relate them to the texts 87 It should expand on the reading and give new topics and ideas for the students to think about. 88 To spark interest in the current material and provide a basis point for discussion. 89 introduct one to vaious topic 90 The lecturer should present an interpretation or multiple interpretations of the work. 91 to provide a basis on which to expand in section 92 To help tie in reading material with the themes of the course and also to inspire the students. 93 Inform the student of various arguments and theories in the literary world, and make a comprehensive argument in support of one or several of them 94 Give an interpretation that will spur thoughts and discussion on the texts, not to provide a definitive opinion. 95 I believe an effective IHUM lecture should inspire the students to analyze something in a new light. The lecture should be insightful and invigorating, propelling the students to explore their curiosity. Overall, the lecture should pertain to the subject matter and never lose the element of fun. 96 teach material and enhance understanding of reading 97 Instruct students on the topics in a clear concise manner that aims only at their current level of understanding. 98 An IHUM lecture should bring forth interesting and controversial interpretations about the current course readings and relate these ideas to the real world. 99 They should serve as a facilitation mechanism for better understanding the texts in novel ways. 100 To introduce new ideas on and explain the reading 101 An IHUM lecture should introduce students to the topics covered in readings to be discussed in sections. They should also clarify what the author of the readihngs might be trying to say. 102 Setting out specific goals of what the students should learn and follow those goals--teach from an angle that the students have never heard before 103 It should give the students useful background information applicable to the texts. 104 To provide an understanding of the material, as well as a basis of the techniques that should be used in analyzing the material. 105 The purpose of an IHUM lecture is threefold - to provoke, stimulate and inspire the human mind. 106 It should serve to help explain deeper meaning in the works being studied. It should also relate those works to the theme of the class. 107 Clarify muddy points from the readings and introduce further subtleties, relating the reading to outside sources, but not to review obvious information from the reading. 108 Providing a perspective on intellectual reality and coherent schools of thought that shed light on one's own personal experience. 109 Background information about the subject matter, particularly where it can help clarify portions of the text. 110 To explain difficult concepts in the readings, tie the readings together. 111 Lectures should answer some basic questions about the work but also ask some questions that a superficial reader would not ask. 112 Get everybody to think outside of their own preconceptions. Get even the techies into a course where they read political theory or the Inferno. 113 To elaborate on the texts read in the course and offer a new perspective on them that the student might not have otherwise been aware of. 114 Introduce students to the humanities in their area of interest 115 An effective IHUM lecture should challenge the audience in some way that is interesting and applicable to modern day life. 116 He should keep the audience's attention and make the subject interesting. But not just background material! 117 IHUM should introduce freshman to the different ways of thinking and looking at information that are required as a successful student at Stanford. It should introduce students to literature and ideas they're never encountered and help them to get an idea of what they'd like to study. 118 Not only bring up relevent questions, but hint at the different approaches in developing an answer. 119 Tie the texts to the basics concepts of the course or current issues. 120 to point out new thngs about the text, and invite a closer analysis for section. Lectures should leave the audience hanging so that they have something to discuss in section. 121 An effective IHUM lecture should serve to stimulate ideas in the students about the work being discussed. Rather than give one absolute view, the lecturer should explore that many different ways in which a book can be read, and encourage the students to find their own interpretation. 122 it should be interesting and new information, but at the same time some of the things we study are TOO deep! All or most Stanford students have so much on their mind as it is, it seems unfair to make them think about topics that are so out there! 123 Give us traditional views of the text, then give us another way to look at the text from the professor's point of view. Get us to think about the works from various points of view. 124 An IHUM lecture should supplement the course material with additional views or inshghts that students might not be exposed to otherwise. 125 An effective IHUM lecture should bring more insight to what was read in the text. 126 To help students think logically and for themselves 127 I enjoyed lecture, and it help meto understand the material. 128 Informative about the material being covered, and relevant to the way we live life. 129 -
explanation of the meaning of texts read, especially when they are difficult 130 To explain the complex topics of the readings 131 I think an effective IHUM lecture should stimulate interest in the subject and original thought and analysis toward and of the readings. 132 Give the students an informed analysis of texts and broaden the ideas that a text presents. 133 broaden knowledge base, initiate foundation in humanities 134 to broaden our knowledge in humanities area subjects, to stimulate the mind and thinking, to enlighten and empassion the student 135 1. provide a historical background for the text. 2. reveal less obvious points, connections, metaphors, etc. that appear in the text. 3. provide a personal stance on the issues. 136 To present elements of the text(s) from the unique perspective of the lecturer, drawing conclusions about arguements of the author, outlining main points, and extending understanding. 137 Introduce
leading interpretations of text under discussion 138 give one or more interpretations and opinions regarding the text. Give a brief background of the time the work was written and the author. 139 It should encourgae people to take humanities classes 140 An effective IHUM lecture should spark interest in the material being studied. It should briefly provide the context for the author's opinions both with respect to the personal experiences of hte author and with respect to when the author lived. It should also be a cursory review of the important concepts of the text. Most importantly, though, it should focus on raising questions about the text that can then be debated in section. 141 An effective IHUM lecture should reveal information about the works being covered that aren't available through the text, such as any useful background information about the author, what may have influenced the author's perspective, and the audience that he wrote for. 142 To present the subject matter in a captivating and interesting manner. To raise questions that will stimulate creative thought. 143 To introduce the students to the material they are reading 144 explain difficult points of material, provied professor's individual insights 145 It should be interesting and thought provoking on a subject relating to humanities. 146 To allow all students of the university a chance to further understand, and be exposed to both the humanities, and new ways of thinking. 147 Lecture should help the students with understanding the text more. It should go into more depth of aspects that we may have missed when we read it. Also it should relate it to real world concepts to make it more interesting. 148 To learn new material and give an overview of topics to pique interest and create areas of knowledge 149 it should not consist too much of the historical background in which the subject 150 To broaden student's understanding of "classic" literature - to make students read books they wouldn't read on their own so they can participate in intelligent conversation. 151 To provide students with the relevant historical, social, political etc. details to allow students a richer understanding of the factors influencing the texts, and interpretations of the text which the professor believes particularly interesting or worth noting 152 To explain the links the readings have to the class-- 153 To provide insight into the works that are being studied and to provoke thought. 154 IHUM lecture should challenge our intellectually thinking and bring us to new understanding about the world around us. It should take us out of our comfort zone to explore new ideas. 155 156 it should stimulate the mind and body 157 An effective IHUM lecture should serve to inspire students to think critically about the subject at hand. It should always link the readings to the broader concepts of the course. 158 to expand the critical understanding of the student 159 To offer a possible interpretaion of the work studied being studied and give students a framework in which to think about the work. 160 It should enligthen people thourougly (give them ideas to ponder on) on the subject they sign up for (it shouldn't be quite as tangential as it currently is, and i don't feel like the topic of my class was thourougly answered, or that the texts were very well geared towards answering those questions. It made me think about a few things, but most of the ideas presented were not what i felt the class was about) 161 exposing individuals to an analytical approach to texts and to the humanities as well as introducing us to a variety of great works of thought and literature. 162 To allow students to think; to inform them on the subject matter so as to be able to think; to interest students in the topics and prepare them for discussions on the text 163 Lectures should not be too general and merely touch on or introduce the topics. There should be more interaction between the professors and the students, than there was in my fall quarter IHUM lectures. 164 Impart greater understanding of the course's material to the student. 165 I think that they should help us understand the texts and give background information that we wouldnt know without a prof's help. 166 I think the purpose of an IHUM lecture is to explain the texts to the students and help us understnad. 167 Lecture should review and draw upon key points from reading to show how that reading is important to the course and applicable to life. 168 engage the audience. Discuss issues that are relevant to the reading. 169 to teach something! not necessarily on the books 170 To provide a background for the readings and to tie them into a broader theme. 171 inform on topics relating to the reading while also discussing issues at hand 172 The lectures should provoke us to think about the text in new ways. The topics should provide direction to new perspectives. 173 Be interesting. Teach about something that applies to modern life. 174 Expand the knowledge of the students. Raise issues that most of us don't typically think about. 175 Provide background on the subject matter for the students, attempt to spend more time addressing areas that may prove difficult to understand. 176 Since I am thinking about majoring in engineering, IHUM will probably be one of the few humanities courses I am going to take at Stanford. So, I want IHUM to give me a general overview of humanities. 177 Provide interesting information regarding an area of the Humanities. 178 Provide background information, undeducible from the text, to offer further insight into the work. 179 To convey important info. from the text, to answer questions, clarify, to encourage students to think creatively and critically. 180 To stimulate ideas for discussion and to give important insight into the texts 181 The lecture should help students arrive at a new understanding of the deeper meaning in complex texts. Lectures should provide beginning points for section discussions. 182 To prepare the students for the essay topics and the final. 183 Stimulate profound thinking and offer new ideas and ideological stances. 184 Engage the students, present thought-provoking arguments 185 i think that ihum lectures should give students a start on how to look at the texts as well as to help them with the interpretations of the texts 186 To draw interest to the specific humanities subject, while reviewing and discussing the reading materials, and bringing in supplemental information on the specific topics discussed. 187 An effective IHUM lecture should help students to better focus their own readings of the texts by calling attention to particularly important passages and by providing historical context about the authors and their works. 188 Reinforce the reading that is done outside of class. 189 To direct a student's attention to certain concepts of historical, religious or literary significance. 190 An effective IHum lecture should provide the students with added insight into the questions and answers raised by issues brought up in the course material. 191 It should analyze the reading material and bring in other relavent material. 192
I think it is the purpose of the lecturer (professor) to introduce new
ideas/themes/symbols in the 193 An effective IHUM lecture needs to analyze the text read. Also, background information about the author and the time period is vital. The analysis need only be from the point of view that the professor wants to present, however, he should keep a consistant view throughout the course, unless he makes a specific point to change it. Every lecture should also connect the readong to our present day lives. 194 The lecture should help students to think critically about the texts, broaden their understanding through the explanantion of the author's historical bacjground, and provide any additional information that would be interesting or useful in interpreting the texts. 195 An effective IHUM lecture should introduce concepts and contexts related to the reading that the average student will not grasp on a first reading of the text. In other words, the lecture should present new ideas and different angles of looking at the text so that the students can discuss them in section. Lecture should give the students something to think about. It should push the envelope! 196 Clearly and interestingly convey the information. 197 present the important points of the texts and the ideas we should be getting out of them, and KEEP PEOPLE AWAKE 198 It should clearly answer some common problems with understanding the text. It should give and provide questions and answers to the reading and its application to world. 199 It should provide new insight into the text. The lecture should be complex, yet not overly flowery in an attempt to impress the ignorant freshman. It also shouldn't just be about listing facts, it should model how good analysis (like arguments in papers) proceeds. 200 An IHUM lecture should provide students with background information on the assigned texts. Background info. might include cultural and temporal context for the texts, a brief summary of the main points of more difficult reading material, a discussion of the impact and influence of the works, etc. 201 It
should clear up difficult points from the reading and stimulate topics of
discussion for section. 202 to present students with the main topics of assigned reading and give an outline of what the course is to be about 203 Helping to understand the texts, and offering their views on what the texts offer 204 They should introduce the broad themes in the text and explain their relevance. 205 Introduce new ideas 206 A
broad introduction to the world of reading, writing, and thinking. Also a more
specific focus 207 It should introduce topics and serve to provide intersting, sometimes controversial, points which we can discuss. 208 Introduce us the many powerful ways that people have learned to think about life and the world. 209 Present a more objective, or at least broader, view of the material than I could achieve on my own. And offer relavent information 210 to inform, not bore 211 An effective IHUM lecture should bring up issues that the students have not encountered before, and make them interested in the humanities. 212 it should discuss the deeper meanings of the readings, and invite the students to participate. 213 I believe that an effective IHUM lecture should enlighten the students on the more subtle points of the texts and should bring new ideas relating to the texts as well. I also believe that it should provide interesting contextual information that will enhance the reading. 214 I think they should briefly cover the content of the texts. Too often in my fall I-Hum the lectures were on something totally random and completely unrelated. Therefore, in section, we talked not about the lecture, but about the text. 215 Should highlight main themes or topics from the readings and provide valid but not excessive background information needed to understand the texts. 216 give general background of the text, offer historical value and get the proffessors opinions on the text 217 Examining the text in a provocative way, making the students think about it in ways the would not have done otherwise. 218 To make students understand the lecture without having to take notes. 219 Clear up confusion about course texts, provide new avenues for discussion, point out flaws in texts 220 To show different perspectives of the texts that might not have previously been seen. To describe the time period of the texts and the implications they had on society at the time. 221 Enlightening us with respect to a deeper understanding of the readings. 222 Inform the student and create understanding of the main issues disscussed in the readings. 223 - help the students understand the author's true intent in writing the book and go over some of the ssymbolism or other rhetorical tools that might go unnoticed in an initial reading 224 An effective IHUM lecture should relate the text read to some theme (that of the course), explain any difficult parts of the text, point out interesting material, and answer questions. 225 To offer a broad look at a specific subject matter and pose questions to the students in an interesting medium. 226 Give a broad background in the liberal arts 227 Entertaining and Educational 228 Lectures should clarify the reading, pointing out the important aspects of the reading, while also connecting it to a bigger picture -- take the reading out of itself and apply it to the common themes that run through the course. 229 Explain the texts and expand on the ideas presented 230 An effective IHUM lecture would bring outside information from resources not included in the reading but related to the reading. 231 It should engage the students and pertain to the course material. It should also give the lecturer's personal views on some issues rather than restating what students read in the texts. 232 it should introduce new ideas and the lecturer should refrain from making any sweeping generalizations that alienate a good sized chunk of his/her students 233 It should challenge students to rethink their preconceptions about people and life. 234 I think an IHUM lecture should help students better appreciate the subtlties of the texts they are reading, as students may not notice these things until their professors point them out. 235 It should clarify the texts. This is especially important for denser and more difficult readings. 236 An effective IHUM lecturer would be one who helps the students grasp the reading and presents an interpretation of the reading for the students to evaluate in their sections. 237 Introducing ideas to the students, whichcan be explored and expanded on in section. 238 Stimulate interest and provoke students to think about key issues and themes 239 Broaden the perspectives of incoming students. 240 It should give a background and a starting pooint for all of the material covered in the class. 241 The lecture ought to pique the students' interest to the course. The lecture should balance breadth and depth, time permitting, so that the students will not feel as if they have wasted their time in the lecture if too little is covered, or overwhelmed if too much information is presented. If possible, it could also be entertaining to engage the students in the material and help them relate to the material more readily. 242 enlighten students about the texts and then draw greater conclusions about the present day 243 I believe that an effective IHUM lecture should present many different opinions and viewpoints concerning with the topics being discussed, while allowing differing opinions from the class. 244 It
should introduce its students to either a variety of systems of thought in a
general sense or one particular system of thought in detail. (Oops - that's
what an IHUM course as a whole should do.) 245 IHUM lectures should introduce principles, ideas, and works to students in an organized manner. 246 An effective IHUM lecture should engage us in the topic we are studying and help us learn more about the world we live in and people's viewpoints about it. It should take us on a journey into the literary works of learned people of the past, and provide us with new ways to think about life. 247 An IHUM lecture should create a solid basis of information for section discussion. 248 Address issues not raised in the text and explain what the authors have discussed in the text and methods used to create an argument. 249 An effective lecture should serve to help the students better understand their readings. A lecture should include the professor's analysis of the works and an opportunity for students to ask questions about that analysis. 250 Engage the student into a thoughtful meditation on important issues 251 open minds, introduce new ideas. 252 It should provide a broader context of the books being read and it should stir interest in the students before and during the reading of the books. 253 It should help me to better understand the texts which the course examines. 254 Show important concepts in reading and expand to a broader theme. 255 An effective IHUM lecture should help students understand and connect themes of the texts. 256 It should help the student find, within a general realm of interest, a more specific concentration for further study. 257 Give a brief background/context of the text(s) before you are expected to read it, and afterwards build upon reading (whose basic points you should already understand), relating it to the other texts and to greater issues. Go far in 50 minutes. 258 To introduce ideas to be discussed in section and perspectives that can be argued for and against. 259 Introducing the student to a variety of literature and philosophy that is unlike what they have studied in depth in high school. 260 Explaining and delving deeper into the meaning of a text. Simplifying a very complex text, or doing the opposite if a text seems simple at first glance 261 A summary and insight into the chosen texts. 262 I believe the lecture should engage the student. Freshman especially need to be engaged as we have shorter attention spans. If a lecturer has a passion for his topic and sense of humor he will have a high attendence turn out. 263 Opening up his students minds to new way of thinking or looking at something. The class should not be just about the subject. It should be about improving your writing, your reading and the way you look at something. 264 It should help to expose students to the major cultural, social, and philosophical ideas and concepts of various cultures. 265 Proposing dissimilar readings of complex texts. Varied opinions from different professors are useful in realizing the depth of the works and the ability to read them in many ways. 266 summarize/clarify readings and assignments 267 I think the IHUM lecture should bring a twist to the text that we might not have caught without the professor's help. It should spark discussion and a deeper exploration of each work that we read. 268 I think an effective IHUM lecture should serve to clarify the text and present an obscure or intricate complex in a new light. 269 To waste our time 270 Stimulate
your thinking about a particular topic or text 271 To present a unique view of the material based on the field of expertise of the professor lecturing. It should promote the student to think, yet guide him on the journey for knowledge. 272 The lecture should raise the main questions which should be answered in Section. 273 An general overview of the texts and other relevant material. 274 It should reinforce and extend the information that students do in the readings. 275 bringing out key points and subtle nuances in the readings 276 to both recap the text and also extend it to other areas 277 Make the reading more understandable, bring outside historical, biographical and other information 278 An IHUM lecture should not be a summary of the texts- instead, I think it should offer insights into the texts and help students come up with their own interpretations. 279 Should be thought-provoking 280 It should generate thought in each student about the material being covered. 281 To provide further insight and new perspectives for the readings which would not have otherwise been applied; LECTURE SHOULD NOT BE A SUMMARY OF THE TEXTS 282 To examine the professor's views on some of the meanings behind the texts, not as a recap of the reading. 283 stimulate critical thinking 284 to introduce a topic and explore it in an interesting way that students can relate to 285 effectively interpret texts and philosophies, spark provacative ideas, allow further unanswered questions to develop. 286 287 The IHUM lecture should give information about the text and apply it to the real world. It should also give insights into the text that can be further analyzed in the discussion section. 288 It should introduce and explore topics that tie the readings together. Sometimes close reading of the literature is appropriate, but time should also be spent on the universal ideas that come up in the reading. 289 IHUM lectures should present pertinent information and stimulate thought on the subject at hand. 290 An effective lecture should inform and stimulate students while providing information relevant to the work they do for the course. 291 add background and context to readings, present possible interpretations of readings, compare and contrast different readings 292 The lecture should serve to give general course information to be discussed in section. It would be much better if there could be more interaction between the lecturers and the students, but in a hall seating a few hundred, that's not really feasible. However, the lecture ought to provide the student with something to chew on, so to speak. 293 An effective lecture should deal with the readings in a way that provokes student thought, and makes discussion in section interesting. 294 provide background on subject of text that text itself cannot give 295 present course material 296 To go over the reading for the course in an interesting and thought provoking way. 297 Provide studens with a an unbiased and wide array of viewpoints on the subject of the class. 298 Providing students with fundamental historical, philosophical, and aesthetic perspectives to comprehend novels. Providing students with thought provoking and controversial themes to instigate discourse. 299 The
lecture should provide a brief overview of the reading - setting the context,
preferably BEFORE the reading actually occurs. 300 It should give the student a sufficent introduction to the humanities at a more advanced level than high school ever provided. 301 It should introduce the topic of the course so as to stimulate the interest of the students. It need not be extremeley coherent, simply interesting and hopefully exciting. 302 To further explore the topics in the books. If possible, to also apply the situations to real life. 303 I think that the lecture should add new insights that may not have been caught while reading doing the reading. The lecture should have some relevance to the central themes and should not stray from the themes of of the texts. 304 The IHUM lecture should open our eyes to new ways of looking at texts, as well as applying them. 305 give you increased understanding of the reading 306 307 review and present ideas covering the reading 308 Lectures should serve to pull out ideas from the texts and introduce angles on their interpretations, rather than simply reviewing them. 309 IHUM lectures should incite a student's interest. Therefore it cannot be dull or boring. 310 To explain and analyze materials not in the required readings. This way, the students can get more information to base and compare the readings on. 311 An effective IHUM lecture should provide an interesting interpretation of the current course text. 312 The lecture should inform the student about not only the perspective of the topic work, but also the conflicting perspectives and how they fit into period thought. 313 It should serve to give the student historical context of the text and also to present an interesting interpretation of the text. 314 It should serve to help submerse the students in the material they are studying. It should offer questions and other views of the material so that it can be discussed with other students. 315 Teach students things more in depth than just going over readings. 316 The lecture should reiterate information from the readings, but should also interpret and clarify the readings. 317 Lectures for IHUM should serve to analyze the text according to the professor's reading. The professor should include main arguments from famous analysts of the work, and then approve or disprove the theory. 318 provoke thought, give different perspectives on the texts 319 To clarify readings and explain existing ideas about the material. 320 When dealing with a text it should not reiterate or summarize it, but instead analyze its merits, faults, and question its meaning. A lecture should challenge or broaden the way you think about a topic and perhaps deepen your understanding of the concept. 321 I think that an IHUM lecture should present new material and relate that information to the general subject of the IHUM course. 322 An extension, not an explanation, of the assigned reading material. Maybe social uses for a book... 323 Lectures should give background about the author and work being discussed and the lecturer's personal interpretation of the topic. 324 To highlight themes and currents in the texts that may not be readily evident to the reader. 325 I don't know what the goal of the IHUM program is. I cannot judge the components of my IHUM class without an understanding of their purpose. 326 It should give you new insights to life now and the past. Personally, when I come out of Ihum, I want to be able to apply the knowledge that I have obtained to my outlook on life. 327 An effective IHUM lecture should discuss the context of the readings and present the class with the lecturer's interpretation of obscure ideas contained in the readings. 328 To expose students to different types of literature/art that they usually wouldn't study. 329 They should support the section, not the other way around as is stated in the goals. 330 An effective lecture should be one that introduces different methods of interpreting a book. Right now we just get one opinion or viewpoint, we want a general overview of interpretations. 331 Teach new material. 332 explaining dificult concepts in texts.... posing new questions about texts... 333 IHUM lectures should be exciting interpretations of the text. They shouldn't be summaries or esoterics tangents, but rather something the kids can sink their teeth into. 334 To captivate the students' interest. 335 Should explore different philosophies and schools of thought. Just make you think... 336 It should be entertaining and provide more insight into the texts without forcing certain points of view. 337 Stimulate thought, present new facets of studied works 338 An effective lecture should jump out and grab the sleepy Stanford student by the throat, refusing to let go until the victim cannot help but ponder his place in the world, and be inspired by his human relation to the ancient masters of thought and rhetoric still screaming in the lecture halls of today. 339 It should be fun and entertaining. And maybe educational. 340 to stimulate thought and encourage different ways of thinking 341 To elaborate on the ideas presented in the readings and provide new perspectives on these topics. 342 To provide background information for the texts read in class 343 stimulate the students to think 344 An effective IHUm lecture should go into detail concerning the themes of the previous night's reading. It should point out key passages and examine them for meaning and content 345 educate about text, draw on outside sources and critcism, establish relevant context 346 to educate students on the basic terminology and concepts of humanistic studies--e.g. in my IHUM we learned about some basic philosophies of history so we can better understand these topics when we come across them in the future 347 to give more general info. about the works read 348 They should help to sustain the eagerness and willingness to learn that Stanford students showed in their applications. 349 To impart the faculty's knowledge of the meanings (and confusions) of the texts, as well as inspiring the students to keep learning about them. 350 An effective IHUM lecture should engage the student's mind through provoking statements or through questions. I also think that an effective lecture should clarify points in the reading yet leave room for interpretation. 351 Review information in the reading/ go over information that will be in the next reading. Clarify information. 352 Shed light, different perspective on the text 353 It should challenge students' minds and introduce stimulating topics while easing the transition from high school to college courses. 354 It should provide insight into the reading and bring up topics that can be discussed in section. 355 I think an IHUM lecture should discuss the text in a way that would not be obvious to the students. Also the lecture should be interesting; it should not be a place where students go to catch 50 extra minutes of sleep. 356 I think it should serve to expand what is studied within the texts while still grounding the subject of the lecture in the text. 357 Interest the students in the topic, while hitting on the main points 358 It should clarify what was read in texts and relate the ideas to larger topics. 359 explain relevance of texts 360 *To
familiarize students with any pertinent background info about the author and
the work 361 An IHUM lecture should in part review the reading, but more importantly it should add new material and perspectives that were not included in the reading. If the professor is regurgitating the reading, lecture will obviously be entirely worthless. 362 Pose interesting questions about the text, give background info about the text, challenge critical thinking of the text, be stimulating/entertaining--keep student's attention 363 Shed insights on the text. 364 It should expand upon the reading and not simply summarize it. It should assit the students in understanding the topics in the reading. 365 enlighten the student, at a later time 366 Keeping the students' interest can't hurt. It should be something which the students are intrigued by, rather than a simple systematic reguritation of fact and opinion. Say things which provoke thought. 367 Background info/context on the texts, insights we might not have seen 368 I think that the IHUM lectures should develop a better understanding of the material we are covering in our reading. Whether that is background history or going a little deeper to look at more abstract interpretations of the readings/movies. 369 Definitely help to guide interpretation of texts and show text realtivity to central theme of course. Supplemental information as well such as the authors' situation is helpful to students. 370 To connect the ideas in the reading with one another and those of the other books, as well as to gve background information 371 An effective lecture would deal directly with the texts included and discuss various interpretations of them. Professors should be able to draw real-world applications to the material, thus broadening the student's understanding of the texts as they relate to contemporary society. 372 Lectures should stimulate and provoke thought while honing my skills in the humanistic disciplines. 373 Should try to explain the texts to the students and should give a historical backdrop from which to read the texts. Then the lecturer should state an opinion about the meaning or purpose of the text. 374 Provide new insight into a way of looking at the world, through historical, anthropoligicalm, and philosophical perspectives. 375 make the student think about not only the literary work but how their life relates, analyze themes of life and how they are portrayed in literature. 376 Lecture should educate students about particular subjects as well as their historical contexts. 377 offering ideas and interpretations of the text relevant to the course 378 Provide different interpretations to the texts that help the student understand the material more in-depth and from different angles. 379 They should serve to stimulate new thought in students and give them material and ideas to discuss and debate in section. 380 I think that the IHUM lectures should be more geared towards developement of the information in the sources to apply to broader ideas than those presented in the text. The lectures should benefit from the expertise and knowledge of the professors. 381 382 The lecture should make insights into the material that students will not yet be able to do on their own. They should explain that which needs explaining and provide further background or information relating to the work and the topic and/or theme of the course as a whole. 383 An IHUM lecture should present an interesting point of view related to the assigned reading, giving students a new perspective on what they have read. 384 It should provide background for a text and an interpretation that shows how the work fits in with the theme of the course 385 It should be informative and well researched. It should address issues arising from texts and draw parallels between the texts and real life. Finally, it should be engaging and applicable to the real world 386 To give a general overview of the text - themes, characters, historical background. 387 An effective Ihum lecture should stimulate the class. Nobody should dread ihum lecture and nobody should be falling asleep. 388 It should stimulate the minds of the audience as well as be entertaining. The lecture should mostly focus on the material in the book, but can involve outside issues, as long as there is a clear connection. 389 It should stimulate the minds of the audience as well as entertain them. 390 To review and expand upon content of reading. To provide outside critical analysis of reading. To illuminate historical and literary background of reading. To relate elements of the texts to themes and paterns of the texts. 391 It should explain any concepts that came up in the reading, bring in interesting outside material relating to those concepts and give background on the book, author or anything we are working on. 392 In-depth discussion of material from the expert's point of view. 393 To educate the students and to serve as an extention of the course readings. 394 Should engage the audience and make the kids enjoy the content of the course. They should foster interesting discussion topics for sections. 395 It should take up some interesting aspect of the topics one is studying and discuss that in depth and not just skim over the general topics. I also feel that lecture classes should be smaller and more interactive and should have less amounts of reading as HW so that more can be discussed with fewer people and that there should be some parallel between the work for different IHUMs because otherwise some classes have a lot of work and others don't and that isn't fair. 396 An effective IHUM lectures should serve several purposes: clarify course readings, tie readings together and with the overall course subject, and offer other information and perspectives that are not available in the reading. 397 It should raise and answer questions about the text and it should introduce material from outside sources that influenced the text. 398 An effective IHUM lecture should introduce new and interesting ideas about the texts. 399 It should make you reevaluate your interests and personal values. 400 It should help the student become accustomed to lectures. It should also serve a good basis of development in mental and evauluation skills. 401 teach us to look at issues or ideas in new and different perspectives 402 To incite the students to ask themselves intellectually stimulating questions about the texts that they are reading and about the various issues that great writers have struggled with for centuries. 403 Relate the text or reading to course. 404 Highlight important aspects of the assigned readings for that day while illuminating interesting points. Prepare the students for any examinations or papers, and captivate their interest at the same time. 405 Give background, new insights, obvious argument, not let me fall asleep. 406 introduce new personal spins from the professors; provide jumping off points for discussion sections 407 Discussion of topics that are not touched upon or are touched upon vaguely in texts. 408 i 409 bring
up topics and concerns the tipical student would overlook. 410 An effective IHUM lecture should open the eyes of the students to the humanist way of looking at things, exposing students to new cultures and ideas. 411 It should bring together the information from the readings and describe concepts important to its understanding. 412 It should explain complex and confusing aspects of the reading assignments, give background and contextual information that may not be available in the text, and it should raise questions about the text that will provide a basis for later discussion. 413 keeping the students interested and teaching them new concepts while helping them work through the texts that they've read 414 Creating interest for the field of study the IHUM deals with. It should spark awesome discussions and make the student want to major in this field. 415 IHUM lectures should provide unique interpretations of the texts that students would most likely not have come up with on their own and would find interesting. 416 An IHUM lecture should, I feel, do two things. First, it should offer some background for the texts we read, both about the author and historical context in which the work was written, as well as in terms of historical perspectives on the work. Secondly, I think the lecture should offer a new perspective on the work. Hopefully that perspective will be controversial so as to raise questions. 417 An IHUM lecture should present a new and interesting perspective on the reading material and offer information relevant to the course. Lecturers, too, should make sure that if they have a point to the lecture they should make it. 418 I think it should open students to new directions of understanding and interpreting text, which then allows the individual student to come to their own conclusions. Lectures should be informative, teaching students of already developed interpretations and thoughts of the scholarly community on the subject matter, but then motivate and enable the students to also join and contribute to the community of scholars. 419 I think it should bring the student to a higher level of understanding of the texts. It should explain the nuances and complexities and provoke questions to be contemplated in section. 420 An effective IHUM lecture should provide a context for the readings as well as a thorough analysis and evaluation of the readings in order to facilitate better understanding and more critical thinking. 421 To educate in matters never touched upon by the student before; to illustrate the subject matter using however means is necessary; to entertain up to a point, the lecture must be interesting and exciting. 422 Go over readign and provide valuable side information. 423 I think IHUM should be strictly done in discussion groups; lectures seem pointless 424 The lecture should give a possible basis for looking at the text, ie. background on the author, the text, and the narrative itself. 425 He/she should bring new ideas about the text to the class 426 He or she should communicate with the students in a clear and concisely structured manner so to stimulate the interest of the students. Students find it hard to be kept interested when they find themselves lost mid lecture. 427 An effective lecture should be thought provoking and interesting. The ideas presented should be something new, something that one might not get just from reading the required text. The lectures should present different perspectives on each topic. 428 Add insights on the text and further thought by introducing new ideas on the subject 429 Well liked to main topics and section 430 It should serve to pique the interest of the listener, and engage them into the topic being discussed. 431 Relate the literature and purpose of course 432 Interest and Inform 433 to educate students in the ways of various societies and the way the world operates socially 434 Should offer info & insight, not just one or the other. Provide the tools, and an example of utilizing those tools, so to speak, but not limiting the students to thinking of that example as the only way that is correct. 435 The lecture should present the material in an interesting manner. 436 An effective IHUM lecture should should synthesize material from all the texts read in the course inot a STRONG unifying theme. It should reconstruc the general important arguments made in teh texts and go much deeper to elucidate points which might not have been familiar to the first-time reader. 437 Ihum lecture should teach the student all the basic concepts needed to piece the course readings together in a coherent manner. Lecture should be informative, but it should not lose the contexts of the books, and it should maintain the attention of the student through visual and audio aids. 438 An effective IHUM lecture should serve to incite interest into the minds of the students. It should help students view life differently and shape how they look at learning. 439 It should give the students new insights into the texts they've been required to read as well as introduce ideas relevant to the texts and course material that may not have been included in the reading. 440 It serves the purpose for the professors to explain the text books assigned and understand the meaning of them. 441 It should expand one's knowledge into the field of humanities. 442 break the standard notions about the humanities and spark new ways of thinking 443 IHUM lectures should be informative and interesting, while reinforcing but not repeating the course's reading. 444 An IHUM lecture should clarify and elaborate on texts, analyzing their significance and finding overall themes. 445 It should be interesting!! The speaker should have good speaking skills...no monotony!! Pertain to the texts and approach the subjecy from an unbiased standpoint. 446 An effective IHUM lecture should stimulate students' minds and present ideas that provoke questions and thought. The lecture should be engaging as well as informative, but should not try to force any one particular view upon the students. 447 To supplement and comment on the texts, and add a contemporary perspective to the material being covered in the course. I believe that one of the most important things that all professers should do is put the subject of their course in the context of the world that we are living in right now. 448 An effective IHUM lecture should serve to lay the foundation for ideas that will be further developed in section. 449 It should review the readings assigned, while keeping the students interested and enthusiastic about the material. 450 IHUM lecture should serve to illuminate a text in a novel or profound manner. 451 keep the kids interested, otherwise they stop going. 452 to discuss finer, more challenging parts of the readings and to expand upon their ideas and connect them to the "big picture." 453 Serve as a time to bring up ideas that can be studied and debated in depth during discussion 454 To introduce the professor's reading of the text, as well as other possible interpretations. 455 Generate/stimulate independent thought 456 It should cause the students to think further about their life and their community. 457 It should cover the main concepts of the work, and give examples of how to take a close reading of a few passages in order to extrapolate a thesis or concept that can apply to the book or work as a whole. 458 to teach the students about the topics at hand 459 It should be entertaining and informative. 460 Present views on the text not readily obvious. Provide examples of close reading and analysis of the text. Provide multiple, conflicting views on a text so that students feel able to take any position. Keep students engaged throughout lecture. 461 Keep us interested and engaged. Because there is no standardized test, the class should go where the students take it. The lecturer should only provide guidance. 462 Bring to light key elements of the piece of literature, philosophy, etc. that was read for class and show how they connect to the greater themes of the course. 463 The lecturer should discuss and expand on selected topics from the reading. 464 Explain readings from a certain perspectives; sort out what is important in a text. 465 It should be informative, interesting, thought provoking, but above all, it should be fun. 466 help promote understanding of the text and link outside sources 467 Inspire and to make students see different viewpoints. 468 It should engage students in the material and provoke questions to be discussed and explored in section. 469 Inform us and transport us into the lecturer's world. 470 Relating the readings to the purpose of the course. 471 to enlighten the students inan entertaining way and to make them enjoy the information 472 An effective IHUM lecture should provide new insight into the current text material and should also provoke inquery and new questioning and exploration on topics and ideas discussed within the text. 473 lecture should be a suplement to the text... theories and ideas about the text should be presented 474 lots of info introduced- not repeated. Should be entertaining. 475 To provide us with adequate information with which we may better understand the world which we live in. It should open our eyes to things we previously did not see and give us insight which will encourage us to look deeper and notice things we have been obvlivious to. 476 To help students have a better understanding of readings and to present new ideas that the student may not have considered in their own reading. 477 Raise
important questions and issues within the topic 478 It should present the personal ideas and insights of a professor, and introduce the relevant themes of a piece of literature as pertaining to the subject of the course itself. It should raise points of consideration that might steer a student into a thoughtful analysis of a specific topic. 479 To give a structured presentation of existing discussions about the text in hand and relate it to the ocurse theme. Mainly, to inform. 480 springboard for good discussion in sections; thought-provoking 481 An IHUM lecture should not merely repeat what was in the reading but also present new, helpful material, such as historical background, other interpretations to a text, etc. 482 The lecture should broaden a student's perspectives on issues that he/she may be unfamiliar with. It should introduce new intellectual ideas and areas of studies, giving many different points of view on a specific issue. 483 I feel that an IHUM lecture should concentrate heavily on the texts being read and how they relate to the topic of the course. 484 Be interesting and question your beliefs about life. 485 Expose students to the interesting aspects of the Humanities without scaring them off. A chance to meet interesting professors who are passionate about their work. 486 intrigue, inspire and stimulate a student 487 To obtain a better idea of the meaning of the given texts. 488 To further your understanding on a given text. 489 To discuss various elements in a novel. To look deeper within the text at broader meanings. 490 491 492 An effective IHUM lecture should inform students of far-reaching concepts that are able to link together specific aspects of life into more abstract generalization. It should present mainstream as well as controversial strains of thought. It should also strive to not put its listeners to sleep. 493 An effective IHUM lecture should elucidate central themes of the books read, and describe the historical background of the books. 494 To enhance student's learning about a certain area of literature while inspiring them to create their own commentaries on life. 495 Lecture should explore themes and information related to but not necessarily presented in readings and section. 496 The lecture ahouls clarify the reading and expand by making connections between the different readings. 497 To explain the relevance of the text in its broader context. 498 To interest and inform the students, not put them to sleep. 499 It should convey information that is not immediately apparent from the course readings. 500 Effective IHUM lectures should serve to clarify and explain the texts read in class as well as provoke new lines of thought to be more fully explored in discussion seminars. The lectures should bring a different angle to the texts we read. 501 they should analyze the readings and break down their meanings so that further analysis can take place in discussion. 502 An IHUM lecture should take the reading and turn it into something accessable. It should add new, wise perspectives on the reading, and provide material for discussion in lecture. It should be fun and interesting. 503 Provide
insight into and information about the texts 504 Presentation
of new material and perspectives 505 To stimulate the interest of the students on the subject matter, since we do have to discuss that subject in section, and if the lecture was not interesting, sections are very drab. We also should learn useful information. 506 In a lecture the professor giving the lecture should give his opinion on the material that was supposed to have been read by the student and give additional insight the students would not otherwise know. 507 An effective lecture should excite the student and raise questions. It should address common problems students seem to face with the course material but leave topics open for debate in discussion. 508 It should serve to challenge students to think within new realms 509 An IHUM lecture should serve to illustrate the ideas and texts of the course and their relationships to the field they are being viewed in. They should bring up information that isn't common sense and that students wouldn't know otherwise- perhaps why a book was written, the effects it had on later people, it's significance. Lecture should be a time to establish cross-references. 510 elucidate key points in reading 511 In addition to its purpose as the thematic focal point of the course, the lecture section should serve as an introduction to large classes for students who had no experience with them in high school. With the exception of two purposefully organized question-and-answer sessions, I cannot recall anyone in my autumn quarter lecture having the self confidence to ask for clarification or engage with the professors in the lecture setting. This was despite verbal encouragement to do so. 512 It should be able to clearly demonstrate the reading, and provide the professor's insight in an understandable fashion 513 integrate text into society 514 IHUM lecture should serve as a way for the professor(s) to bring up topics of interest/debate in the text, and give the students enough information to make their own decision on these topics. Lecture alone should leave students with somekind of understanding over what the course was trying to accomplish. 515 I think it should broaden our basic knowledge of the human condition. 516 It should be engaging, interesting, with definite views that can be agreed with or disagreed with, not simply a statement of facts. 517 Present the topic clearly, in a manner to which students can easily connect and relate. The student should have a clear understanding of the substance of the subject matter. 518 Should convey ideas essential to the topic matter and overall understanding of the humanities in an effective and engaging manner. 519 An effective IHUM lecture should be able to present the reading material in an informative, interesting way that casts a different perspective on the reading. The lecture should explain the major themes of the work and how they relate to the purpose and goal of the class as well as relate each text to the other texts. 520 A student should leave an IHUM lecture wanting to go and study the materials, because of new and interesting ideas s/he heard in the lecture. A good lecture should keep students awake, too. 521 introduce new ideas and new ways of viewing materials, keep students enthusiastic and curious 522 An effective lecture should correlate with the texts and with the goals of the course. The lecture should also pose questions to students for discussion in sections. 523 It should expand my views of other cultures. 524 An affective IHUM lecture should identify and expand on the key points in the assigned reading or area of study. It should also help to explain the difficult parts of the readings so the students have a better understanding of the material they are studying. 525 An IHUM lecture should help the students get a better understanding of the texts in the course. This can be accomplished through a thorough disucssion of important aspects of the text. 526 I think an effective IHUM lecturer should engage students in the material, and encourage them to think in a different way than highschool- they should inspire the students to be more involved int he material. The lecture should be the main bulk of the course, where the main issues are stated and discussed by the professors- I think lectures should be an important part of the course 527 An ideal lecture would consist of 528 Introduce some themes in the text - starters for discussion in section. 529 Increased understanding of text or subjects surrounding the text. 530 Keep you awake. Be useful to your life. 531 IHUM should introduce students to a variety of areas in the humanities, incorporate non-western texts, and seek to improve freshman's writing skills. 532 provide a intro into their area of study 533 It should introduce the texts, and help clarify thier respective contexts. It should help to link the texts. 534 It should speak to the issues that were presented in the course description. It should give background info, analysis about the reading 535 It should introduce viewpoints about the material that I haven't thought of already, preferably ones that conflict with my own personal views on the work. That way I receive a second opinion on the material. Ideally, the lecture should also demonstrate links between the material being studied and the topic of the course, so we know why we're reading (viewing, whatever) the material. 536 To assist our understanding of the texts, e.g. introducing alternate viewpoints, the lecturer's own views on the text. 537 An effective lecture should explore the texts in more depth, examining the author's purpose and deeper meaning. A lecturer should also raise questions concerning the statements made in the text. 538 to initiate different ideas from the text, and to create various perspectives for the student to ponder 539 To teach you about whatever it is you're supposed to be learning about 540 supplement the reading, clarify the reading 541 It should provide background and context for the readings, highlight the main points, and conect them to each other (and preferably also to modern ideas). 542 Perhaps, to establish an appreciation or respect for the humanities, and to observe a parallel with the humanities and life in general. 543 Evoke interest in the subject and the classical works on the subject, stimulate independent thinking by presenting a range of conflicting ideas pertaining to the topic 544 To evoke interest in classical works and to introduce the students to various interpretations of the text 545 IHUM lecture should definitely shed light on issues that students would not hear about normally. Lecturers should also share their views on whatever issues are being discussed at the time. 546 It should ground the book historically and offer different ways to interpret the texts 547 information not readily known to the public, interesting approaches to the texts 548 An effective IHUM lecture should extrapolate on the main concepts within the assigned reading, as well as be interesting at the same time. 549 I think he should provide the in depth analysis that students would NOT be able to glean from the text themselves... this would include using outside knowledge to draw connections... they should not just summerize what any who read the book should already now. 550 To clarify the reading assignments and lay out material to discuss in section. 551 Should create an interest within curious minds, and for minds that are already interested, the lecture should feed their desire for knowledge 552 The IHUM lecture should provoke student's minds, arousing interest in the subject. It should broaden their perspectives to give them further insight in issues. It should also reinforce interest or start a new interest in the topic present. 553 Explain the significance of the texts and related materials and lay a foundation for later discussion. A lecture should perhaps pose questions that can be further evaluated and discusses in section. 554 The lecture should primarily discuss the reading that was done for the class. It should explain difficult passages and discuss ambiguous ideas. As a secondary purpose, the lecture should expand on the ideas in the reading by introducing new and background material. 555 Give a broad based introduction to the humanities, like dipping one's feet into the water to test it. 556 A lecture should bring one or many points of view about the text to the attention of the students. Also the lecturer should bring any relevant background information to the attention of the students. This should be done with attention to detail. 557 Explicate themes in the text, make connections to bigger topics, lay a context for the reading, make students interested in the text 558 I believe that an effective IHUM lecture should not only encourage thought and stimulate the formation of new ideas about the subject but excite its students with correlations between the material covered and practical applications to real life. 559 To
provide a different viewpoint on texts compared to what a student gets while
reading the text on their own. 560 Make clear why it is we are reading the texts we are reading and show how it relates to the theme of the course 561 Explaining texts, drawing out important themes in the texts, and tying the different topics together 562 elaborate and clarify reading material. present new ideas that correspond with the theme of the class. 563 An IHUM lecture should serve to engage students' thoughts by presenting the work in unique ways by introducing and addressing concepts and perspectives that hopefully are unfamiliar to most students. In this way, students can cultivate the abilities of engaging in reading and drawing original viewpoints by observing the methods by which the professors arrive at their premises. Thus, students can then apply these same techniques in their own readings of the various texts. In addition, the professors should arrive at broader conclusions as to how each individual work or combination of works applies to the theme of the course, keeping the larger picture always in mind. 564 It should introduce topics and explain how they relate to one another. 565 lectures are best when they offer many different interpretations and not just one formula. 566 Explain the readings and give basic overview of the outlined material. 567 Explaining
the relevance of the texts that we read to the issues covered in the course. 568 it should teach the students concepts that are touched on by the reading, clarifying and supporting the information the students are reading about 569 It should explain background to the texts and connect themes in the text with the general themes of the course. 570 TO teach about about the subject intended,not to reiterate the reading. 571 should help to be a transition to college learning in the humanities 572 informative session about the topic. broaden the students knowledge and create and interest in humanities 573 It should have a clear focus and should, by the end, meet that objective. It should present the material to students in a clear, concise, and interesting way. 574 Teaching students to think about the information presented - and think about it in a different way than they are used to. 575 I believe that IHUM shouldn't be so eurocentric. I know Europe exists, you know Europe exists, but have you ever heard of Africa? Or, Latin America? 576 It should cover the topic of discussion and tell as many interpretations of the work as possible. 577 it should inform the students, engage their interest (to a reasonable point--if the student just doesn't care at all, then the professors shouldn't be expected to get his interest), present opinions as opinions and not as fact 578 It should be able to invoke interest in the subject either through establishing a personal connection with the audience, or by using a subject matter which is pertinent to our lives. It should be clear and at the end of the lecture, we should be able to come out saying that "That's something I have always agreed/disagreed with" 579 An effective IHUM lecture should distill important ideas from the texts, relate them to the course theme, and present interesting ideas for further discussion in section and individual work. 580 An effective IHUM lecture should expand on the texts, connecting them to one another and to the theme of the course. 581 Unite overall themes of course, clarify reading. 582 To stimulate unique and genuine thoughts and ideas in the minds of students. The IHUM courses have the potential to challenge and enrich our ways of thinking. 583 An effective IHUM lecture should introduce students to concepts and ways of thinking they have not previously experienced, like philosophy. It should not be a summary of a text but should present different ways of thinking about and different perspectives on a text. It should make the students interested in the text. 584 To teach students how to view texts objectively. 585 An effective IHUM lecture should encourage and allow students to gain additional insight to the texts being read without dictating to the students how they should or should not have interpretated the texts. 586 Expand knowledge of the text, author, and time period being discussed; challenge interpretations; guide student through an understanding and appreciation of the text; add life to the text. 587 Should explain and link the texts of the course. Also provide aditional ideas. 588 A lecture should be the cause of hours of discussion at dinner and in the dorm, engaging students from other courses as well. 589 They should challenge the student intellectually; be engaging and interesting. 590 keep the interst of the students all quarter. Try to make it fun rather than just facts 591 The lecturer should provide a brief overview of the reading and main points and then move on to an interpretation (and possible application) of it. S/he should go beyond merely suggesting many possible consequences or interpretation of the readings (as in the course syllabus), but should actually delve into one or two. 592 It should inform the student of the major points and interests of the material as well as sparking insightful thoughts and questions. 593 A greater focus on themes applicable to all/most of the Humanities, rather than an overspecific focus on the subject matter of the course. 594 To teach relevant material that will help us in the future. 595 Help give background and ideas of the texts assigned 596 make students interested in the material and make them want to study the topic more 597 ihum lectures should bring new meanings to the required texts while tying into real world examples. 598 The IHUM lecture should give factual background on the text, and provide well accepted and innovative interpretations of the text. 599 Formulate questions student has never considered. 600 the lecture should discuss important themes and characteristics of the reading, including pertinent information from outside sources. the lecture should be a starting block for section discussions--not too exhaustive so as to kill conversation 601 Present new and different perspectives on the text and analytical interpretations. 602 It should present information and thoughts not available through reading the course material. Students need to feel that the lecture is worth attending. 603 604 An effective IHUM lecture should address the main issues in the readings, as well as provide more insight into such issues so as to allow the students to have a deeper understanding of the main themes of the texts. 605 It should stimulate critical thinking about assigned reading. 606 Provide uncommon/new insights into texts that are much less obvious and less widely known. 607 It should serve to highlight some of the major points of difficulty in the reading. Also, it should provide an enlightening and entertaining perspective on the material. Perhaps a new idea or something interesting from outside the discipline. 608 To educate and interest students 609 An effective IHUM should introduce stanford students to the Humanities program by offering insight into the material in reading and in the lectures themselves. 610 An effective IHUM lecture should offer insight into the material covered in the readings. 611 To add to the reading, help explain it, and place it in a context that it is applicable to our lives. 612 An IHUM lecture should serve as a means of diving deeper into the required texts and possibly making new insight and interpretation available for the student 613 It should provide novel perspectives on one text while at the same time give examples of how the texts can be viewed together. It should introduce students to issues that they haven't encountered before. 614 An IHUM section should be a stimulant to a range of clearly stated and supported ideas. 615 To take the readings one step further by not only analyzing the readingss but to apply them to the main purpose of the course and to our lives. 616 It should incorporate as many different elements of humanistic thought as possible, and should dhow us [the students] how to make a better concerted effort toward multi-faceted analysis of text and ideas. 617 An effective IHUM lecture should be a framework for the texts chosen. 618 It should present interesteing topics that open the student new ideas and concepts 619 Exposition of the central ideas and themes of the current texts. 620 A good IHUM lecture should not only enhance our understanding of the assigned reading - it should also serve to help us develop our perspectives on issues we face in our own lives. In other words, critical analysis skills should not be limited to the classroom. 621 To present key points from the reading as well as the lector's own insights, to get us thinking 622 To briefly address the main points of the readings, then move into a more detailed analysis of the reading and how it relates to the main themes of the course. 623 Informative, bring opposing information as well as supportive analysis. Clarification of a difficult read. 624 Explain and discuss the texts... and somehow be interesting at the same time 625 Inspire students to examine their lives and the works of others more diligently. To make them want to do this. 626 Presenting and analyzing material you would not usually think about otherwise. 627 An effective IHUM lecture should introduce the material, proposing one or more interpretations thereof to spark thought. 628 Should give students from diverse backgrounds a meaningful exposure to literature according to themes that the professor has established or selected for his/her course. 629 A lecture should provide insight, and help understanding of the message and overlying purpose of various writings encountered in the course 630 It should provide perspective and explanation for the readings as well as possibly introducing new but related material. 631 I think they should serve to enlighten the student about problems within our present society, by looking to books and history. 632 An EFFECTIVE IHUM should serve to expand the student's thinking process and get him/her out of the box and into a world that breaks the normal boundaries. 633 Put a new spin on readings. 634 Raise questions that are implied in the texts 635 In order to learn the profs interpretation of the literature and to help guide the students in their interpretation. 636 Introduce you to thinking about literature 637 I think that the main purpose of an IHUM lecture is for the professor to give his expert advice or opinion on the book or work that is being read. It is also good for him to talk to the students on their level and to tell stories that the students can relate to! 638 IHUM Lectures should clarify points in the text that could be confusing. 639 To aid a student in the analysis of texts and to give an introduction to an area of study. 640 IHUM lecture should serve as a means of clarifications for difficult interpretations of text. 641 It should stimulate and engage the students. The IHUM lecture should present new ideas that are not evident in the reading of the texts. 642 i think an effective ihum should give the student an introduction to the humanities programs at stanford. 643 An IHUM lecture should serve as a mode to express ideas that connect our student purpose to the outside world. These lectures can be both historical as well as relevent to contemporary concerns. I believe that works of literature shoudl not merely be aspects for historical reference but that they should inspire us to look at the world around us in new ways. 644 I think an IHUM lecture should enlighten. 645 I think it should help us understand the novel or readings, discussing themes and important ideas. I also think it should give us different ways to look at the book that we might not have thought of on our own. 646 It should help to elucidate the text. Also, it should raise important questions about the work that can be discussed in section. 647 An effective IHUM lecture should inform the students of perspectives on the works of the class which are not apparant but yet could provide essential insight. It should also provide backround on the author's life and the history of the time in which the work was written. 648 it should spark the students to look at different ways of viewing the text by giving supplementary views, without having to review the required readings all that much 649 To reinforce/clarify/add depth to the content of the books that we read 650 It should review the text and provide insight so that sutdents leave with a broader understanding of the text and have something to think about. 651 stimulate interest in the humanities 652 Bring the texts to life, with analysis and mediums other than the text. 653 IHUM is best served as an introduction to great works of literature, as well as a lecture series based upon these works. Professors are most convincing and effective when they extrapolate something from the text and use this as the basis of their lecture, attempting to go further with it. 654 Introduce basic principles of humanities 655 The student should be engaged enough in lecture so that he does not fall asleep each time he steps foot into the classroom, as I did. It should do what normal lectures do. C'mon guys, you don't need me to tell you what a lecture should cover. 656 It should stay entertaining throughout, with visual/audio aids to keep studients interested. It should have a clear purpose, and giving each student an outline of the lecture beforehand makes it very easy for students to follow and take notes. 657 An effective IHUM lecture should elighten the listeners about the thematic concepts of the novels and help them to understand the relevance of the works to their own lives. 658 to introduce students to different perspectives regarding the material and allow students to evaluste the effectiveness of a good/bad lecturer or professor. students should gain an understanding of the theoretical aspects of the material and personal input from the lecturer, and those points should be applicable to the subject of study. 659 Lectures should generate interest in the course materials (explain why readings/concepts are important), provide background information, and present the basic starting points for section discussions. 660 To introduce students to ideas not clearly evident in readings. 661 Lecturers should explain ways in which to analyze a text, but not necessarily give us all of their views on the texts. 662 I guess this is obvious, but-- 1) show diff ways to approach the texts, 2) progressively connect the texts to give the course a big picture, and 2) fill in background info on the texts/authors/reason the texts were authored-- anything for better understanding 663 An effective IHUM lecture prepares the students for the readings and gives them background information. It is also helpful when the lecture is well-strucured and is easy to follow so that it doesn't confuse, but it aids students in gaining a better understanding of the readings. 664 I think that IHUM lecture should give important insight on the material that is relative to the course. It should make the student examine, in depth, the issues addressed by the readings such as background to the reading, symbolism, etc. 665 An IHUM lecture should provide topics for investigation to which students have never before been exposed. These topics should revolve around the readings, but be linked to present day situations. 666 TO reveal insight into the texts 667 To build an analitic mind and encourage students to pursue classes outside their particular field. Also, to help us understand the texts and their context in the modern world. 668 An IHUM lecture should present students with new ideas about the reading material and they should also explain material that is hard to understand. The lecturers should interpret the material to show the relevance to the course. 669 I think it should relate to and provide insight into the text and subject matter of the course. I do not think it should summarize the reading, unless the text is truly complicated and the insight lies in dissecting it. 670 An IHUM lecture should shed a new perspectuve on a topic that a student has not yet explored. 671 The lectures should provide background on the texts and should serve to shed a new light on the readings and expand the student's understanding of the topics at hand. Likewise, the lectures should help students understand the larger implications of the readings and the ideas being presented in the course. 672 To go into depth about the works we are reading. To put into light ideas that might have been fuzzy in discussion. 673 To broaden the breadth of classes taken by Stanford Undergrads so they can have experience in different areas. 674 I think it should present interpretations of the literature and the issues that students might not otherwise be exposed to. 675 The purpose should be to present ideas and evidence that pose questions for students to discuss in section and ponder out side of class. The professors should attempt to raise ideas that would not normally come out in section or might not be apparent at a student's first read of a text. 676 lectures should not only provoke students to analyze meanings and themes of a text, but also help provide a more fundamental base of the plot, story-line, character analysis and major themes 677 It should expose the student to more complex concepts and and give new insights into the course material. 678 I think, especially aa=s freshman, an effective IHUM course could serve as a transition from highschool classes to college level lectures. 679 The lectures should provide students with summary of the most important points which the professors believe students should gather and remember from the readings. 680 Explore the relationship of the individual texts to the general purpose of the course. 681 To motivate and interest the students in the information being presented. To make it as clear as possible what information is important and to explain this information as clearly as possible. 682 Force science majors to explore other fields and teach certain writing styles and techniques. 683 I think that the lecture should explore DIVERSE backgrounds that center around one theme, or various themes. 684 Within the texts that have been explored during the quarter, the lecture should provide support and further insight into the ideas that have been formulated about the texts by the student. 685 provide background 686 It should relate to sections better than most IHUM lectures have been. It could address actual questions regarding the text and the point of the course. 687 They should relate better to section topics and actual issues in the text. 688 Pertinent to text 689 To clarify the texts, give opinions and insights, give background info on author and context in which the work was written 690 make students interested in the humanities 691 An effective lecture should relate the works being read to the students in a clear and understandable way. 692 Clarify the texts 693 To present the material in a way that everyone understands the goals of the class. 694 help students see things in the text they otherwise may not have, and discuss the meaning of the work as a whole 695 IHUM lecture should give background information and insights on the book or topic of choice. 696 to provide new ideas and ways to look at the read text, provide personal interpretations open to criticism, and to engage the student in the text. 697 An effective IHUM lecture should engage the students in the material and then introduce the basics of the course content to the students. It should provide general information, arouse intereste, as well as pose questions which then can be discussed in section. An IHUM section is a rare opportunity for the students to listen to famous professors speak, so professors should provide their own interpretation and views as much as possible. 698 An effective IHUM lecture should serve the purpose of getting the students interested in the overall subject of the course. It should provide students the knowledge of the broader aspects of the subject studied without a direct connection with the discussion sections and assignments. Developing the broader knowledge of the students should be #1 priority. 699 bring up ideas from the reading to initiate a deeper interpretation/understanding of the material 700 To help clarify and bring up new ideas 701 It should provide an overview of the readings as well as background information that helps understand the books. It should also offer insightful viewpoints into the texts. 702 It should serve the purpose of pointing out major themes, ideas, and purpose for reading the work as a whole and its connection to the class. 703 An effective IHUM lecture should either present information to complement what we are reading or expand upon what we have read to help us think better. 704 The lecture must provide a coherent interdisciplinary perspective on the works in question not just supported with abstract analogies but with concrete, component-based analysis. 705 inform on background of the reading, explain complex concepts, use terms in reference to the study 706 I think that an effective IHUM should provide great and detailed thought. It should make me think seriously about the values of my life and how I could become a better person. 707 -introduce
students to new ideas 708 to clarify course material, to introduce new topics and information, cover possible answers or debates over the topics etc 709 clarify reading, address points of interest 710 It should inform the student and engage them in learning without just regurgitating the reading. 711 It should clarify the text but in an interesting manner. 712 It should provide insight or explanation into literature 713 An Ihum lecture should add considerable insight into the course readings, along with adding different and unique view points. 714 To clarify the selected readings and present questions for a student to think about in terms of the text in order to gain a greater understanding of what is being read. 715 Clarify the reading and present multiple viewpoints on the material 716 engage
class, 717 The lectures should be able to connect the novels with current ideas and values, and they should address some of the essay topics. 718 Simply to introduce students to humanities 719 To give students scholarly background on the texts to add to their knowledge and understanding. Also, to present different frameworks in which to interpret the texts. 720 Engaging the students in critical thinking, presenting a variety of viewpoints, perspectives, synthesis of what was read....broadening what was read to larger, more philosophical points. 721 to illuminate the texts in the perspective of the lecturer and provide background for themes in the course 722 Exlain some vague ideas in the readings and talk about the thoretical aspects that are central ideas of the course. The lecture on one particular chapter should also connect it to the unit as a whole. 723 It should be an informative and engaging experience that presents concept for critical thinking and exploration. 724 An effective IHUM lecture should address the elements of the texts that can be applied toward our current situation. 725 It is try to spark discussion in the following lectures. 726 explain the text clearer and apply it to modern day life. 727 Critical analysis of events/texts, provoke thought 728 An IHUM lecture should provide students with a general background for the weekly readings, as well as guidelines for what to focus on when going through the assignments. An effective lecture should provide an analyzation of the readings which the students can use as a starting off point for section discussion. 729 introduce students of all majors to classical literature that they would otherwise probably not seek out for themselves 730 To engage students in critical thinking about the subject. For those who are interested in the topic already, lecture should open up a new aspect for discovery. 731 To stimulate critical thinking about the course material. 732 give background about the historical/social/scientific context of the course readings and address the main themes 733 An effective IHUM lecture should expose students to the background of works and the main ideas in the works and how they relate to the background...It should introduce the main themes and raise relevent questions. 734 Introduce students to the main points of the course and reiterate the ideas explored in the readings. But enough space should be left for the students to think about the subjects on their own, lecture should bring up questions but not answer them all. 735 The lecture should serve to spark thought and present information necessary for further intellectual study and interpretation. 736 Provide opinion and information that will broaden the students views on whatever subject may be taught. The lecture should raise the issues and discuss major points of the issues. 737 Stimulate intellectual growth. Add excitement to a required course through analysis and new angles. Highlight general ideas and themes of what you're studying. 738 Expose
the student to different ways of thinking 739 An effective IHUM lecture should give a good background of the text being covered and integrate the various concepts in an efficient manner. 740 To give the historical, contextual background of the readings. To excite students about the subject matter. Should have a clear focus stated at the start of each lecture and end on a clear note. Should ask provocative (and answer) questions. Should not be useless info. 741 To help the students understand the text through background information and ideas. As well as to bring up ideas that may have been difficult to understand in the material so that the same ideas can be further discussed in sections. 742 Introduction of concepts and review of material 743 An effective ihum lecture should make you want to talk about the subject. It should make you want to learn more and go more in depth with the subject. 744 To teach about the basic principles of the course and give the main ideas of the readings. The lecturer should also discuss abstract ideas that are not often found when reading a text for the first time. 745 To illuminate and expand upon issues in ther reading; full of insight, originality, interest, etc. 746 The IHUM should help facilitate an interest in the humanities and appreciation for great literary or artistic works, regardless of one's intended field of study. 747 It should entertain, and teach pertenant material to the students. 748 Cover key points in text and offer various interpretations as well as background on the text/author 749 An IHUM lecture should serve to introduce the student to important concepts and speark the student's interest in exploring ideas further in the readings. 750 It should teach me information I don't already know and it should relate to the reading. 751 expanding a student's area of thoughts 752 to excite the students about the questions raised in the reading and make them think about their broader applications 753 I think an ihum lecture should encourage students to think critically about the texts. The lecturers should clearly present their views, but also leave room for students to develop their own. 754 It should bring to light new aspects of the text that students may not have considered, perhaps tie the text into a historical / cultural background, and definately pose questions to the students that may guide them in searching for the meaning of the class. 755 to facilitate in understanding the texts and to stimulate broader intellectual themes 756 It should help to integrate the readings with the course subject, and make the readings fit together in a cohesive whole. It should also explain some of the readings, introduce new themes and topics, and give background information. 757 I think IHUM lecture should provide a novel approach to the work and subject that may not arise in lecture. 758 To teach new material, like backrounds to the texts, historical contexts, etc, stuff that is outside the materials discussed in section about the book 759 Gain insight and new perspectives to view the topic 760 To present an interesting discussion about a topic they would have otherwise not explored. To provoke thought and interest. 761 I think the lecture should refer to the book. It should give way to thoughts that may be discussed in the seminar. 762 To make the reading more clear 763 It should relate topics discussed in the reading to those the student can relate to and explain them more thoroughly. 764 It should be insightful and appealing to the audience, allowing students to view the material with different and unique viewpoints 765 Get the material across to the students in a manner that keeps them interested in the lecture. If students lose focus during lecture, the lecture is essentially useless. 766 Bring
to light topics and themes in the books that are not apparent 767 It should teach the students skills in critical thinking, discussion of ideas, and analytical papers. It should also help the students form their own ideas about life based on the topic and readings presented. 768 It should introduce us to writing practices and new ways of thinking 769 To reveal new, and subtle views on the text 770 explain text clearly, give interpretations of connotative meaning, give background info that would help understand text 771 intrigue students about the material, make them want to discuss it outside of text, answer the so what? questions, etc. 772 I think that an effective IHUM lecture should address the topic of the IHUM course in a broad manner. One should leave with a good understanding of the lecture and how it relates to the course's goal as a whole. 773 An IHUM lecture should open students up to appreciation of new aspects of the humanities, it should make students think with more subtlety, and it should hold student interest well. 774 Be informative and relevent 775 To provide background for reading material and to provide sufficient commentary to spark debate in sections, but not to be especially subjective. 776 Lectures should raise new points about the readings and provide insights that may not be clear at first. Also, as there are different lecturers, I think the lectures should complement each other and provide different ways of interpreting the readings. They should also present questions that leave the students new things to think about. 777 An effective IHUM should serve to inspire and arouse the student's interest in learning about the humanities dsicipline. 778 To clarify what issues the text raises and provide critical analysis of the text by respected authors. 779 To really illuminate the material read. To bring up interesting ideas about material read out of class that makes students get more out of it and think more than they would otherwise. Having a lecture include some participation is always helpful, it keeps you alert and involved in the discussion. A good lecture makes you think about why the material read or studied is releveant to your life, it means youn leave the class thinking about a lot of intense topics brought up and then you can go over those topics more in discussion. 780 It should expand and develop our coginition. 781 Giving a greater understanding of the texts and illustrating different ways to approach the reading. 782 To offer a thoughtful perspective/interpretation of a work of literature and to give students a bigger picture of the background/meaning of that work. 783 An effective IHUM lecture introduced complex ideas, perhaps some of which are more closely examined in section. Furthermore, lecture should spark the students' interests when introducing various new units. 784 it should serve as an english course. there are no GER's in english, but humanities instead. they should not be evasive and be concrete evaluation of literature. 785 To bring together themes across seemingly unrelated texts. 786 no idea 787 Help students to understand the text and relate it to the purpose of the course. 788 draw out important concepts from the texts that students may not grasp by themselves 789 I think that it should help us to understand the readings and also elaborate on them. It should cause us to question what we have read and make us want to talk about these things in section. 790 An effective IHUM lecture should serve to enrich the students understanding of the readings. 791 to guide and unify the ideas in the class 792 It should keep your interest while giving you a greater understanding of the topic of focus as well as the bigger picture 793 Help to improve understanding of the readings, bring the students to a higher intellectual level. 794 It should enhance the reading and illuminate points that students may have had difficulties with. It should also promote discussion. 795 The lecture should serve to help provide background information for the texts and to provide both supporting and contrasting analysis of the subject at hand. 796 Elaborate on the reading assignments, while providing relevant background information not found in the text. 797 Not merely explain the reading, but expound upon the connection between each reading and the unifying themes of the course, lest the course become naught but a discrete collection of readings. 798 An IHUM lecture should introduce the next reading assignment as well as cover the previous one. It should be a discussion of the important points in the reading with room for questions and for differing opinions from various lecturers. 799 An IHUM lecture should illuminate the text(s) being read, providing insight and new ways to think/discuss for the students attending. IHUM lectures should provide information, in the form of background and analysis that students may not be able to come up with on their on. An effective lecture should first and foremost instruct, teach, and also, entertain, relate the texts to the students in such a way that they can enjoy and learn from them. 800 giving us some background to the story, the author, the period in which it was written; introduce new perspectives on reading the texts 801 I feel an effective IHUM lecture should present a sufficient background on the topic, along with the opinions of the professor. However they should be just opinions, and the lectures should invite students to form there own opinions if necessary. 802 It should help explain difficult text and draw parallels between different text and identify similar themes in the texts. 803 Stimulate intellectual outside of the classroom between students 804 It should provide an inciteful look at the more interesting/difficult aspects of the course's subject. 805 Overall, it should be to clarify the ideas in the readings. 806 Expose us to different ways at looking at literature. 807 I think an effective IHUm lecture should encourage students to think in new ways and motivate them to learn. 808 Provide a braod intoroduction to different parts of humanities and the liberal arts. 809 Teach, inspire, and confuse 810 IHUM lecture should enlighten us to deeper aspects of the reading as well as clarify any confusing points and give applications of the reading. 811 Provide ideas and concepts in readings for the student to completely understand the assignment 812 To help the student understand the material that he or she has read for the class, and to propose different avenues of discussion which can be discussed in the section for that class. 813 I think an effective IHUM lecture should serve to show the student depths of the text that he or she could not find on his or her own. It gives the students an opportunity to learn from someone who is knowledgable about what we are reading and learning about. 814 To give deeper understanding of the texts. 815 Should open the students eye to differents ways of thinking and evaluating. 816 Expose students to new ideas of humanity. 817 To motivate the student to think in a direction that he or she may not have considered initially. Ideas introduced should have to do with the text, as well as outside information that may not have been considered. Of course, they should be relevant to the course. 818 IHUM lectures should provide some possible interpretations of the texts read for the class. 819 It should point out relevant aspects of the texts to the course that students will not have come across other wise. 820 The IHUM lecture should serve to enlighten students to different interpretations of the text. 821 An effective IHUM lecture should present new ways of looking and thinking about texts to students. 822 Engage the student and provide a world of knowledge previously completely unknown to student. 823 It must be interesting and focussed on a certain theme of the text in context. It must be well organised and not be cluttered with too much information. 824 An effective IHUM lecture should introduce a student to the types of work and information a particular humanities field of concentration deals with. 825 They should lend insight and analysis of the current text and provide deeper understanding of the materials in conjunction with other texts. 826 An IHUM lecture should further enlighten areas of the assigned reading. 827 It should expound the main concepts of the reading, set up the context of the reading, bring it back to the theme of the course, and present the information in an active way (ex.: media) 828 To expose students to the area of humanitites and to develop writing skills. 829 It should highlight the important themes of the work being examined, as well as clarify the events in the text. On a largr scale, it should tie together all the works under the central theme of the class. 830 To reinforce knowledge of course material and add new insights based on the professors' knoledge of the texts 831 An effective IHUM lecture should serve to broaden our knowledge on a topic and provoke our thoughts on a subject. 832 To give in depthl background on the major topics and themes of the course. It should deal with issues that are currently important and relate to our lives today. The books we read for the course should be interesting and not overwhelming. 833 I think that an effective IHUM lecture should convey the pertinent issues of the course in an interesting and stimulating manner. 834 The IHUM lectures should serve the purpose of solidifying the students understanding of key concepts and motifs of literary texts. 835 to inform and enlighten 836 An IHUM lecture should develop a better understanding of the texts in the course. It should also stimulate further thought as to what meaning the texts may have. 837 To adequately provide the necessary information in regard to the topic of the class. 838 an effective lecture should provide context for the the text and subsequent themes initially. Ultimately I think the professor should raise important questions and issues that students should use in their critical analysis of works as well as hopefully contributing their own unique perspective. Students like to know what their professors think. 839 It should present the traditional interpretations of the assigned reading and then direct and challenge students to think about it in a different or unusual way. 840 An effective IHUM lecture should provide its attendees with a strong foundation to participate in a explorative conversation in section. 841 clear analysis of texts, promote understanding 842 broadening my understanding of literature; expanding my knowledge beyond my "techie" courses 843 to introduce new and intriguing material and explain its significance; to both answer and raise questions 844 Make us think of the subject at hand on our own. Bring in different concepts to be able to eventually have good discussions about. 845 To pique curiousity and reflection toward what is being studied in the IHUM. 846 It should teach us about the humanities, so that we are more well-rounded individuals. 847 Raise important questions that relate to the class focus. Not bore people. 848 To make the student see different ways of looking at the material, while keeping each idea comprehensible. 849 It should clarify texts and offer interpretations, as well as develop larger themes which will enable students to look inward and apply some of the lessons learned towards their own lives. More importantly, however, it should spark an increased interest and appreciation of literature. 850 TO give me a better understanding of the Humanities and of the texts we read 851 to explain texts, provide interesting questions, prepare for next texts 852 To teach about the humanities and the nature of man 853 Effective IHUM lectures should provide coverage of the key concepts of a text, as well as background information (e.g. historical context, author's biography). 854 I think that an effective IHUM lecture should serve to bring new and unique ways of thinking to the student. New and creative perspectives on texts should be analyzed and brought forth to the students so they themselves can analyze them. Also, I believe an effective IHUM lecture should keep some time to relate the texts to the more overaching theme of the course. 855 Ther lecture should frame the issues of a text that pretain to the course 856 Should form a better understanding of the content of the reading material 857 To build analytical thinking. 858 Help students view material from a different perspective than they originally would have. 859 An effective IHUM lecture should provide useful insight into the topic, carefully chosen and clearly presented by the lecturer. The material should strongly relate back to the purposes of the course in general, and provide direction in approaching the way to think about the topic. 860 An effective IHUM lecture should serve to introduce and explain a wide variety of topics and works in the area of Humanities, thus broadening the students' knowledge. 861 An IHUM lecture should help the students understand what they read. Also, it should provide useful insight about the texts. 862 An effective IHUM lecture should present a point of view on a selected text -- one that may challenge the student. It is not always necessary to explain the text -- conceptual understanding should for the most part be assumed. The professor's duty is to challenge the student's perception of the text, to offer ideas previously unconsidered. 863 It should provide insight to the novel under study. 864 The lecture component of IHUM should expand upon the students' reading of the novel. The lecturers should strive to bring out nuances in the text while also integrating a discussion of the novel's larger themes. This should be done in an entertaining, engaging manner so to hold the interest of the students for not only a single lecture period, but also for the entire quarter. 865 Review the major ideas in the readings and how they apply to the overall scope of the class and its goals. Professors should definitely not just review the books, but instead pick out the main ideas and pose questions for the students to explore and think about for section. 866 to explain the texts and tie them into the themes of the course 867 Presentation of new ideas, analysis of reading 868 A lecture should always present a new idea that allows a student to think about life in a new perspective. It should make a student think and question their principles. 869 I think they should give you background on the books and authors and discuss major themes 870 It should give an enlightening perspective on the reading. 871 To enlighten the audience as to the function or relevance of the texts in context to the course's main themes and purposes. 872 Review key points in the books, and also explore into deeper meanings of certain ideas. 873 Explaining
different angles books can be looked at 874 open students' eyes to the kinds of things we should be looking for in the text we are reading 875 An IHUM lecture should incorporate aspects of readings that are not obvious upon first looks. In addition, a thorough discussion of the prevalance of the readings to the overall topic of the course should be made. 876 To provide new information and ideas to the students. 877 Lectures should give new insight to the works that students may fail to think of themselves. 878 Should be interesting and informative 879 Should enhance and clarify the material in the texts; insights based on personal experience I find to be very interesting. 880 To broaden the horizons of students taking the class. 881 It should promote interest in the subject and it should spark ideas in an individual. 882 To draw out important ideas in the reading that may have not been clear and enhance apon them. 883 I think it should lead us to think critically and examine an issue from all sides. 884 To introduce students to various styles of analysis. The professors should demonstrate how tothink critically in light of their disciplines 885 To inform and enlighten, and to hold the students' interest. often it is hard because the lecture class is so large and it is easy to hide and fall asleep. The lecture should be more uplifting and entertaining. 886 An IHUM lecture should give insight on the topic of discussion stated in the purpose of the class. It should include theoretical information related to the topic and may also be a platform for the speaker to express his opinions on the subject as a means of stimulating thought in the students rather than impressing that line on thought on them. 887 Inspire ideas/connect ideas about the rading, as well as providing context 888 It should facilitate understanding of the texts and the overall ideas of the course, while still being engaging and interesting to students who are attending the lectures. 889 To enlighten us. 890 An effectice lecture should place the text in a new light and highlight connections between the text, the theme of the course, and the events and circumstances of the present time. 891 An effective IHum should be an opportunity to learn something new. It should stimulate thinking on the subject being taught. 892 It
should engage the student with the material and present it in a
thought-provoking way. 893 The IHUM lecture should allow the professor to express his/her views about the course subject. It should place questions in the minds of the students, allowing students to question their previous appraisal of the subject. 894 I think that it should represent different views of the books being discussed. It should serve to enlighten the students. 895 The lecturer should go over the text, help the students see ideas that perhaps the students might not have seen, as well as present arguments for his or her own theories about what the work means. 896 inspire new insights to somewhat familiar information 897 introduce me to the humanities 898 It should bring out key concepts in the text, and make it exciting to look for these. The lecturer must go beneath the surface in a creative way giving the text light. 899 To point out different, less obvious or common, interpretations of the work. To help keep students interested in the course. To 900 It should introduce material in the lecturer's area of expertise that supplements the text and provides new insight. Providing historical background to a particular author, elaborating on the contemporary legacy of a work, or comparing several works. 901 They should explain the books in the course. 902 Explain the book in a greater context. 903 An effective IHUM lecture should present important concepts relative to the topic being studied. 904 To challenge the students' perspectives and force them to take a second look at their values and opinions 905 Lecture should serve to present the material and stimulate an interest to find out more regarding the topics discussed 906 It should enlighten the student to deeper messages and understandings hidden in the texts--should open our eyes to new philosophies and ways to view subject matter and the world. Should not just be recap of reading or history lesson, should somehow expand our knowledge and insight. 907 Provide a unique as well as the established viewpoints on the reading. 908 Analytical exposition to the text(s) at hand, with an emphasis on provoking discussion and thoughts for section, but not trying to take the place of the latter. The material should be explained but not summarized or glossed over in a perfunctory manner; rather, the IHUM lecture should serve as an introduction to concrete, critical discussion and analysis. 909 Background info for reading material, and presentation as well as moderate analysis of main concepts.. should seek to engage student in material by providing an overview, but should be more substantial than a mere review of what should have been understood though reading the material 910 To go explain the significance of the reading and how it relates to the purpose of the course. 911 An effective IHUM lecture should present different perspectives on the works or ways of thinking. 912 to get us to think (reflect) about life and philosophy 913 provide background info. about the authors, genres, and literary techniques of the authors and of the times of the books given 914 offer unique insights/interpretations of the work being discussed 915 An effective IHUM lecture should get students fully engaged in the topics being studied. The lecture should give students the ability to ask questions that the teaching fellows were not able to understand 916 An effective IHUM lecture should go beyond a simple rehashing of the material which we have read. It should help us to develop the themes and symbolism which have been brought up in the text to the point at which we can effectively discuss these things in our section. I also believe that it is the lecturer's objective to provoked discussion on topics, so I believe that at times, the lecturer should attempt to take a slightly more radical point of view. 917 To tie together the broad ideas of the books that are read. To offer intriguing insight from the professors' specific field of study and knowledge-base. 918 IHUM lecture should present interesting ways to interpret the texts or theories regarding the subject of the lecture, and extra factual information to back up the argument being made, instead of simply regurgitating the information already found in the texts or course reader. 919 To go beyond giving background and historical information and to intellectually excite students with new ideas and approaches while they're reading. 920 Provide a basis for further discussion in section/introduce concepts which will be developped in section 921 explaining some topics that is hard to understand. going into details of some topics that open up the creative thoughts. 922 I should reinforce information from various readings, and address the meanings of various texts. 923 Give variant perspective and interpretation on the reading material. 924 Introduce students to the readings, provide background on texts 925 It should be an in-depth analysis of a text by a knowledgeable and experienced professor. 926 An effective IHUM lecture is enlightening, more than surface deep and singular interpretation of the text. It brings character to the work and fleshes out its meaning. 927 An effective IHUM should teach students to analyze literature in a way that allows them to learn how to write better persuasive essays. 928 An effective IHUM lecture should be very thought provoking. It should not only introduce new concepts but also link those concepts to concepts that students are already familiar with. 929 I think that the lecture should deal only with the book that is being discussed. Bringing the history of the time into lecture confuses things--stick to the subject. 930 It should call to attention certain themes of interest that would have been unappreciated, otherwise. 931 Make
it interesting so that the students want to go 932 It should broaden a student's literary background, expose them to writings they wouldn't otherwise have read, and help them analyze and make the most of the works they read. 933 a source to supplement readings through clarification of the text and visual aids such as films 934 make you think 935 An effective IHUM lecture should clarify the material in an engaging way while still leaving enough room for the students to form their own interpretations. Ideally, the lecture would be vivid, not a professor simply reading off information. 936 expand on texts, provide questions for us to think about and give background on texts 937 I think an effective IHUM lecture should add insight and depth to the class material. It should analyze the texts and relate them to the thematic focus of the class. 938 An effective lecture should critique the text as well as providing further insights through case studies and reference to related texts. 939 Enrich a students education. 940 IHUM lectures should give background information for the course material and should bring up thought-provoking questions for the students to contemplate before they read the material. 941 Present information not directly related to the texts, provide background for readings, present less obvious interpetations of, or meanings in, the reading. 942 It should serve to not only educate but engage and entertain. 943 I believe that an effective IHUM lecture should present the arena in which students are given the fuel to interpret texts and view ideas about them in their own critical light. I think that there should be a fine medium between a presentation of only the professors ideas and the idea of only presenting the viewpoints of other critics. By presenting a little of both in addition to giving students a medium in which they should examine and question the texts for themselves, they will be able to read critically and develop humanistic inquiries of their own. 944 It should, first and foremost, ENGAGE THE STUDENTS. I can't stress thi enough. No student will learn if they aren't interested. This means that lecturers should not lecture, they should treat the time as a discussion. It isn't a place for the lecturer to speak about whateever they want, it is also my time, and I like to spend it well. 945 give you a better/deeper understanding of the subject/reading, and making you interested in the subject 946 An effective IHUM lecture should seek to educate it's students in the ins and outs of the given IHUM subject in the most dynamic, proactive, and effective way possible. 947 Clarify the texts, offer new insights into the texts. 948 facilitating the writing of the paper 949 Increase critical thought processes 950 To introduce new concepts and make the student want to learn more about them through section. 951 It should make an interesting and insightful point or set of points on the text that help those in the class understand the text and also point out new directions of thought for those in the class. 952 the lectures should help to illuminate the works' meaning and give the students outside knowledge to bring to discussion. 953 Introduce you to important texts, their ideas, learn from great professors, and get a better idea of the history of human life. 954 inspire thinking, not long-winded 955 Highlight important themes within a text and tie them to other texts, provide new insight/perspectives on what is presented in the reading 956 It should allow the student to engage in a topic that they are interested, yet will probably not be majoring in that area and will not have a chance otherwise to take that course. 957 To propose many questions and to explain the subject of the course. The lecture should answer the obvious questions and pose more challenging ones. 958 Offer material 959 Offer
historical background on texts and authors 960 tying in concepts from book(s), defining ambiguities, and altering perspective 961 makes the students interested in the humanities 962 To expose students to a broad range of philosphical thoughts that provoke critical thinking. 963 They should make the material intersting and teach something that hasn't been approached in high school. 964 It should provoke new thoughts and ideas in for the students. 965 To help draw out the important themes of a text and help to show the unifying ideas of the course. 966 An effective IHUM lecture should present good background information and should present the lecturer's point of view clearly on the subject. It should raise questions that would be discussed in section. 967 To raise questions about the text on a deeper level than the student may have probed and to propose possible answers or avenues of exploration. Also to link the current text to the overall theme of the class. Possibly to alert the students to optional materials related to the text or theme that they might find interesting. 968 It should give a good background to the history behind the reading for the day, as well as giving an initial interpretation of the work. This should not be presented as a single interpretation, but emphasized that it is a starting point for discussion in section. 969 It should serve to supplement the readings so that the lectures can actually be brought back to discussions in seminars. 970 it should relate to the topic at hand, fairly directly, and actually contain information- whether in the form of additional information (background, other theories, etc.) or contextually relating to other topics and/or events- and not merely be a recap of the book; W're reading the text, we know what it says. Guest lecturers are a great idea. 971 Effective IHUMs present unique philosophical questions that challenge students to change their lives. Life is a continual journey and even those who think they've got it all figured out should never be sure that everything is as they think it is. 972 Provoke questions and provide insights, clarify texts and inspire curiosity 973 Present focused information and issues; entertain 974 To provide source information not available in the work. In our class currently, Professor X is going through a text line by line and providing background on the author's life. He earlier told us stories about another author's sex life. These are things we couldn't get in high school! 975 Provide historical/background information in order to help students get an idea of the context for the reading 976 It should bring home the main points of the readings while revealing the texts role in the course. 977 To expose every student to the humanities and show what the humanities have to offer. 978 To open students' minds to other opinions other than their own, gain different perspectives on texts, and overall make students think. 979 IT SHOULD BE AN INTERESTING WAY TO EXPOSE STUDENTS TO NEW IDEAS. 980 introducing many different ways of approaching the texts and understanding the subject. bringing up points that help to look at the texts in intellectual ways. planting seeds in the minds of the students. 981 provide an insightful evaluation of the material but with an emphasis on encorporating relevant outside material (current events, etc.) as well 982 To add to the information provided in the text in an interesting way. 983 An effective lecture presents an anyalysis of the course text, clarifying and expanding upon the main ideas presented in the text. The lectures should guide the students' reading and the work done in section. 984 Give new insights on how to think about works of literature and provide examples of how to analyze 985 Something that helps you to question and tweak your idea of humanness, of humanity. 986 An effective IHUM lecture should stress the important points and themes of the texts that we are reading, as well as any background information pertaining to the development of the texts. In addition, it should be interesting to listen to (with humor, etc.), and allow us to develop our understanding and opinions about the texts. 987 Present different perspectives on how to analyze different literatures and how these analyses can be applied to life. 988 To shed light on the texts, present issues in a current day context, emphasize larger picture 989 IHUM lecture should provide the points that section can discuss. Lectures shouldnt be too "action-packed", for that limits sections' ability to cover issues in depth. 990 An effective IHUM lecture should present the course material in a stimulating manner, while presenting new perspectives to the student's own individual reading. 991 Present enlightening interpretations and contribute useful information. 992 Overview
of the text; historical background of text; 993 To reinforce the topics the students are encountering and provide connections to other works and ideas 994 Goes through the texts and points out the relevancy. Emphasizes themes and connections between books and everyday life. 995 Discuss reading from a professional standpoint. 996 It should help students to understand the readings and try to shed some light on what the text means so that the students know something about the text going into discussion. 997 I think it should help the students to understand what they read and provide background for the text that they wouldn't otherwise know. 998 An
effective IHUM lecture motivates students to look more closely at whatever
reading assigned to 999 Stimulate the interest of students in the studies of the humanities. 1000 background and historical information about text 1001 A Lecture should serve as opportunity for students to learn from a professor and scholar who has studied and has in depth knowledge on the topic. 1002 An effective IHUM lecture should address the text directly by providing the historical context of the work and the background of the author, discussing problems posed in the text and secondary theories, and explaining any points of confusion or ambiguity in the text. 1003 To elucidate elements of the work that are not readily apparent from a first reading. Also they should entertain the students. 1004 Clarifying and elaborating on readings/main topics 1005 It should engage the student about the reading with a tangible connection to the main themes of the class. It shouldn't just impart information, it should bring up new ideas. 1006 Lecture should provide insight into the current book and how it relates to the major themes of the course. 1007 The lecture should serve as a springboard for the following discussion sections, rather than an interpretive section by itself. 1008 An effective IHUM lecture should provide different ways of looking at the works studied throughout the course. 1009 An effective IHUM lecture should cover main themes of the appropriate works and also leave the students with thought provoking questions that will spark fascinating discussions. A well-presented lecture will clarify confusions as well as bring up more questions to explore and ideas to develop. 1010 I think an effect IHUM lecture should serve to challenge the students to look at texts in new and more analytical ways. 1011 To teach. 1012 Get the student to look at his or her own values and possibly re-evaluate them based on anything he or she has learned during the course. 1013 To give effective background information for discussions. The lectures should be more theoretical than anything else. Factual and qualitative information should be discussed during section when it is easier to take notes. 1014 IHUM lectures should help to not only explain books but also expound upon the ideas discussed in the book. 1015 Interesting, presentable, engaging. There has to be a purpose, with clearly stated objectives. 1016 It should be thought-provoking and a open forum for students to explore their questions on anything. 1017 An effective IHUM lecture should present unbiased fact and opinion to broaden the understanding of students that they may more wisely consider various disputed topics about the humanities. 1018 It should be interesting and fun. The lecture should be able to arouse curiosity and passion in students. It should cover wide topics and relate them effectively 1019 An effective IHUM lecture should serve as a general introduction to a specific genre with the humanities department. Because for a lot of students, this may be their first impression of the Humanities Department at Stanford, it should aim at giving a general and postive outlook on the Humanities. 1020 They should help understand the topics. 1021 First, i think the lecturer should go over the text more than my past lecturer did. Second i think they should help point you towards a deeper meaning in the text, but not give it away. 1022 The IHUM lecture should serve to augment the student's understandings of the text, perhaps by exposing them to points of view related to the text that they might not be exposed to in lecture. 1023 summarization of text and introduction of new ideas 1024 Explain the texts in greater detail if they are unclear; alternatively, they shoud serve to go further than the texts. My personal favorite of the lectures we had were the "panels" of our three professors discussing issues with input and questions from students. I was in Course X. 1025 Leading students on a path to explore the text, adding insight to what may not be decipherable from reading the texts, and presenting material in an interesting fashion. 1026 It should be entertaining and informational 1027 An effective IHUM lecture should highlight themes in the text the are relevant to the topic of the course and then apply it in some way to the real world. 1028 They
should provide a general overview of what is going on, but not go into too much
detail on them; just what is needed. Also a brief historical context if
necessary. But all of this should tie together for a broader insight into the
texts or visuals, etc. which get the mind rolling. 1029 An effective IHUM lecture should introduce a wide range of information, especially many different viewpoints that may sometimes even conflict. A good lecture will make the students react actively by forcing them to form their own opinions on the material, and not by just feeding them information as if it were the truth. 1030 To be effective, an IHUM lecture should engage students with the material that they are studying. Somehow, the lecturer should emphasize how each work exemplifies humanity. 1031 An IHUM lecture should explain and clarify anything in the readings that may need a closer reading/examination. The lecture should also provide any background information that may complement the reading assignment. 1032 An effective IHUM lecture should adequately address and interpret the reading material assigned. It should also engage students with interesting ideas and thoughts that provoke further discussion in section. 1033 An effective IHUM lecture should definitely concern the reading material and provoke new, insightful ideas within the student. 1034 I believe it should provide the students with an opportunity to better understand the readings, the concepts, and the many new ideas they are learning. 1035 explain themes of the text with more definitive responses from profs. 1036 An
effective IHUM lecture, which is evolved around the text, 1037 To touch upon the main points of the course and provide a basis for discussion in section. 1038 A way for the student to learn how the humanities relate to life in the present. 1039 An IHUM Lecturer should give you give you insights into his field, something one might not be able to do until taking those upper-division courses. 1040 An effective IHUM lecture should stimulate and entertain a student's mind as best as possible. Creativity and energy are definite pluses to an IHUM lecturer. 1041 It should provide interesting information to provoke thoughtful discussion and debate. 1042 An effective lecture should include some sort of background information to the text as well as the speaker's interpretation or views on the text. 1043 It should stimulate the student to consider aspects of the book or work that are not directly apparent. 1044 To clarify the relevance and significance of the readings. Lectures should continue the seminar/sections tradition of upholding the pursuit of the study of man. 1045 Explain works of literature currently being read in class within different contexts, according to the specific subject areas of the different professors 1046 It should be interesting and thought provoking. 1047 to interest the student in that area of study 1048 It should cover additional material external to the course,while tying these materials wo what we have in our readers. 1049 -
Introduce students to a liberal arts education 1050 AN effective IHUM is one in which both the students and he professor can walk away with feeling of contentment and satisfication concerning the work that was done and the topics that were discussed. In addition both the student snad the teachers should feel that the class was useful. 1051 It should be an interesting course in which a student becomes knowledgable in a subject which they might not otherwise study. Also, the freshman format exposes them to new friends 1052 To encourage people who are not typically interested in the humanities to explore the humanities 1053 To give further insight into the readings or introduce new ideas that somehow link to the current unit. 1054 They should expand the student's knowledge on the subject and give him or her a better understanding of the background of the subject. 1055 An effective IHUM lecture should present useful and inciteful information to the students in an effective way. 1056 Introduce the main topics and works being studied in the class, give insight into what they mean/ what their significance is, teach the "facts" in the course. 1057 An effective IHUM lecture should put the readings into perspective and provide intelligent insights on the books. They should provide background information to provide a context for the readings. 1058 Clarify and build upon readings. Provide outisde examples, case studies, etc which either support of question the readings 1059 The lecture should not just summarize the text but provide analysis of the text. It should raise questions about the text that students should consider and then be able to discuss in section. 1060 to introduce new ideas/interpretations of the text we read 1061 It should serve as a supplemental "text" to the ihum. It should not function the same way as a section. In other words, it should present an argument or teach, but shouldn't be a discussion of sorts or a forum for a lecturer to throw out various ideas and concepts. 1062 An effective IHUM lecture should introduce students to various aspects of the humanities and social sciences - such as anthropology, history, sociology, philosophy, and psychology. It be engaging; that is, it should discuss issues of interest and variety. Students should gain insight into the humanities, and become a little more proficient in a couple of disciplines. For example, from my IHUM lecture, I have learned more about philosophy and anthropology. 1063 Revealing less-than-obvious insights of the work. 1064 Engage students in critical thinking and develop these in depth thinking skills. Clarify difficult texts and explain the relevance of the texts to the course and/or modern day. 1065 it should be interesting 1066 present ideas on the reading material in an engaging fashion, tie it in with the themes of the class 1067 To introduce us to the way courses at Stanford are, to introduce us to new topics that force us to open our minds 1068 An effective IHUM lecture should provide insight into the readings for the week. It should point out the main idea of the reading, and then delve further into it, bringing out key points/concepts. 1069 Sustaining a thesis in a rational way. 1070 Expose students to a variety of good works and teach them how to write and read effectively on their own 1071 It should expose us to new experiences. It should challenge the student, prompting them to view things from new and different perspectives. It should leave the student more knowledgeable. 1072 For the students to become familarized with the major themes and ways of reading the novels 1073 introduce the subject from a broad perspective- historical context, of a book- other similar authors, reception history 1074 introducing ideas, and living up to the name of the course... 1075 inform the student with practical facts and pose questions for the students to think about. 1076 Open the readers mind to new ideas. 1077 It should show information of the material and tie into our daily lives or concerns -Course X, for example, did a wonderful job in prompting inner reflection, and guiding the students rather than telling them what to think and how to interpret the text. 1078 To question the preconceived notions that recent high-school graduates take into college, making them feel as if they know less than ever before. Lecturers should also present the topic in a way that is personally applicable, not dry and out-dated. 1079 To present a greater context to the work and offer deeper insights into the readings. 1080 To provoke thought and shed some light on the texts. 1081 To inform and excite a student about a subject by presenting the topic in an original and interesting way. The lecturer should make sure that they are eloquent and concise, otherwise the students will get bored. 1082 to explain the texts and offer insight and/or background information 1083 It should deveolop an interest in students in the humanities and also arouse curiosity about certain issues in life which are not usually given a thought. 1084 It should introduce key philosphical ideas behind a book. 1085 To communicate general information pertinent to the course, but not contained specifically in the reader or literature. 1086 Covering the most important points in the book and providing background. An equal split. 1087 An UHUM lecture should give the student a taste of what is to come during section. It should be a lead into what we will discuss in our section. 1088 Lectures should give us new insights into the text, and explain how these works function in our lives and times, as well as how they functioned in the time periods in which they were written. We should have our thoughts provoked, and be able to look at new ideas in different ways. We should be inspired, and long to read and discover more. 1089 An IHUM lecture should introduce students to the topic at hand by providing ample background. It should also be a means through which the professors offer their insight on a particular subject. 1090 To present interesting topics and viewpoints and to engage the students in those topics. 1091 to introduce the student to the topics in the reading 1092 Clearly demostrate the lecturer's point of view on a certain topic relating to the text, and also raise poignant questions that we perhaps may have otherwise overlooked. 1093 to present the main ideas in the course, to introduce themes in the readings 1094 To initiate a student's further examination of a text, to excite students about a text, to provide further insight into a text. 1095 Developing critical thinking and offering various perspectives on life issues. 1096 To give you a broader understanding of literature and humanities. The course also introduces students to possible areas of interest they wouldn't have considered had they not taken IHUM. 1097 To better understand the texts and introduce concepts which may not be apparent to most readers 1098 I believe that an IHUM lecture should present the material that is to be learned in the course. The professor should interpret and clarify the reading. 1099 The purpose of IHUM lecutres should be to assist students in the development of our own thoughts and ideas that we derive from readings and other sources. 1100 Help students gain overall understanding and knowledge on a subject that can be usefull to person 1101 Provide opinion and information that will broaden the students views on whatever subject may be taught. The lecture should raise the issues and discuss major points of the issues. 1102 To give a starting point for discussions of the texts so that discussion sections can actually get somewhere, by giving existing interpretations of the text. 1103 To define the object and theme of the course. To illuminate the important points of the texts and their connection to the broader course themses 1104 bring
readings and section discussion to life, interest and excite students
Answers to Question 2
1 A good section should raise lots of profound questions and start lots of heated conversations and debates. It should add more insights to the reading and lectures. 2 To solidify the main points of the reading and assignments and to open up the course for student prompted discussion instead of just set-up banter by the teaching fellow. 3 Becuase sections are small, students can voice their opinions and discuss with their teaching fellows, sharing intellectual ideas and understanding the books. 4 In discussion, one should have a continuation of the ideas brough up in lectures through class discussions. Additionally, in discussions students should be able to ask specific questions about the text, whether it is a difficulty with a particular passage, or a difference of oppinion that the student wishes to share. The introduction of new materials to help with understanding the readings, lectures and topics and also very helpful. Also, student led discussion groups allow the students to participate more and feel like one is really contributing. 5 Loose agenda: basically, if the class wants to follow a tangent, it shall be followed. Better to have excited students than dead ones. 6 It should bring to the surface ideas submerged and uninvestigated. It should probe meaningful and difficult passages and help the students reach enlightenment. 7 allowing everyone to put in comments equally and be listened to and critiqued fairly so that they can learn how to discuss issues in a knowledgeable manner. 8 same; more intimate and open to questions; introduction of new/related material; lively discussion about topic to make the texts interesting 9 clarify info from texts and lectures 10 explore themes in depth 11 Close reading of the text. Focused discussion. 12 13 clarification and discussion of concepts and challenges raised in texts 14 Take what the lecturer has said, and comment, criticize, or deepen the level of the lcture. Answer the questions of students. Section leader should facilitate dialectic discourse among the students. 15 Discuss themes of reading material, elaborate upon it 16 An effective IHUM discussion section needs diversity, balance, and enthusiasm. It is also requires close integration to the lectures. 17 answer any questions about the texts or concepts; promote discussion to get ideas flowing 18 An effective IHUM discussion should consist of debates and also visual aids. (like seeing movies on the topic, going to events related to the IHUM) 19 To allow the student the confidence to speak up about his/her opinions without feeling uncomfortable. 20 An IHUM discussion should both expand and clarify the lecture and readings. IHUM discussions should help to expand in the language of the modern teenager rather than the language of the expert academic. IHUM discussions should also be a building ground for the beginning of papers, and serve as an example of how to engage in academic discussion. 21 To discuss major topics in the books in depth. 22 The section should provide a forum to analyze and discuss the works. 23 An effective IHUM section should go in depth on those ideas presented in lecture. Discussions in section should do close reading of the text and use the text to justify those ideas presented in lecture and other ideas discussed in section. 24 An effective section integrates all of the ideas introduced in lecture and readings, making connections between ideas. It also presents a forum for students to articulate ideas that they have had in a non-judgemental setting. 25 to elaborate upon the course's themespropagate talk and different ideas 26 To discuss the personal experience of encountering the information in lecture. 27 To provide a place to have a really good discussion about topics in class and to do the more technical things. The leader should be able to lead the discussion and encourage debate. 28 Just to help students to think more in depth. 29 Students should be able to discuss the works, both generally and with closer readings. 30 give a chance for the student to raise questions. discuss the issues from lecture. 31 An effective IHUM discussion should allow the students to engage in debate and open discussion on a subject that has been clearly explained. We should be able to dissect and exhaust the points of a lecture to the point where we have given it a heightened meaning. 32 Discussions shouldn't rehash what was said in the lecture - they should build upon the lectures. Students should ask questions about material that confused them and discuss what they agreed with/didn't agree with in the readings and lecture. 33 discussion in depth about certain topics; review 34 to dicuss lecture topics, making anything unclear to the students very clear 35 THe discussion's purpose is to debrief the lecture and get a deeper understanding of how the ideals or the text and lecture apply or not apply to our current lives and societal views. 36 To clarify the lecture and to simplify the readings. 37 An effective IHUM discussion section should make sure students understand reading and lecture while providing guidelines/outlines for organizing ideas and examples. 38 I believe that an effective IHUM section should help the students talk about ideas and beliefs in the texts that are read and in upcoming papers. 39 allow each student to voice his/her opinion, go more in depth, allow the students to ask questions to clarify the text 40 to go into further detail the subject matter that is being addressed in the lecture 41 It should serve as a forum for ideas. 42 To solidify complex concepts discussed in lecture and have students more directly relate to one another. 43 delve into detailed analysis of the reading assignement + discuss ideas raised in lecture 44 keep them interesting 45 To clearify the lecture and add ideas from the group into the main topic. 46 The discussion should serve to clear up any confusion about ideas from the lecture and further discuss the materials covered in class. Also, they should be a place to express ideas and thoughts. 47 the section should clear up the lecture, facilitate good conversations and allow the students to portray their thoughts and point of view in class. It should be a place where you can share your ideas and learn from other classmates ideas 48 Helping students to understand the readins as well as the author's overall purpose in writing. It should also give students a chance to talk with each other as well as their TF to discover the implications of the readings in today's society. 49 The discussion should go over the lecture and address key concepts. Then, students should challenge what they have learned, and bring their own opinions to the table. The Teaching Fellow should introduce themes, concepts, and comparisons that he feels are important, as well as keep the class on track through their discussions. 50 Discussion of the text and the lecture; decision about the validity of the ideas presented in lecture 51 Section should be a place to discuss what was said in lecture more in depth and be able to interact and ask questions. 52 To elaborate on the concepts from the lecture and to help clarify any questions raised by students. Also, they should be more fun, lighter than lectures. 53 it should help us to understand the lecture better 54 Clarify the reading and the lectures. 55 I think that it should help us to grasp the consepts that were explained fully in lecture and tie up any loose ends. It should also encourage critical thinking that will help with the assigned papers. 56 be able to moderate the discussions and bring in other viewpoints. Also he/she should make it so everyone gets a chance to speak if they want. 57 the discussion should be a place where everyone has a chance to put in their view on the topic and ask questions about the lecture and material. 58 To be an open discussion of the issues from lecture and the readings to consider a particular issue in depth 59 A deeper analysis of the current subject matter, to hear different views of fellow classmates 60 It should review and explore concepts presented in lecture and in the reading. 61 to recap what has been presented in lecture and to promote debate among students 62 Go beyond the basic themes and common ideas addressed in the course and allow students to go off on tangents and explore the subject with all the creativity and imagination possible. It should be a place where students can learn and grow by asking and answering their own questions as well as contemplating ideas proposed to them by a section leader. At the same time, the basic ideas should not be forgotten, however, but re-examined to ensure that students have a full understanding of them. 63 this should answer questions I had in lecture 64 A discussion section should be an indepth, lecture independent, look at the material. 65 It will clarify the ideas of a certain novel, bring out new ideas to be discussed, and focus on individual contribution. 66 Elaborate and look at topics from different perspectives, help on essays. 67 He or she should maintain a balance between providing information and conclusions which will help guide the students, and providing key critical thinking questions to provoke discussion and contemplation. 68 Give students a chance to explore their own ideas about the text and to learn about the points of view of others. 69 It should provide students with an open forum in which they can discuss the ideas presented in the books and lectures, as well as their own ideas. 70 To more closely analyze the texts and answer student's questions about the texts 71 An effective IHUM discussion section would include an effective IHUM section leader who is open-minded--my TF was particularly open to all ideas which especially fostered intense discussions among the students. 72 Students should hear different perspectives on the texts through active discussion and participation. 73 An effective IHUM discussion is one where all students discuss interesting thoughts brought up in lecture. Also, important points should be clarified and discussed in detail. 74 reviewing texts. stimulating debates. 75 To help to put the topics of the lecture in a more comprehensible context for the students. 76 Thoughtful, open discourse revolving around the interpretation and application of the text. 77 to gain useful insight into the topics being discussed 78 I think an effective IHUM discussion should promote students' interest in their reading by analysing deeper analysis and also to bring up philisophical related ideas. 79 An effective IHUM section should direct discussion amongst students. It should provide a helpful environment for analysis of issues brought up in lecture. It should NOT be another lecture time. A section leader who finds themselves talking more than 10% of the time is not an effective facilitator of the discussion. 80 more specific details 81 It should make us think in ways we wouldn't. It helps bring freshman together and discuss from very different backgrounds. 82 To allow a structured but highly charged exchange of ideas. To allow and even encourage a combative clash of ideas. 83 As stated in the previous answer, the discussion should introduce many different ideas. 84 Students should go to section prepared. It is much better if they have their argument in some kind of form instead of just freely talking with each other. I often get lost. It's better if students present their views coherently in an organized matter. A formal debate format would work better than a free talk section. 85 Discussions should generate discussion that allow students to exchange ideas with others and to critically analyze texts and articulated comments. 86 TO expand upon and go into further detail on the concepts in lecture as well as out of lecture. To encourage interest in the topic. 87 The student should come out of discussion with a better understanding of the reading. 88 To generate ideas for possible paper topics and analyze the work for educational value. 89 sould be fun and creat interist, not simple discusion after discusion of lecture. This is boring and makes people dislike the program 90 We should develop our own interpretations by listening to others and arguing our own. 91 grasping deeper understanding and inspiring many viewpoints 92 To help the students process the lectures and understand the reading material. 93 Make sure the students understand the important points of the book and help the students form their own ideas about the works 94 To discuss the validity of the lecturer's views, and provide other interpretations. To help the student learn to write more effective analytical essays. 95 The discussion should be used to share new points of view and express ideas about the subject matter. The sections should be intensive and examine the material at an in depth level. The section should also encourage the students to actively participate and enjoy the class. 96 quick review of lecture and discussion of ideas presented in lecture and reading, help clarify and build on ideas which time constraints of lecture would not allow lecture to cover 97 Introduce and critique unique ideas formulated by each individual. Also to spend additional time on a topic that may not have been clear in the lectures or readings. 98 A discussion section should also bring forth interesting and controversial interpretations about the course readings and relate these ideas to the real world. 99 It should be to further break down and digest the text as well as discuss relevant issues surrounding the text's time period or subject, and it should be a place to draw connections between texts. 100 To give us a chance to further explore the reading 101 Discussion sections should allow students to volunteer, discuss, and synthesize ideas realting to topics introduced in the readings or lecture. 102 Discuss the information given in the lecture, ask for the opinions of the students, analyze the information in the books/lecture 103 It should help students with a closer reading of the text. 104 To go over the lecture in depth and further examine the topics discussed, clarifying any confusion and allowing for the flow of ideas among students, guided by the TF towards the level of thinking expected in the assignments. 105 It should clarify topics that were covered in the previous lecture and not stray too far from the subject. 106 It should serve to re-emphasize the themes and underlying meanings of the texts. It should also serve to make sure every student is understanding the material. 107 108 Giving insight into the lecture material and allowing people to share ther opinions on it. 109 A forum for students to be able to explore the topic matter in detail, moderated and aided by the Teaching Fellow. 110 To go over smaller details of the readings 111 Section should allow students to listen to and voice their opinions, analysises, and questions about the text. 112 Get some one-on-one time with a person in the field. Discuss what went on in lecture. 113 To allow students to discuss their opinions about the texts and deal with issues that they had difficulty resolving through reading on their own. 114 discuss the ideas presented in lecture 115 A discussion should be a time for anyone to speak their mind and be a time for people to challenge the ideas of other people. 116 The section should promote working with others and using each other's ideas. 117 The discussions should compliment lecture in that they provide space for the students to voice their opinions, questions and concerns from lecture or the readings. 118 Elaborating on concepts explored in lecture. 119 Discussion of the texts and lectures as they related to current issues and the basic concepts of the course. 120 A great discussion. This should be a time and place where peopel can exchange ideas and listen to one another thoughtfully. 121 An effective IHUM discussion section should allow students to discuss their own views on the book, and get any questions they have answered. It should serve to spark ideas in the students. 122 Discussion should be a time when everybody gets to put a little bit of there opinion out there. It sSHOULDNT be just one or two people babbling on and on about something that should not have been brought up in the first place! 123 Further analysis of the works using the lectures as the base of discussion. This time, the students should be the ones contributing their points of view and takes on the texts. 124 An IHUM discussion should focus on deconstructing the texts to learn their themes and inner meanings. 125 An effective IHUM discussion should clarify what was brought up in lecture and expand upon ideas that the professor suggested we discuss. 126 It should try to develop the open dialogue of those thoughts 127 I disliked my section becasue my teaching fellow was very negative about the professors and she was also negative toward all of us. We could not voice our opinion on matters unless the view we had clearly agreed with hers. 128 An opportunity to clarify the lecture if need be, but more importantly, a place to have serious intellectual conversations about relevant material. 129 - deep analysis of texts- effective reading/writing/analyzing skills- personal meaning of texts, beyond that explained in lectures 130 To have a small group atmosphere and gain insight from the other students 131 IHUM discussion should serve as a place where ideas can be shared and the individual can be introduced to how different people approach the texts in a different manner. 132 allow the students to culture ideas developed in lecture, and work together to understand the material. 133 clarify and expound on ideas from lecture; help relate these ideas to more modern situations 134 to clarify what is brought up in lecture, to further expound on those ideas, and to relate them on a more modern, everyday context 135 complete discussion. i found my discussions to be most productive this quarter when the students were given freedom to exchange ideas about the text. Whenever it was directed by the TA to a specific area that wasnt chosen by the students, it became less interesting 136 To discuss what was presented in the lecture, to analyze the text further, to discuss student assignments, and to build skills in critical thinking, reading, and writing 137 meaning of text on reader 138 To let the students share his/her ideas and help the class reach a better understnading of the work as well as start the process of coming up with paper topic ideas based on original ideas. 139 It should clarify and supplement the lectures 140 An IHUM discussion section should serve as an opportunity for students to debate the issues presented both in the lecture and in the texts. It should be largely run by students and only managed by the section leader. 141 An effective IHUM discussion section should develop the group's thoughts about the work and also explore the modern implications of the author's thoughts. 142 To answer questions raised in lecture, and to dive deeper into the key issues. 143 To help clarify vague parts of the reading and emphasize the parts that are important 144 help understand, open discussions and debates 145 Allow everyone to contribute their thoughts and ideas about the lectures and text. 146 To discuss material in lecture, and give students and sec. leader chances to presnt their opinions. 147 Discussion section should be what it is called. Open discussion without to many limitations creates the best dialogue, and sparks ideas. When the TF just teaches stuff that isn't that important the section becomes boring and irrelevant. It should be used to make the text more meaningful to ourselves. 148 To work on developing ideas and also to develop the writing/argumentation process 149 150 To clarify readings and broaden perspectives on the literature. 151 To allow the students a more intimate setting in which to ask questions, and learn about other interpretations of the text as presented by the TF or other students. 152 to flesh out arguments surrouding readings 153 To clarify lecture and to go into more detail into current work to ensure understanding. 154 IHUM discussion should allow us to voice our opinions and listen to others' ideas. We should all learn to express our thoughts about the texts and the ideas presented in lectures. It should allow us to challenge these thoughts and come up with new ideas of our own as well. 155 In order to have an effective IHUM discussion, ALL students should be encouraged to talk. What happened last quarter was that the class was dominated by 3-4 loud-mouthed students. In order to ensure that all students get a chance to talk, discussion sections should be structured. Students should give presentations, where they are allowed to take the floor for 5 minutes and explain their point of view. Also, the discussions themselves should be moderated by the TA. Also, it would be helpful if the TA could once in a while lecture on the lectures.. 156 it should engage interesting conversation and thought 157 An effective IHUM section should serve to critically analyze the reading. 158 to allow for insightful and interesting observations made by the students about the text 159 Allow students to discuss their own ideas about the works. 160 It should allow people to express freely ideas presented in the lecture as well as integrate their own ideas to help come to a greater understanding of the texts and lectures. 161 creating an atmosphere in which students can freely and actively share their thoughts and oppinions to expand on the texts and lectures. 162 To help students to fully comprehend the lectures, and help them to look deeper into the text. A more in depth analysis of the text itself might be helpful. To allow students to learn about the subjects in different ways, such as presentations or debates, or another fun activities. 163 They should help us understand the material by discussing it, but they should be directed by the fellows in that the fellows should NOT simply act as moderators of discussion--they should TEACH us as well. More so than in my fall quarter experience, at least. 164 Deal with specific questions and issues the students have about each text/subject. 165 I think it should be a way for students to express themselves in a non-threatening environment. Its an opportunity to both form your own opinions about something and learn to express those feelings. 166 I think they should give students a place to form and express themselves. 167 Discussion section clarifies confusing points and answers questions from lecture. Also, section offers an opportunity for the students to relate the course material to life and to other works within the course, which may not have been commented on in lecture. 168 lead the students to ponder on interesting questions, and build it into a debate. 169 discuss interesting points on or coming from the books 170 Discussion should focus on analyzing the text. 171 clarify reading, explore tangential ideals 172 The sections should make students feel safe enough to test out their personal ideas about texts; this builds confidence for arguing ideas in a paper. 173 Discuss issues in society. Be a forum to communicate your thoughts and emotions. 174 Clear up questions, allow student interactions, different opinions to be heard. 175 Clear up the lectures, provide helpful information for tests and papers 176 Supplement the readings and the lecture. Exchange of opinions. 177 Let students use the time to discuss that information so that they can better understand it. Grading them on their discussion can hinder this process by encouraging students to waste time trying to make comments just to have said them and discouraging students from asking questions that would help them understand because such questions might reflect whether or not the student has completed his assignment. 178 Challenge one's current notions about the text, to reshape one's perceptions of the texts. 179 To establish a warm atmosphere and to discuss the readings and related texts. 180 To develop communication skills, to develop critical thinking, and to discover insights into texts. 181 Section should help the student better understand the points brought up in lecture and prepare him or her for papers on the syllabus. 182 To stimulate intellectual observations about the readings and their implications on today's world, and to provide thoughts about the final and papers. 183 To help one better understand the reading and to throw around differing ideas over the significance. 184 Enrich the students understanding of the work, develop ideas, provide guidance for papers 185 in section i think we should discuss the themes and ideas presented in lecture for the students further understanding 186 Allow each individual to share their experiences and questions they have with the material. Also, review the material covered in lecture. 187 Section should provide ample opportunity for discussion and debate. Also, section should provide an opportunity for students to explore various readings of texts and to examine the textual support behind such readings. Section should also funtion as a time when students can ask questions about both the lectures and the texts. 188 Suggest different ways of thinking about the reading. 189 Literal -discussion- that may allow students to benefit from one anothers' insights and experiences. 190 An effective discussion should clarify and enhance lectures, while allowing students to learn from one another's ideas and opinions. 191 It should further expand on the ideas presented in the lecture and more closely analyze the text in relation to course themes as a whole. 192 The purpose of section is to discuss and analyze the points brought up in lecture, clear up any confusions students have with the book, and finally, discuss the book in a more indepth manner. 193 In section, we should discuss what we have been reading. Questions should be asked and answered and all things that were unclear should be cleared up. Also, we should discuss how the reading relates to the topic of the class as a whole. 194 IHUM sections should allow students to state their reactions to the texts and hear what others thought. They should help to clarify confusing points of the texts and/or lecture, and they should provide a place for students to discuss possible paper topics. Section should also be a place where students can ask questions about the texts or paper writing and can do peer reviews to help improve writing and critical thinking skills. 195 Section should be for the students to discuss their views of the reading material amongst themselves. They should feel free to incorporate outside material and bring up relevant contemprary applications to help themsleves and others expand their personal opinions and way of thinking. 196 Recap material that was covered in lecture, answer questions about lecture, probe deeper into the material. 197 make eveyone think critically and engage in discussion of the t 198 Ihum discussion should facilitate thinking and deeper understand of what the text and lecture. 199 It should be fun. You should know the TF well by the end. The TF should facilitate discussion, and keep it together. People should not repeat what has been said just to get more participation points. The TF should point out and also model how a good argument in a paper proceeds. Adrienne Defendi is a good TF. 200 An IHUM section should focus more closely on the text itself than the lectures do. Students and TFs should analyze the works we read both inductively by quoting from the text itself, and deductively by making use of the background information provided in lecture. 201 It should simply serve as a forum for students to test out their ideas about the texts and learn about other's opinions. 202 to interpret the points in lecture, discuss lecture and other confusing components of the reading, and to provide an opportunity to improve ones speaking and listening skills. 203 allow everyone to get their opinions out, and feed off eachother to get ideas going 204 Should be a detailed discussion of the texts and their themes. 205 Clarify the lecture 206 A safe place for a student to ask, answer, and discuss. 207 The TF should pose specific questions which the students can debate. 208 Discussion is a place to clarify what happened in lecture, and then examine those ideas for ourselves. 209 clarify the reading and lecture 210 to discuss, not break up into groups to work on projects or develop skits. that'sjust busy work 211 To not only clarify the isuues discussed in lecture, but to allow the students to discuss the isuues with each other. 212 i think it should discuss what happened in lecture and review the book. 213 First of all, IHUM sections would be more effective if they were shorter because one can simply not discuss a topic for 1.5hours! An effective discussion should allow students to share their ideas but should also include interesting activities to enliven the texts. 214 It should be a chance for students to ask questions, debate meanings, and just disscuss the info. Since there are so many different I-Hums, it's hard to find people to talk about the text with. I think that's what section should be for. 215 Further discuss themes and debate issues that arise in the texts. 216 further our knowledge of text and ability to relate it to contemporary life 217 Going more in depth than the lecture, facilitating understanding of the text 218 A construcive and interavtive section can lead to many interesting perspectives and thoughts 219 Debate over the real issues in the course, picking apart confusing parts of the texts, looking at the texts in a new way 220 To clarify the texts and create interesting discussion regarding them. 221 A kind of brainstorming session where we are allowed to express ourselves freely and build on each others' ideas. 222 Sharing of ideas with throughs provoking particication 223 #NAME? 224 The discussion should serve to let the students discuss what they get ouf the text lecture, see what others have to say, improve their thinking on the subject, and ask any questions they have. 225 To open up what is observed in the lecture to free, un-edited, unrestricted discussion. 226 Help understand the material and provide a forum to discuss ideas on the readings and the lectures 227 Explain lecture 228 Answer any questions regarding the reading, and to further define or explore what connections were made in lecture so that the students fully understand them. 229 Delve further into the topics presented in lecture and allow for question and answer periods 230 An IHUM discussion would include a very helpful and engaging discussion leader and lots of discussion on the reading assignments, explorng major themes brought up in the lecture more in depth. An IHUM discussion could also include a field trip or film viewing. 231 It should go over the key concepts that were discussed in lecture, and open up a dialogue to give students an forum to exchange ideas about the readings and lectures. 232 discussion should take place, preferably certering around understanding the previous lecture but also introducing new ideas 233 It should promote critical thinking and should help to clarify the material in the lecture. 234 An effective IHUM discussion section should challenge a student to come up with interesting questions/comments about the texts/lecture. However, it should also be a chance for the student to learn about things that will be helpful on graded assignments such as papers of exams. 235 The discussion should address and clarify issues brought up in lecture. It should also facilitate group debate on the issues. My section this quarter was very good and I enjoyed it much more than I did the lectures. 236 The discussion should play the primary role in helping each student come ot their own understanding of the reading through critical analysis and discussion of the reading. 237 exploring the limits of interpretations of lecture and adding the student's ideas about the material covered in the class. 238 Enable students to develop the thoughts of both their peers and themselves 239 Encouraging individual thought 240 the section should serve to clarify and go deeper into the information given by the professor in lecture. 241 The discussion should be a forum for the group to exchange and share ideas about the subject covered in the lecture, which the lecturer did not have the time to elaborate. The section leader can and should direct the discussion in order to highlight the features of the lecture. 242 Delving into the text for analysis, comprehension, and discussion of the issues 243 The discussion should further a few of the different viewpoints discussed in the lecture, in a sort of Socratic dialogue. 244 It should provide students with the opportunity to get clarification on any specific questions they may have had regarding the lectures, as well as the opportunity to get to know a sympathetic faculty member with whom they can discuss A) their reactions to the readings, B) their reactions to the lecture, and C) their reactions to the course in general. Section should also be the time in which the essay assignments and expectations are clearly explained. 245 IHUM discussions should explain in greater detail the concepts that are introduced in lecture. 246 IHUM discussions should help us learn how to think critically. It should open our minds to the viewpoints of our peers and allow us to learn to analyze things from different viewpoints. It should explain any unclear material and recap lectures to strengthen our understanding of the course material. 247 An IHUM discussion section should be an opportunity for individuals to synthesize their own views. 248 Analyzing issues in the text, helping us understand what we've read in the text. 249 Section should be where students voice their own opinion about the texts. Here an open dialogue about the works should occur. 250 allow students to openly share their ideas and learn from one another 251 to challenge and examine the professor's ideas in lecture, to get to know each other. 252 Students should have the opportunity of expressing their ideas to other students. They should also help contradict popular thought and challenge students to think differently from their own points of view. 253 It should foster discussion among students on the topics discussed in the lecture. 254 Specific explanation of reading and lecture. 255 An effective IHUM discussion should allow students to share their ideas learn from their peers. 256 It should serve as a forum for debate over the validity of an author's arguments and conclusions. 257 Comment & discuss both texts and lectures on texts. Be (considerately) argumentative, instead of reaching a "correct" conclusion... or any conclusion at all? 258 Expand on the ideas and arguments presented at lecture, and to make connections to more contemporary examples. 259 Clarifying any questions and discussing topics in order to gain a different perspective than one's own and clear up any discrepencies 260 Discussing lectures and works that have been read with other students in order to get different perspectives 261 A way in which to discuss what we have learned in lecture. In addition, we should offer our own opinions and thoughts on the lecture and share these ideas so that the discussion group can learn from different perspectives. 262 The discussion should be a evaluation of the texts being read in class. 263 Help answer questions and stimulate worthwhile discussion. Also help on the paper topics and writing. 264 It should serve as an opportunity for students to ask questions and discuss in greater the ideas addressed during lecture. 265 Clarification of complex sections of the texts, analysis of lectures, proposition of new ideas, work on writing and papers. 266 discuss in depth concepts in assignment and determine how it affects students' lives 267 I think the IHUM discussion section should be a chance to clarify the concepts brought up in lecture, and to talk about passages or themes within the context of a small group. Most importantly, though, I think that the discussion sections should be a place where students can feel comfortable sharing their ideas and their difficulties without the fear of being "wrong." 268 The IHUM section should be a forum in which students are not ashamed to express their questions, confusions or concerns. It should be a place where particular subjects can be discussed and debated in depth, leading to a fuller appreciation of the work. 269 To waste our time and keep us up 270 Help you delve further into the texts and draw together a central meaning from the course 271 To clarifyu and elaborate on points brought up in lecture so that every student understands what message each the author and lecturer was making. 272 An effective section leader should provide an open environment for all students to talk. Although they should be structured, they should still be enough freedom for open conversation and for further exploration by students. 273 A forum for the expression of opinions and thoughts on the lectures. 274 It should introduce new ideas about the readings and lectures that students might not necessarily think about, and offer a forum for debate over these topics. 275 a way to learn about ourselves by exploring the views of others in a discussion format 276 apply ideas in text and lecture to real world, compare texts with each other, clarify ideas that are ambiguous or difficult to grasp in reading 277 give the students a chance to talk about what they find interesting, bring up more indepth topics and do group work 278 The discussion section should make sure that students have a grasp on the reading and then understand the lectures. I think discussions are a great way to share different perspectives and views on the text and its meaning. 279 facilitate expansion and communication of our own ideas 280 It should be a forum for student to discuss the material and lecture and to relate these things to events in the students' lives. 281 To provide an environment in which I can share my ideas with my peers and gain new perspectives from their interpretations; analysis should be key 282 To discover the varying opinions concerning text. 283 serve as a forum to share thoughts 284 take a topic introduced in lecture and address it more in depth...address inherent questions and dilemmas associated with the topic 285 introduce controversial ideas, interpret/clarify lectures. 286 An effective IHUM discussion section should properly direct a student towards what the course originally professes to teach the student!! The professors are there to provide insight into the reading, as research at a library provides, but the true discovery .... occurs at the section. Unfortunately, my section leader failed at this and did not help my section come anywhere close to achieving this goal. 287 The discussion section should give a person a chance to get closer to the text, to understand what the author is trying to say and how we can apply that meaning to the real world. The IHUM discussion should also give a person the chance to listen to other people's views about the text and maybe even have heated debates regarding the reading. 288 It should provide an overview of the lecture, and answer any questions about the lecture. Then the discussion should start from the arguments brought up in lecture, but the students should feel free to pursue any ideas that evolve from that discussion. It should basically be an open forum for students to formulate opinions with help from their classmates. 289 IHUM sections should allow students to clarify concepts touched on in lecture and explore ideas of their own. 290 An effective discussion should allow students to focus and clarify the arguments they will use in written work for the course. 291 explore details and themes of readings, provide opportunities to ask questions, reinforce lecture points 292 The section should be the forum where the ideas come out. It's through talking to other students that the real growth happens. Lecture, in its current state, is more a fountain of information than anything else. The processing happens at section. 293 To clarify any issues that stand out in lecture, or to point our inconsistencies in theories presented either in lecture or in readings. The discussion should, like the lecture, facilitate thinking. 294 localized discussion of key issues / advancement of understanding 295 clear up and analyze what is brought up in lecture 296 As a time where the students and Teacher Fellows discuss the readings and help each other to understand them and possibly apply different perspectives. Also to help with writing the papers. 297 Allow students to apply the topics discussed in lecture to their everyday lives in addition to analyzing these topics within the texts of the course. 298 See above. Also, providing students with an atmosphere that faciliates discourse / intellectual debate. 299 Explore as many viewpoints as possible into the materials from 1) reading and (less importantly) 2) the lecture. Use the materials as much as possible - but through a more interesting format than straight review or discussion. 300 It should be an open forum for all ideas/opinions, and verbal fights should be welcomed and enjoyed. 301 It should supplement the lecture's ideas and encourage discussion to develop new ones 302 To make the participants think, and question their own ideas about certain aspects of life and history. 303 It should be a place to share ideas, so that one's understanding of the material improves. By accumulating the collective thoughts of the group, I can contribute more to discussion, and I can write better papers. 304 The IHUM section should allow us to communicate our ideas to others and therefore evaluate the validity of our opinions based on others' views. 305 give you increased understanding of the reading and lecture, let you hear different perspectives 306 to discuss the issues raised in lecture, taking them farther and bringing them down to earth and dealing with them 307 discuss both lecture and the reading 308 Discussion sections should foster the development of students' views in reaction to each others'. 309 They should accomodate all the students and have an atmosphere where students feel encouraged to participate, not intimidated. 310 To take the lectures to the next level, getting opinions and ideas from the students about what was said in the lecture. 311 An IHUM discusssion should provide a place where responses to lectures can be relayed 312 To promote student discourse on the pros and cons of the topic work and develop a synthesis of ideas leading to a student derived conclusion (which doesn't necessarily have to be universal to the class) 313 To talk about the merits of different interpretations and get the students actively involved in talking and thinking about the texts. 314 It should serve to engage the students in deep debate and discussion concerning the material. It should not merely re-examine the lecture. 315 Reiterate what the lecture was about, discuss points mentioned. 316 Sections should provide a forum for students to respond to the course material and interact with one another. It should allow different points of view on the material to be voiced. 317 An effective IHUM section deepens your understanding of lecture and the text. 318 forum for discussion, work to clarify ideas in the texts 319 To provoke thinking. 320 Enjoyable conversation. 321 IHUM discussion sections should study the material with a more "in-depth" look, studying the material more closely and also relating it to the lecture material. 322 An explanation of confusing sections of the lecture, but no strict guideline. It should be open and encouraging of digressions. 323 Sections should evaluate the previous lecture and reading and allow time for open questioning concerning any parts of the lecture or assignment. 324 To answer questions that were brought up in lecture in depth and allow students to gain a deeper understanding of the text through conversation and examination. 325 Discussion and analysis of the course material. 326 Discussion sections should be a time to express your views and be opened to new ideas on the presented materials. Through my experiences currently, I have found that discussion has allowed me to express my insights in an informal way so that the pressures and fears that I have had about letting myself go are easily subdued. I enjoy very much challenging my thought process and my understanding, and this is easy to do in an effective discussion section. 327 A discussion section should allow students to share their personal responses to the literature, honing their thoughts through the influence of their peers. 328 To think of different views and have strong debates and discussions. 329 To help gain a better understanding of the material and help the students develop their own ideas. 330 bring out new ideas and explore and answer questions 331 Just what it entails: discussion. Discussion of the material learned in lecture. 332 discuss difficult parts of text, explanation.... relate texts to world... DISCUSS 333 See above. 334 To expand a student's mind without boring him or her. 335 Same 336 It should encourage input from everyone and not focus on the thoughts of a few select individuals. 337 Direct discussion to prevent meaningless debate 338 An effective IHUM discussion should rumble tumble and polish all of the rough ideas students spawned when sitting in lecture. 339 It should engage everyone and people should care about what they're talking about. 340 to clarify and summarize lectures (emphsize the key points and what you should have taken from it) 341 To help students form their perspectives on the issue and improve their speaking skills. 342 To discuss any questions arising from lecture and/or or reading 343 discuss the topics covered in the lecture and encourage thorough discussions 344 A discussion should not solely rely on the students to continue the discussion as the TF should come prepared with questions to excite the students into talking about life related to the texts, not just the texts 345 indepth study of the text, discussion of ideas, work on essay ideas 346 to clarify questions about those topics and allow students to question each other 347 to fill in gaps about works, answer questions, or analyze the text in more detail 348 It should help students feel less intimidated by their fellow peers and create a comfortable environment for sharing opinions. 349 To enable the students to voice their opinions and thoughts on the texts so as to attain a better grasp of what the author's messages are. It's where to learn more and also realize how little you know. 350 An effective discussion section should allow each student to present his or her views and ideas based on the texts. I think the section leader should facilitate the discussions by asking relevant questions and moderating the discussion so that everyone gets a chance to speak. 351 Go in detail about what the lecture/reading means as it relates to the course. 352 Discuss text, lecture 353 The section should engage the student in stimulating and in-depth discussion over a topic. It should also allow for all views and opinion to be heard in a non-threatening atmosphere. 354 It should de a place where the ideas brought up in lecture are debated. Also, it should provide deeper insight into the text and how it realtes to the entire thenme of the class and our lives. 355 The section should work to make sure all the students understand what happened in lecture. It should provide an environment where all students feel comfortable asking questions and discussing the texts. 356 I think the discussion should be a place where the students can convey and argue ideas that they have thought of because of reading the texts. 357 go more in depth about the lectures' topic 358 It should go over the text in more scrutiny than the lecture and should provide a forum for students to set out their ideas. 359 discuss meaning of lectures and texts more thorougly, share personal thoughts 360 *To allow students to put forward their own thoughts about the works while keeping in mind the themes of the class in the discussions*To discuss the way that the works take on a greater meaning in the context of the student's life 361 effective disuccsion sessions are usually those that synthesize the reading and lecture material in a setting where students can bring new perspectives to the texts. Again, discussion should not be a summary, but could provide more a explicative review of lecture/ readings in case certain points are not very clear. At the same time, discussions should offer a new perspective on the course that is not provided by either the readings or lecture. 362 Answer and discuss questions about the text--make students more comfortable with the work. 363 Address questions from reading and lectures. 364 The discussion section should allow students to express their opinions about the reading and lecture and ponder more in depth implications of the readings. 365 making sure the student understands what is going on 366 There should be actual discussion present, rather than the section leader's continuous questioning of his students with specific questions with specific answers. Debates can usually be interesting, and in general the entire concept of discussion needs to not be lost when discussion section is held. Unfortunately, I found during fall quarter that it often was. 367 close reading, close analysis we might not have seen on our own; clearing up any question; hearing the fellow's insights 368 IHUM sections should be discussion based. They should be a place where we, as the students, feel comfortable sharing and discussing our ideas. I also think that it is effective to not only tie in the material to the seminars but the letures as well. I think that the TF should mediate as well as answer questions that we have on the text or on the lecture. 369 A more in depth version of the lecture where students should be able to bounce ideas off of each other and observe different interpretations of the text. 370 To discuss the points raised in the reading and connect ideas 371 An effective IHUM section should serve to stimulate your mind and accelerate your thought processes. This, of course, cannot be taught, but by discussing the course's content, a person's reasoning abilities can be enhanced. 372 It should provide an opportunity for the student to share his/her thoughts and ideas with others. 373 Should help us understand the texts and the lectures and allow us to voice our opinions. 374 Insightful discussion. Bring the essence of the works to life. 375 help u understand the book, learn more ab yourself 376 Discussion should clear up any confusion about the lecture, and should also add to the lecture. 377 to reinforce those ideas or present alternatives. it should also be a place where people can throw thier own ideas out there for discussion. 378 Learn from other students by hearing their views. Challenge each other's ideas so that everyone is forced to seriously evaluate their own thoughts and understand more thoroughly why they have these thoughts. 379 They should provide a forum for students to speak any ideas they have about the topic and have them critically looked at and analyzed. 380 The sections are where the information in the sources should be thoroughly examined and then related to the ideas that the lecture professor brings up. Sections are the best of opportunities to ensure that the knowledge conveyed in the sources is fully understood. 381 Engage personal interest in topics studied; allow individuals to hear many different viewpoints. 382 The section should be a forum where students can share ideas and ask questions about the works. The section leader should facilitate these discussions and answer any questions not adressed in the lecture. 383 It should be interesting and allow students to share their ideas as well as hear others' viewpoints. 384 Giving students a chance to sort through ideas on their own. Discussion leader there to give a little direction to the discussion and clarify any points the students are confused about 385 An IHUM section should be primarilly to discuss/evaluate the issues raised in the lectures and to expand upon them. 386 Allow students to elaborate on these idea with their own unique conclusions. 387 It should stimulate intellectual thought. 388 It should allow all students to participate equally and be a forum to exchange ideas in. 389 It should be a forum to exchange ideas and observe how others think 390 To review content of lecture and provide further information. While the discussion element of section is helpful, not all of it should be given over to that. A significant part should be given over to elements and background of the text that the lecturer did not hit on. Namely the TFs should have information beyond the lecture about the texts. 391 It should engage everyone in the discussion to explore the concepts and purpose of the book by talking about topics among peers. The discussion section leader should avoid lecturing but steer the course of the conversation in the correct direction by posing questions and challenging accepted views. 392 Let people discuss their own ideas and hear the ideas of others. 393 To stimulate the thoughts of the students into an effective and worth while discussion where each student has something to learn form the discussion 394 Should enhance understanding of the material through interaction with discussion leader and other students. DO NOT DO THE SAME THING EVERY SINGLE DAY!!! STUDENTS LEARN BETTER WITH A LITTLE VARIETY AND SOME FUN!!! DO SKITS, MOCK TRIALS, OR SOMETHING OTHER THAN TWO DISCUSSION QUESTIONS EVERY DAY!!! PLEASE!!! 395 It should discuss in detail the ideas talked about in lecture and should include discussions and participation from all students so that we hear the perspectives of everyone. 396 An effective IHUM discussion should clarify course readings, allow students to interact and present multiple viewpoints, and be an environment that is conducive to listening and learning. Discussions should also provide information and feedback for assignments, and be able to clarify any individual questions students might have. 397 IHUM discussion should focus on the texts more than just having people say whatever comes to their minds, which often has nothing to do with the texts. 398 An effective IHUM discussion section should answer questions about the texts and about the lectures, while providing an open environment for students to discuss ideas raised by the texts. 399 Same as lecture, but more talking. 400 The discussion should encourage the student to analyze and develop thoughts helpful for essays, etc. 401 clarify lecture and bring up or differing points on same topics as lecture 402 Section should allow students to expose themselves to different perspectives, to better their discussion skills, and to clarify their ideas regarding the texts. 403 Expand and discuss ideas brough up in lecture, or present new ones. 404 Allow for open discussion on the readings or questions about the readings. Guide the students in their focus, and develop their understanding of the course material. 405 Not let me fall asleep, animated TF, elaborate on ideas presented in lecture, attack text. 406 open flow of dialogue, with a little direction from prof 407 Discussion of different opinions that the texts provoke and more administrative matters. 408 m 409 allow the students to express their opinions of the novel. 410 An effective IHUM discussion should be an extension of the lecture in order to provide additional breadth and give students a more personal approach to the curriculum. 411 I think it should mainly clarify and enhance the subjects learned in lecture. It's helpful when additional materials (videos, etc.) are brought in to supplement the lecture information. 412 It should clarify the information covered in the reading and in lecture. It should then deal with some of the questions and issues raised in lecture that were not explicitly in the reading. It should also at the same time deal with questions and issues that students have come up with through their analysis of the text. 413 helping discuss the concepts from lecture, helping sort through and discuss the works studied in the ihum, answer any questions, good discussions 414 Figuring out what the professor said in lecture. 415 IHUM discussions should help the students to understand the texts on a more basic level, and then give the students an opportunity to discuss/dispute the most recent lecture. 416 I think that the discussion should first cover questions raised by things said in lecture. Using these questions as the basis for debate, I think the discussion should continue to explore ideas about the texts. Through discussion new ideas and perspectives should be formed. 417 An effective IHUM discussion section should rouse the students interest and present them with an environment where they can debate about texts and lectures. Discussion sections should also have a focus and direction. 418 serves to develop the minds and thought process of students in a comfortable environment, taking the lectures and running in different directions with it. An effective section would not be intimidating to any personality of individuals, but challenge each person to stretch themselves in their own ways. 419 It should answer those questions or at least give reasons why they can't be answered. It should make the readings understandable. 420 An effective IHUM discussion should encourage discussion and debate around the readings to also create better understanding of the texts from different viewpoints. 421 To concrete and develop all covered in the lecture. 422 Spend part of the time discussing course related material, but also serve as a forum for discussion about interesting related topics that aren't necessarily covered in the curriculum. 423 Encouraging critical thinking and discussion 424 The discussion should examine interpretations of the text. 425 It should allow the students to realize new concepts about the text by talking about them and sharing ideas. 426 Sections should expand upon the lecture material and engage in thought provoking discussions in small groups to encourage participation. 427 The discussion should help to clarify ideas presented in lecture, but it should also be a forum for students to present their own ideas about the text and about the topic in general. 428 Allow students a comfortable environment where they can share their ideas; present new thoughts to promote sharing of ideas. 429 discussing in detail objects of the lecture 430 It should help the students understand the lectures, and generate interest and opinions regarding the topics. 431 Answer questions raised in lecture 432 Increase understanding and spark discussion/arguement 433 to further engrain the subjects of the lecture, providing an opportunity for students to voice their thoughts and ask questions 434 Allow the students to discuss, allow their ideas to refine, with input from the TF when he/she sees fit as to what topics the discussion should cover. 435 The IHUM discussion should allow students to clarify points from the lecture and allow advanced thinking on particular issues. 436 Discussion section should provide an opportunity for students to comment on the material presented inthe "effective IHUM lecture" depicted above, to bounce ideas/philosophies off each other, to argue with one another and learn from one another. This should be balanced by a knowledgable TF who offers insight and guidance when needed but knows when to step back and let the students take the reins. 437 Ihum discussion section is a forum for students to discuss why a book is relevant in the context of the Ihum course. It should also be a means to clarify the broad concepts, themes and motifs that occur in the course readings, as well as a way to engage students in the life of the mind. 438 An effective IHUM discussion section should focus on whatever the students are having trouble with (from the lectures). It should be an in-depth, comfortable atmosphere where students can throw out their thoughts and ideas without fear of appearing inferior. 439 It should answer students' questions about lecture and give them an opportunity to explore their own ideas about the texts they've read. 440 It goes in depth with the reading and the lectures and it creates an open environment with a group of studendts to discuss different issues. 441 To allow one to express his views and possibly modify them by listening to others. 442 provide insight on a text with a greater focus on students' contributions |