Here are some questions I've received from students in the past. My answers follow.

------Why don't you (Caren Marzban) post the HW assignment in advance?

First of all, I base the HW problems on my lectures. Since, I often fail to finish my desired lecture material on a given day, it's likely that the assigned HW problems would fall out of sync with the lectures. Secondly, as it is, you have plenty of time for working on the HW problems; even for the last one (assigned on Fridays) you still have the weekend and Monday to work on it. So, just start working on the problems as soon as they are assigned.

------Why don't you work out more examples in class?

There is simply not enough time for me to cover what needs to be covered and work more examples. You are expected to have read the relevant sections before coming to class - and you'll notice that the text book has plenty of concrete examples. I see my job as highlighting the important and less-obvious issues. Having said that, I do work out examples, when I see that as an effective means of conveying some idea.

---Why do you use pop quizes to lure students to lab or class?

Maybe I do, maybe I don't. Regardless, quizes serve several functions: 1) they serve as one more "midterm", 2) they serve to assess how the class is doing as the course progresses, and 3) yes, they do keep the students on their toes.

---Why aren't the quizes like the homework problems?

It's hard to quantify what one means by "like", but I sincerely believe that the quiz/test problems are in fact like the homework problems. And, in case they are, let me remind you that the quiz/test questions are supposed to assess how much you have learned, not how much you have memorized.

---Why aren't the homeworks assigned all at once, at the beginning of the week?

Because I never know how much (or even what material) I end-up covering in a week. The homework assignments are based on what I cover and say in class. I do realize this creates some trouble for some, but don't forget you can start working on Monday, when the first assigment is given.

---Why don't the TAs go over the code that students would need for doing the HW problems that require R (or computing)?

If they provided the whole code, then there would be no need for assigning HW problems. HW problems are designed to make you think, and learn as a consequence of that thinking. Also, everything you need to know in order to do those problems is conveyed to you in the labs, in the lecture, or thru hints. Well, OK, not everything, since in that case there would be no point in giving HWs and make them count toward your final grade.

---Why do you assign so many HW problems?

I don't! An average of 4 problems per section is not too much. It's standard. (And I've already reduced it since previous quarters.) Also, as I said in the syllabus, doing problems is one of the best ways (if not the best way) of learning the material.

---Why is the wording of the homework problems ambiguous, even though I follow the material during lectures.

Unfortunately, understanding my presentations is only a small part of the quest to learn the material. As for the ambiguousness of the problems, they may be. I won't argue with that. My suggestion: ask me or the TAs.

---Why don't you encourage working with other students?

Because, in my opinion, group study sessions only give an illusion of learning, and they make things fun. Real learning is done alone, and is usually quite painful. However, I'm not disallowing group studies either. The tutor center is a good place for such activities, because you can also benefit from the TAs.

---Why don't you use powerpoint?

Because I find it dry, impersonal, and too rigid. Yes, I could probably to the lectures in a mixture of powerpoint and tablet, but I see no overwhelming advantage to it.

---Why can't you write the lecture notes in better hand-writing?

Don't forget that the putting my lecture notes on the web is a favor that I do. So, don't complain about the hand-writing!

---Why don't you give out handouts and sample tests?

The whole book is a handout. It has explanations, examples, and exercises - both with and without answers. Anything else I provide will overload you. Also, sample tests give the false impression that the real test will be like the sample test. The best way to study for the tests is to work out problems from the back of each chapter.

---I (student) understand everything in class, but still can't do the homework problems and quiz/test questions. Why?

That's a well-known phenomenon. Most teachers (especially good ones) can give you the illusion of understanding. The only way to assure that you truly understand the material is to be able to do the homework and quiz/test problems. As I have said, else where, the teachers job is to point out what's important and what's less important. And that's important too.

---Finally, let me assure you that you don't know everything about teaching! As such, you have to trust me in doing what I think is right. One thing I can tell you with reasonable certainty is that my past students who have gone along with me and followed my advice have ended up doing very well in class. By contrast, those who have spent most of their time arguing over irrelevant issues have ended-up with mixed results.

-- Post finally, do not misuse the anonymous email option. For example, do not send me an anonymous email, and expect me to respond publicly (e.g., on the course website). Your specific opinion, expressed in your anonymous email to me, may simply not be of interest to the class at large. If you have an issue, then take it up with me openly, so that I can decide if the issue is valid; if it is, then I'll take it to the class as a whole.