Comparing Classes

The differences in how classes are administered is striking. Take a couple of classes that I'm a part of this term, for instance: Intro to Mathematical Statistics II and Applied Stochastic Models.

Both classes have the same prerequisite and both are crosslisted as both senior-level and graduate level courses. Conceptually, Stochastic is substantially harder than Math Stats, I think.

In Math Stats we have weekly homework assignments and a recitation. At the recitation, we have an hour with the teaching assistant to ask him about specific homework questions, which he solves for us. In addition, he gives us solutions to each of the homework problems. We have a quiz the next day consisting of, essentially, a few of the assigned homework problems. Really, there's not much of an excuse for doing poorly on the homework quizzes, because you have the solutions to study from, even if (you're a slacker and) you don't do the homework on your own.

Stochastic, however, is much more intense. We're given weekly homework assignments, but there is no recitation and we are not even allowed to talk to each other about the problems. We can't compare answers or ask the teacher about them out of class. The only time we can receive help if we're stuck (and we receive hints, not solutions) is at the beginning of class periods. The professor does this because he believes it is very important that everyone be on equal footing and have equal information about the homework assignments.

The only similar type of situation I can think of right off hand is two classes I've taken involving computer programming. There, homework assignments are programs you have to write. A teacher can't just "give solutions" to students who are stuck. You have to think long and hard to try and figure it out. Unless you find the right T.A. who will say, "oh, ok," take the mouse from you, write a little code (to fix my pointers - that I didn't understand - for you comp sci guys), and wa la, it works.

But very rarely have homework assignment solutions been so difficult to obtain. It causes you to spend a lot of time thinking about them, and gives you great satisfaction when you discover the correct solution. The tendancy, if the solutions are as close as the professor's door, is to think about the problem a little, get stuck, and then ask for help.