Bergen Community College INF-107 MiniComputer Operations

Fall 2001

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Responses to anonymous mail (in reverse chronological order)

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Submitted 10/21/2000 - Topic:  Class 7

Q:  J. Meyers (Myers) talks too much.  He needs to be more hands - on.  No student learns well with pure lectures for two hours straight.(From an on-line evaluation sent 10/10/2000).

Q:   I agree somewhat about too much talking and not enough lab in class. I feel that the talking is fine, but needs to be more objective as you tend to constantly go off topic. In addition, I think it would be more beneficial for the class as a whole if a larger time slice of the class is dedicated to hands-on lab work. Book study and lectures are great, but nothing beats hands-on experience, and I think you can also agree.  Thank you.

A:   Because these two items are related, I feel that I should respond to them together.  This is a topic that has certainly been submitted by students in past semesters.  While I certainly acknowledge the students' opinions, I have to work with what I have.

A four hour class is certainly not my favorite, either.  In previous semesters, I had to do the first two hours in a room that didn't even have a projector.  Now, I can break up the material with demonstrations and I try to do so whenever it is practical.  This is one of the reasons that I teach on Friday nights ... I don't have to have the first part of the class in a lecture room (without a computer & projector).  You would REALLY have liked the class on those semesters ?;-()

The reason why the class outline is posted on the web site is so that we both know the agenda for the night's class.  How many other classes at Bergen have such a well defined & published agenda?  There are good reasons, in my opinion, to temporarily diverge from the agenda.  In order to answer a question, it is often necessary to look at material that is outside of the agenda in order to give the question a complete answer (I CERTAINLY value questions from the class and wish to encourage them).

The second reason that I diverge from the agenda is if I see a pattern in the discussion that I have with students during the breaks.  During Class 7, I had three members of the class with significant questions concerning career paths.  I suspect that there are many more students with similar questions that have not built up the nerve to ask them.  One of the advantages of having adjunct faculty, with significant real-world experience, is to benefit from perspectives that are probably significantly different from either the full time faculty or your own.  If this offends you, I am sorry.

With respect to lab time ... each week, the balance of lecture to lab time has continued to shift.  The reason for the shift is that the class must be taught enough to be able to take advantage of the lab time that they get.  The lab in Class 7 is the first lab that I thought that I didn't have to do the lab in "lockstep" so that everyone could keep up.  The reason that I have fought to make the IBM iSeries eServer (AS/400) accessible from the Internet is to ensure that you have adequate access to the IBM iSeries eServer (AS/400) whether you are at the college or are at home.  I haven't seen ANYONE in lab until 10:20 pm on ANY night.  This changes every semester starting with Class 8 ... the labs will be longer & more complex.  The reason for this, in my opinion, is that the ENTIRE class has been prepared to do the material.

Submitted 3/4/2000 - Topic:  Class 7

Q:  Regarding the issue tonight (3/4/00) in class, I feel that was not handled in a professional manner.  This person which came into the class rudely demanded everyones name and social security number without first identifying herself or explaining what this information was going to be used for.  I am not sure what the college is used to during the day but most of us who come to school at night are adults and are making a huge effort to be here.  I believe that we should be treated as adults not high school students.  If this is a college staff member I was very disappointed in the way the college handled this situation.

A:  (I have included the following text in an eMail to the individuals listed below with the subject "You might get a call from one of my students ...")

     I'm not sure how this entire incident escalated into what it became.  Normally, I get to class about 1/2 hour early so that anyone with a question can get it answered thoroughly prior to class officially starting.  On Friday afternoon, I had several long meetings at work that caused my arrival to be delayed until 6:05pm.  When I arrived, the classroom door was open & the students were waiting inside.  Because (in the past) I have seen security routinely opening up doors in the "C" wing at about 6:00pm, I did not think anything of it.

     Just as I was starting my lesson, a woman (I assume from Collegis) burst into the room & demanded to know if I had unlocked the door.  When I said that I hadn't, she said that apparently a student had the combination lock code for the room.  She then announced that she would need to see the student id's & get the name & social security number of each student in the class.  While she was interrogating one of the students, he politely questioned why was this procedure being done.  The person from Collegis decided to make an example of both this student and one other (who made the mistake of smiling at someone who was very much in love with her power at that instant).  The start (and end) of class was delayed 30 minutes because of this procedure.

    At break, several students expressed disbelief at the treatment of the class.  They requested to know who they could contact within the administration to complain about the incident.  The appropriate individuals include:
 

My supervisors	Collegis supervisors
Bob Kahn (Dean of Business, etc.)   Phone:  (201) 447-7184   eMail:   rkahn@mailhost.bergen.cc.nj.us	Richard Cortell (Director, Academic Computing)    (Collegis manager)    Phone:  (201) 447-7119    eMail:   rcortell@mailhost.bergen.cc.nj.us
Ed Mather (Department Head, Business)   Phone:  (201) 447-7214   eMail:  emather@mailhost.bergen.cc.nj.us

   As someone who is responsible for running a company, I certainly understand AND IN NO WAY QUESTION the need for security.  At the same time, in my opinion, the reaction was excessive and the belittling of the student was not called for.  Unfortunately, I did not request to see the ID of the person (who I believe was from Collegis).  That was my mistake!

Submitted 3/3/1999 - Topic:  Entire Course

Q:  Who ever typed the first message get your nose out of Mr. Myers @#%$^$ (Censored by Instructor).

A:  Thanks for the support, but this doesn't help!  In my opinion, part of running an effective organization is to have an open & free discussion of issues.  That's why I started the anonymous message program in the first place.

Bad news is the most valuable news that a leader can get (especially if they get the bad news in private & the person giving the bad news is not a 100% whiner).  How the leader deals with bad news is the true measure of the leader.

If the leader has the messenger shot, the leader will not get any more bad news.  This will also almost always ensure that the bad news will become true.

Having spent a significant portion of my career in Sales (yes, I am also certified by IBM in IBM iSeries eServer (AS/400) Sales), I have come to view "bad news" as a positive event.  In the theory of  "a structured sales process", unless you really screw up, you will receive some form of bad news from your customer during the sales cycle.  This is called an "objection".  This is the point in the sales process where the customer says NO (for the first time).  The key to being an effective salesman is to view this for what it is ... a statement by the customer that they don't agree with some portion of your justification for the sale.  The best way to overcome the objection is to make sure that you learn from the customer why they feel the way that they do.  Often, the objection can be resolved by helping the customer see a different perspective than the one they previously had.

These principles also apply to Information Technology!  INDIVIDUALS WHO ARE CONSIDERED TO BE THE MOST SUCCESSFUL SYSTEMS PROFESSIONALS ARE USUALLY THOSE WHO COULD SURVIVE IN SALES (as opposed to being an "order taker")!  A key to IT success is figuring out what the users of the technology want & giving it to them.  This is much more important than being on the "cutting age of technology"!

You are my customers!  If I didn't receive any questions or objections, you would either be asleep or dead!  Does the posting of this remark mean that it is time for me to "ask for the order"?;-)))

If you haven't already done so, this might be a good time to complete the student evaluation!

Submitted 2/24/1999 - Topic:  Entire Course

Q:  I think the class is taught fine in the way it is conducted now.  And not to be mean, but for those people who find this class extremely difficult, maybe they should look into a new career choice because if they can't grasp this, they're doomed when they get to programming classes!

A:  There are certainly a diverse set of expectations within the class with respect to the information technology profession.  Different portions of the profession require entirely different intellectual challenges.  Each student, must learn where they want their career to go & what preparation the marketplace requires in order to get there!  Those who do not learn this will be doomed to receive an inadequate return on their educational investment.

The Information Technology curriculum tends, in too many cases, to produce students who are "a mile wide & an inch deep".  Few courses have prerequisites specified.  Students often develop a superficial knowledge of the entire profession rather than a significant, "employment level" expertise in a particular area.  Speaking as a management consultant & an employer, you had better learn that the marketplace is seeking individuals who are "a meter wide & a klick (kilometer) deep".

My daughter has been taught Microsoft Office in her seventh grade class.  She even used Powerpoint (with animated effects) to make her Christmas list this year!  It boggles my mind that you can get college credit for this here!

Career choices in information technology, recognized by the marketplace, include:

• Creators of computer programs (Systems development)
• Users of computer programs (Help desk / systems support)
• Guardians of the computing infrastructure (Network Administrators)

Because IT107 is an introductory course, it exposes you to elements of both network administration and systems development.  Section 1 (System Operations) of the course explored many topics which are common to Network Administration.  Sections 2 (Database Management) & 3 (Applications Development) focus on System Developer issues.  One of the things that you should be sensitive to is the difference in orientation between these sections.

Network administration involves issues of server configuration & network infrastructure.  A very good memory helps here.  Also the ability to tolerate being "on call" 24 hours a day helps!

Writing a computer program of "commercial complexity" is a complex task.    Systems development (programming) requires the innate ability to "visualize abstract logic".  This is very easy for some folks, and nearly impossible for others!

A large number of entry level jobs involve supporting users of computer systems.  Verbal skills & the ability to relate to other user's frustrations are helpful.  People can really get upset when their computers are standing in the way of getting their jobs done!

This is why IT majors often do not walk or talk alike!  This why I encourage diversity of viewpoints.  I am trying, by example, to demonstrate a successful culture for a creative systems development environment.

The Internet has posed challenges to traditional data processing organizations because it requires a large number of skill sets working together to produce commercially meaningful results.  Ten years ago, how many systems departments would consider artistic perspective to be important to the implementation of strategic information systems?

Let's try to understand that the class contains individuals with many diverse talents ... not everyone is a programmer ... or should be!

Submitted 2/21/1999 - Topic:  Entire Course

Q:  Although, I don't agree with the "flaming" tone of the student with the "bike/video" examples it does mirror my exasperation. The course is billed as "Introduction" not "Advanced". For those who know so much and get bored, let them read a book so they can zip along at there own pace. Those of us who really need the help of a caring instructor like yourself can benefit from time spent in a "supervised" lab environment. NO one in the free time labs has a clue about the AS400. There are NO tutors in the tutoring center.... So if you are lost or overwhelmed more time in the free labs doesn't really help. If anything, they only further one's frustration as you stare in confused isolation.    More hands on time, earlier in the evening, spent with you or an informed lab aide would be welcomed.     My suggestions for the industry professionals and people who are taking the class for the second time are as follows:

1. Do their reading for next class so they don't have to do homework during the week.
2. Help others finish there labs. "There is no better way to learn than to teach".
3. Have additional labs or drills that are not to be handed in for practice then and during the week.
4. Let them go home early. If it only takes them half the time to get it fine. This will give us never-evers more one on one time with you.   Thank you for allowing us to express ourselves.

A: You are saying a lot here ... let me try to answer your concerns one at a time.  I am certainly willing to come in early (& to stay late after class - until security kicks me out) to ensure that EVERY question or concern from ANY class member is completely answered!

In my opinion, the most effective way for students to prepare for a class in this course is to:

1. Go over the lecture notes for the coming lecture (they are on the web site)
2. Read the assigned textbook chapters
3. Prepare a list of questions for the initial Q&A period of the course.  An OK question is "I really didn't understand the concept of ... at all.  Please explain it to us.".  If my explanation is not adequate, please indicate that to me and I PROMISE that I will continue until the class feels that their understanding is adequate (unless I sense someone is "busting" me).
4. ASK these questions during the initial Q&A period at the beginning of class.  If not then, ASK them when I address the material in the lecture.  If YOU have the question, probably 10 others probably also have the question & are afraid to ask it.  If you ask me a question about course materials during a break, I will defer the question until after the break so that ALL students may benefit from YOUR preparation!

In order for us to both be effective in our goals, we must be open with each other.  I will NEVER punish a student for asking a question related to course material.  I HAVE occasionally responded that the level of depth required to answer a question is beyond the expectation of the course.

EFFECTIVE PEOPLE USE QUESTIONS TO LEARN WHAT THEY NEED TO KNOW . . . THE ONLY STUPID QUESTION IS THE ONE THAT YOU DIDN'T ASK!!!!

Judging from the "body language" that I "read", about 1/2 of the students in this class DO NOT PREPARE IN ANY WAY for class.  I have NO sympathy for students who do not prepare for class.  The cost of tuition & books should be the smallest cost of taking a class.  Your time spent preparing for class should be your greatest cost!

To me, a perfect class is one where students have prepared for class & the 2 hours of "lecture" are spent answering student questions about the material.  This would leave 2 hours for labs which reinforce the material assigned for the week.

Hopefully the reason why most people are taking this course is to receive professional employment in this area of Information Technology.  There is a reason why Information Technology salaries are so high.  People are expected to know what they are doing.  You can't "skate" your way through a technical job.  If you don't know, you will wash out of a "technical interview" & never receive a return from this education.

I have previewed the course outline & web site with several of my peers in the industry.  Their feedback is that the course material is exactly the type of preparation that they are looking for in entry level candidates.  They would like to interview employees with this background for jobs!.  Do not be surprised to see an employment links page here in the hear future.

One of my core beliefs about education is that the value of any educational institution is obtained in the outcomes which its students receive.  For most students, this outcome is a job.  Teaching a "watered down" course & giving tests where almost everyone gets a 100% would make me a very popular instructor.  However, it would not, in my opinion, be doing my job.  I view my job as giving students, who choose to take this course, the preparation which is necessary to succeed beyond the walls of the college.  My evaluation of students, in the form of tests, is hopefully firm but fair.  Hopefully you will be evaluated as fairly in your corporate careers.

Support for my feelings comes from the experiences of the person who "recruited" me to teach at BCC.  She was a junior level employee in the IT group of one of my company's customers.  Even though Chuck Port (the full time teacher of the course) considered her to be "among the best students he ever taught at BCC", she was totally lost in her entry level job.  The preparation which she received was totally inadequate with the expectations of the marketplace.  I NEVER want a serious student to be in this position.  Discomfort in a course in temporary, discomfort in your chosen career is permanent.

The initial labs focus was "learning how to find answers to what you don't know".  This is a skill which will ensure success no matter where your career takes you.  In the second and third sections of this course (which we start this week), the labs are focused on specific skill development.  You must know your way around the system before you can productively use it.

Sorry for the rant, but it is important that you each know where I am coming from.  I wouldn't be doing any of this if I didn't care.

Submitted 2/10/1999 - Topic:  Class 4

Q:   Hi Mr. Myers:    Your lecture and test review were excellent except you started yawning at the end.  I must say that it didn't bother.  Maybe it's because I think so highly of you, but, obviously, it did bother others. I am sure I'll e-mail you again this week.  Until then, please take care and good night.

A:  Sorry guys ... I'm only human & my normal bedtime on non-teaching nights is 9:30pm (as you might guess, I am a morning person).  There was a lot of material to present that night & there were a lot of questions during the breaks.  In the future, I will make sure that I get a coffee during break, if necessary.

Submitted 2/10/1999 - Topic:  Entire Course

Q:  Having a diverse knowledge of pc's and systems the one attribute's I have found among all people is the inability to remember what it was like to know nothing about computers.  My point :  Time on this system is of the essence.  I am sure notall of us learned to ride a bike in one day. Picture this your 13 and your friend says "hey I got a new video game]]] Wanna play it?"  You say, "sure"  Then you go to his house andsit there while he plays all day.  Then even worse he challenges you to play vs. him.  You sit there while he whips your butt and laughs.  I think I have said enough.  2 hourlecture/2 HOUR LAB]]]]]]]]](not 20 min.)

A:  In a class of individuals with VERY diverse backgrounds, I have to plot a course which will challenge the more experienced students, but not lose the totally inexperienced students.  Because the subject matter is new to all but 2 individuals in the class, I must get the class to a common level before I can have a MEANINGFUL 2 hour lab.

Your desire is the opposite of the previous message (see below)!!!

My job as an instructor is to do what is appropriate for the class.  In my professional judgment, the median of the class is unprepared for a 2 hour lab at this point.  If you disagree, the person to speak with is named Bob Kahn (the Dean).  You can read Bob at (201) 447-7184 or by eMail at rkahn@mailhost.bergen.cc.nj.us  By the way, Bob reads this web site regularly!

I respect your desire for lots of lab time!  That's why I publish the list of open labs where you can get additional time as you desire.  As the class, as a whole, progresses to a level where they can benefit from 2 hours of lab, the lab period will extend accordingly.

Submitted 2/9/1999 - Topic:  Entire Course

Q:  Would it be possible to cycle through Lecture, Demonstration, and the students own "hands on?" Say 2-3 times per night. i.e. introduce concept, demonstrate, let student's do. Then start all over with the next concept and build on the First concept. Currently, it seems that we don't get to try it for ourselves until we are "burnt out or overloaded by information intake.

A:  This is a good idea.  Unfortunately, in the past, class would be scheduled for one room & lab would be in a separate room.  My lecture plans were built on this assumption.  In order to implement this idea, however, I need to get the class to a "common level".  Some students need 5 minutes to do a lab, others need 20 to do the same thing.  Quite frankly, in previous semesters, some of my students did the labs during our frequent breaks (which occur after each section), handed them in at the beginning of the lab period, and left early.  Heaven help the unfortunate student who needs to get a nicotine fix & is not quick in getting their lab done!!!
 

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