Another highlight from Steven Miller’s presentation slides (pdf) about the benefits of recording lectures at Williams.

Local Student: Multivariable Calculus
The partial flipping was a successful, interesting twist to c
lass (though I think it worked in large part b/c of Prof Miller’s way of teaching). Your website with many different kinds of practice problems, lecture notes, and additional comments with various links played an influential role to my performance in this class. I watched all the videos you sent via email and on GLOW. I watched some of the optional videos on the webpage when I had time or something I wanted to learn more about.

Most of the time, however, I watched the mandatory videos after class b/c I viewed the online videos as good reviews of the lecture for that
day rather than as previews since I prefer learning new material in
person. Also, I watched all of the lecture videos for that class day
when I got back to my room and took more notes for things I missed
or wanted to emphasize b/c I found them important. You don’t know
how helpful these recordings were since we cover so much material
in such limited time. As a student, I really appreciated this partial
flipping system and the available online resources – it really worked.

All good stuff. Surely there must be another professor at Williams who records her lectures. Or is Miller the only one?

But, again, recording lectures is a second best solution because the best future for Williams is no more lectures.

[T]here would be no better way for Williams to demonstrate to potential applicants that it is a different place, with different values, than by drawing a line at 15 students or so per class. If Williams had no lectures, then there would be less doubt about its educational superiority. The tutorial program already provides Williams with a leadership position in undergraduate education. Abolishing lectures would do even more.

Williams would be better off if every class taught by Steven Miller, and the scores of other excellent professors we have, were 15 students or fewer. There would be no need for recorded lectures if there were no lectures in the first place.

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