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Image Analysis Course Recap, Fall 2024
Last term (Fall 2024) I again taught the computational image analysis course I developed a few years ago (see 2021, 2022). It was again a mixed graduate and undergraduate course, this time with an...
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Why Don’t Academics Care About Artificial Intelligence?
It’s February 2025 and this, like some of my other recent posts (here, here), could be a snapshot of a landscape being transformed by the roaring river of artificial intelligence. But it isn’t....
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The most important, and the most pointless, course I’ve taught
Last quarter, I taught for the first time the first term of the introductory undergraduate physics sequence, the standard “physics with calculus”:” class that exists in some form at nearly every...
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Are we missing 400 students?
How many out-of-state (non-Oregon-resident) students are there at the University of Oregon (UO)? This is an easy question to answer: about 9000, or about 45% of the total undergraduate student...
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Course Recap: Physics of Solar and Renewable Energies, Spring 2025
Last term, I taught The Physics of Solar and Renewable Energies, a course for non-science-majors at the University of Oregon. I’ve taught this course several times and I wrote a blog post about it in...
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Some data on homework and its correlations
Does homework matter, in a college gen-ed science course? I’ve been thinking more about this question over the past year or two, as AI tools are able to quickly and correctly answer nearly all...
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Remembering the year when I almost went on strike
On a Sunday evening in March, nine months ago, I sat on an airport floor in Los Angeles staring at my laptop, attending an online meeting of the University of Oregon’s faculty union, facing the...
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Space mirrors, solar panels, fools, and their money
I wonder if fraudulent or foolish investment schemes are more likely to attract victims if the schemes involve high technology, saving the planet, or, especially, both. This came to mind when reading...
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Online courses, supply and demand, and academic integrity
What makes a college course popular or unpopular? I’ve long been interested in courses for non-science majors that satisfy “general education” requirements, their aim being to foster overall...
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A historical course enrollment visualizer
If you’ve ever wondered: What has the enrollment in the introductory “Physics with calculus” (PHYS 251) course at the University of Oregon (UO) been over the past 30 years? What about Business...
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