IST 103

I don’t know who here is already taking this course but personally i feel it is a waste of my time. from what i hear it used to be a few classes given during orientation not a semester long course. i don’t see why we should have to read about effective reading. if we are getting anything out of the reading obviously we are doing it effectively. my teacher is a nice person but the class just feels so juvenile and i feel like i am spending time i could be spending studying for my art history test or writing my psychology lab reading about things i already know and have already been doing for a while.

4 Responses to “IST 103”

  1. kldescoteaux Says:

    I felt this same way my first year. Weirdly enough the class help me figure out what I wanted to write my senior paper about. Hopefully it will be able to help you pull your education here full circle, hence the concept of a Liberal Arts education.

  2. Charlene Says:

    hopefully. i am sure this is something i will look back on and be happy about but right now i am kind of bitter about it.

  3. Emmapemma Says:

    You guys might have taken same sort of course in high schools.
    However, for me, it is quite useful.
    I will choose it no matter it is madatory or not.

  4. megan Says:

    I agree 100% Charlene. We actually just talked about this in my IST107 class yesterday. Its so frustraighting being forced to take the 103 because it is all stuff we have covered in high school and sine it is just a 1/2 credit course the amount of time being placed upon is rediculous. Being forced to take this class is hindering my performance in my other classes because there are so many readings and outside workshops required that take up hours of my time I do not have as much time as I should to spend on my other work. I do not want to fail the IST for not completing all the work but at the same time, if it comes down to it, Im going to finish the work for a 3 credit class that will count towards my major rather than just a 1/2 credit that does nothing for me.

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