PSYCH 213: Cognition is like most 200-level psychology courses: it's straightforward, chock-full of interesting studies that explain human behaviour, and it's in Leacock 132. But unlike most large science classes, it's not recorded.
Among the many redundant questions posted on WebCT, there have been well over 100 requests to record Cognition lectures - in addition to dozens of emails and in-class appeals about the same subject. They've ranged from simple inquiries to insults to the department. For a small fee, the Psychology Students' Association offers note-taking club transcripts of the class, but even direct transcripts haven't placated some students.
The Science and Society office began recording lectures for its World of Chemistry courses partly because their exams focus heavily on details, and accompanying textbooks aren't usually available or appropriate. Since then, the practice of recording lectures has spread to dozens of lower-level science courses and even some arts courses. While that technology can be beneficial at times, it has spoiled some students to the point of insult.
When the projector broke in the middle of a lecture, a few students next to me said that the professor is obviously technology illiterate, and that's probably why she doesn't record the classes - because she can't. I don't think that this is true. Classes aren't recorded because, despite size limitations, the professor would like to engage students in the material.
Lectures recordings are a great resource, but they are not a substitute for going to class. They can be very useful for first-years when homesickness, a full course load, and new social environs combine in the worst of ways, but they aren't necessary for academic success.
In a class that examines attention and memory, students should make practical use of the material. As one student so aptly put it on the WebCT discussion board, her decision involved "something about passive listening and active listening."
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