deletions | additions       diff --git a/motivation.tex b/motivation.tex  index 88980f6..ffd4c56 100644  --- a/motivation.tex  +++ b/motivation.tex 
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\section{Why revamp AST 208, \emph{Planets and Telescopes}?}   The undergraduate major not only imparts knowledge about a discipline; it also trains students in the practice of that field.  Astronomy---like Astrophysics---like  all sciences---evolves, and the skills that a student of astronomy astrophysics  is expected to acquire therefore also evolve. Numerical software has made tables of integrals gather dust; data analysis and CCD detectors have replaced visual scanning of photographic plates. Further, the majority of astrophysics majors do not become professional astronomers; they do, however, find employment in a variety of STEM fields. For both these reasons, the undergraduate major must impart skills that are broadly applicable.  As part of a response to an institutional accreditation review, the astronomy group committed to the following learning outcomes for the undergraduate astrophysics major. 
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\end{enumerate}  \end{quote}  Data analysis and numerical computation are now ubiquitous in astronomy astrophysics  and in STEM careers; yet undergraduate curricula have been slower to systematically train students in these skills. In addition to having a greater reliance on statistical and computational techniques, STEM fields (including astronomy) astrophysics)  are increasingly collaborative. Skills such as communication and project management are an essential component of a student's education. This gap between what is taught in courses and what is needed by the discipline is readily apparent when astrophysics students begins their senior theses, which are required for an astrophysics degree at Michigan State. As noted in the astronomy group's response to the accreditation review,  \begin{quote}