"Newman is a very poor instructor, as he does not help students in learning. When questions are asked, he gives responses like "you should know that by now" and "read the book". These are unacceptable answers. His job is to help us learn. His lectures are not smooth, and a level of knowledge is expected, which is fine, but it would help to know those expectations. Because of the type of responses to questions, there is no positive environment in which students can use. Newman creates a very hostile environment. He may encourage questions, but who would want to ask? I strongly feel Newman should be taken off the teaching staff and stick to his flies."
"I really enjoyed this course. I can't say enough how nice and how good of an instructor Dr. Newman is. I avoided taking genetics until my last year because I didn't think I would enjoy it. I thought it would be 10 weeks of Pungent squares. Now I wish I had taken it sooner. I really appreciate how much Dr. Newman cares about the learning atmosphere. he makes it very comfortable to ask questions. I also appreciate that he teaches his recitations instead of having a grad student. He puts a lot of time into his course and it shows."
The only real complaint I have about the course is that the exams were so time-limited. Students who get test anxiety or are simply wordy or hyper-perfectionists can end up with grades that do not accurately reflect their knowledge of the material. Because different people take different amounts of time to complete the same task (but with equal quality), I really feel that giving those of us who need it extra time to take the exams would have been much more fair than snatching tests from us exactly an hour after we started.
Sometimes it is easier for students to work out problems and understand concepts with answers in front of them or available to them. One negative aspect of the class was the lack of obtaining answers on the "chromosome chart" in the workbook. This seemed to be a struggle and when I wanted to find out the answers after many hours of work, I still was told to work some more. The instructor should appreciate a student's point of diminishing returns when struggling with some concepts.
My only complaint is in regards to the portions of the exams that involve definitions and story telling. I should have received a much higher score, had it not been for the definition section in Exam I and the "Describe the experiment" portion of Exam II. If you must include them on the exams, they should not be worth so many points that would drop my score by 10%.
Newman is a very poor instructor, as he does not help students in learning. When questions are asked, he gives responses like "you should know that by now" and "read the book". These are unacceptable answers. His job is to help us learn. His lectures are not smooth, and a level of knowledge is expected, which is fine, but it would help to know those expectations. Because of the type of responses to questions, there is no positive environment in which students can use. Newman creates a very hostile environment. He may encourage questions, but who would want to ask? I strongly feel Newman should be taken off the teaching staff and stick to his flies.
Recitations were the most useful aspect of this class because the class size was reduced. I would have enjoyed more inter class discussion, although I don't know if that would be possible in this type of class. The main thing I would change would be: to discuss more modern studies in genetics. It is such a new and exciting field.
I think it is ridiculous that if a student wants to ask a question that they are not called upon if sitting in the back of the room! This was seen before test II at a "recitation" in class. All questions should be answered regardless of where a student sits. You should be made available throughout the day before the exam, not have specific cut off time to "punish" those who realize, while reviewing, that they found something they didn't quite understand and now have no way of clarification. You are here to instruct and to guide - not to "punish" or prove superiority.
Workbook over emphasized early material and severely lacking in later. The class material at the end of the term was the most unfamiliar/ new and needed more time. Mendelian Genetics should be more review.
I found the organization/layout of the web materials confusing and unhelpful. The page could be laid out in a different way. In organic chemistry you can view more information in one screen (on the web).
I think that group work should be encouraged more. One way that this could be done is to make the weekly quizzes a little longer and then asking student to work together in small groups. This would make it easier to develop study groups and would encourage cooperative learning.
I recommend that the textbook be changed because of the extra information and unorganized presentation of all of the genetic aspect. The end of the course (after the second midterm) went by very fast and maybe a little too fast. I guess there is the time issue but a TON of information was presented in that short amount of time.
With such a high grading scale, it would be fair to curve the final scores, with 70% being a C. That way there will not be so much disparity between A's and F's.
My only suggestion to improve the course is to reduce questions on exams or to increase the length of time for exam.
Spread the weight of exams by having more points available through class quizzes or possibly a project.
I feel a little rushed in the course. I felt like there was way too much information in a short period of time and often felt stressed about the material.
Grade on a curve.
Some of the course content could be explained a bit clearer.
Many times I would record lectures and go back and listen at my own pace. I would then use the web as my notes. But many times the web illustrations and order was different than lecture which took some time to sort out.
This course is a boot camp for the GAATICA corporation. You are tested on how quickly you assemble your weapon. Not on how well you think.
The information in the course could have been presented a little more clearly. The development of thoughts could have gone a little slower in some cases according to the difficulties of the ideas presented.
The molecular section of the course could be sharpened up through specific exercises in recitation.
Earlier web posting would by helpful.
The beginning was so simple and spoon-fed and then it spiked off into no man's land. Any possibilities of a more gradual transition to genetics language, maybe vocab lists.
Dr. Newman is a superb instructor but has developed his skills to include speed in his lecture. I can barely keep up. He also assumes that we have a strong background in bio and many times we could benefit from a deeper explanation.
Having info on the web is a great idea but I think the chapter outlines would be more useful with a little more detail. Often your lectures are different in content and presentation from the text. More details on the web would be especially helpful in these areas.
The text has a lot more info/detail than required for the course. This is nice for those of us reading for interest but not helpful at all for those of us trying to study and master course material. The work book is a great idea.
It seems difficult to get complete answers whenever I came and asked questions after class. If you prefer students asking questions at recitation please let us know. It becomes somewhat discouraging when you don't display much interest in clarifying my confusion.
Please speak up. When you turn to the blackboard you sometimes sound muffled.
Graphics can not be condensed - creates a lot of downloading; quizzes could be emphasized more as learning tools by giving them at the end of class after recitation or on Friday at beginning of class.
The only item I wish we covered more in class are problems relating to the information given, We did problems in recitation but I think it would be great to do a few in lecture (where we first learn the material).
I am intrusted in genetics, however, taking this course opposite o-chrm, with both of the midterms the same day as my o-chem midterms, was extremely challenging. Dr. Newman earnestly teaches, but is a bit awkward when handling student comments and questions. I was a bit resentful of how Dr. Newman seemed to rush through the material at the end of the course. The grading scale is too extreme. A 70 should be a C, not a C-; an 80 should be a B, not a B- and so on.
1) In a class such as this which is very dependent on recitation, quizzes and homework/workbook problems, there should be more credit for doing these things to help students earn a good grade in the course. In other words, the grade should not just be from the tests. 2) Having a cumulative final at the end of the course with the amount of material presented at the end of the course was overload, especially when so much of the the grade was riding on the last test. This really should be revised, whether it is a noncumulative final or less material given. 3) Instructor went very fast over the last weeks lectures. Too fast for appropriate learning. 4) The instructor did make efforts to help students, but only on his terms. He is effective at shutting out students' questions, one on one. This is very discouraging. 5) The instructor seems honestly concerned with teaching well and presenting well. His workbook ant the web aids are very helpful. Certain changes should be made, see above, to make this course truly outstanding and a good learning experience for all involved.
My one criticism concerns the second midterm. We were given the midterm from fall term as a study guide. In comparison our midterm, I felt, was more difficult and more comprehensive. Some students who would of received A's in the Fall received B's (etc.). I found this disturbing - as the grades of the two classes are not equivalent.
Second midterm was too writing intensive. I ran out of time.
A new text book would be great.
Please change text book. U of P used a book this term which is better and easier to understand - more useful. In last recitation period I felt bad for you when student corrected by your explanation of lac operon system. But I also home that you can now realize how some of the people may have felt when you embarrass them for asking question that are relatively elementary.
He said: "You either get the material or you don't". I did not! The text is terrible. Not impressed with the class. Confusing, and once behind, good luck in catching up. I never figured out how to succeed in the class. Too much confusion and material. Take class by itself and then maybe you can keep up!
The text is very poor. I recommend a better choice of text as a reference for the course.
The end of course too much information with too little time. Overwhelming almost impossible to juggle with the rest of my classes. Web was helpful - very time consuming.
As much as I like technology becoming such as part of our lives, I like the old fashioned chalkboard way of learning. The best productive lecture day was when the computer died.
Dr. Newman spends considerable time presenting, as new material, facets of genetics that students have previously been held accountable for in General Biology. The first week of the term would be useful for review while using the remaining weeks for instruction on material that is truly new. What is the purpose of having a prerequisite course if the same information is going to be presented again and again? Cutting the review from his lecture plan would allow considerable more time for concentration on the more difficult components of the course.
Although I understand that a course can't please everyone, I found the class to be over 50 % review of general biology. I would have liked to see more depth in the info. required of us. Prof. Newman seems to be genuinely concerned with helping students learn, and I do like to see that. But he went too slow in class for me - too much repetition of the same concept.
The amount of information, especially at the end, was overwhelming. It would have been nice to have a review at the end when people could ask question. Its difficult to email your questions an be sure that you are communicating exactly what you want to know. The recitations were helpful, but didn't get a chance to ask questions regarding the last two lectures and both had a lot of information covered.
Questions confuse him.
Could improve on letting students ask questions; should grade on curve.
The instructor was well prepared for his lectures, but seemed to get flustered when he was asked any questions he had not explicitly prepared for. He also often did not listen closely enough to student questions and ended up answering questions which had not been asked ...then when they asked their questions again he kind of blew them off..
Need to use technology less and do thing more like in the recitation. When students ask questions give a confident answer. Give office hours were students can come talk to you in person. To hard to do over internet.
More practice questions are needed; not just workbook pages. Perhaps a compilation of test questions could be given.
I feel that Dr. Newman is most likely an able geneticist although made everything much to complicated in lecture. Ironically as a result of attempts to make it simpler.
I didn't get much out of this course. I learned most of the information through book only. I hardly learned anything in lecture or recitation, and concepts were hard to grasp without a lab or good quality instructor. I feel Lester knows quite a bit in his field, but is unable to present that to his students in an effective way. Many students I've talked to (including myself) are more confused coming out of lecture and/or recitation and /or doing any work in the workbook Lester put together. Ideas and concepts are sometimes quite vague.
need to change recitation hours, make them at week's end. Need to stress recitation attendance for students - makes it better for those who attend to have their peers also there asking questions. Keep the two midterms as opposed to one standard for other classes.
I think 2 days a week of recitation since there is no lab would be helpful and appropriate!
Only criticism of course is grading of definitions on exams. Both midterms I had some answers as a friend on definitions, and I was graded down while they were given full credit.
Did not like class questions. Also not consistent with grading between students.
I did not think the clarity of the lectures was equivalent to the testing. The tests covered the adequate and important points of the course, where I did not get the concepts well enough from the lecture.
Textbook is terrible and a waste of money and provides little complementation to the lecture material.
Professor's manner in dealing with students horrible, a kind of jokey charlatanism that disgusted me. Choice tidbits like implying PSU was a ____? school, that he was stupid, weird, etc. Since the class seemed to enjoy giggling at the 'naughty' bits I guess we got the teacher we deserve. But I found the atmosphere violently opposed to the learning. The grading system is a joke---everything riding on the final? Please!
I think a lot of people don't like how Dr. Newman relates to people, but he is who he is and if people adapt to him a little better, they will find he is very approachable.
The presentations/lectures went too fast and one topic seldom flowed into another with an explanation of how the two were related. The use of the internet is outstanding except that there is no explanation of what the pictures represent. Make diagrams explanations, titles, etc. An outline format of the notes would be more effective than only writing the subject title. Instructor doesn't convey how ideas link together very well.
The lectures were very confusing most of the time and didn't correlate well with the text. It was hard to follow along and many concepts were made much more difficult than necessary.
I think this is a great course. Things were made very clear most of the time. Towards the end of the course things moved too fast and I didn't ketch on to the lectures. I found the book more helpful during the last 3 weeks or so.
The usefulness of the web site was phenomenal! Excellent workbook exercises that really allowed students to understand difficult concepts if they're willing to put in the effort.
you did a great job of explaining things in simple terms and not moving too quickly so that we could all understand. Thanks so much for your patience with us! .......student's name on evaluation.....got an A- in the course
I think he did a pretty good job of trying to breathe some life into this boring subject.
the lack of a hasty repair to the projection camera which resulted in blurry images for several lectures.
The display in class has been hard to see at times. It needs to have a larger display and the instructor should be able to adjust the focus.
video equipment inadequate.
visibility of overhead in class
the speaker did not always work
it was distracting when something went wrong like focus or mic going off, etc.
You could not see the screen from more than two rows from the front. How are we supposed to keep up.
using so much paper to print from internet. What is the advantage of having notes on the internet vs. copy center? It takes too long .... computers are still not easily accessible to everyone yet! It is not practical for every student to access campus computers.
lab was always full
The web site is often difficult to access or very slow.
I don't have a computer at home and I wasted valuable time waiting in line to use a computer.
the availability of on campus computers was sometimes very low.
trying to get on the internet or the phones were busy
slowness of net to access info out of lecture
Some of the movies wouldn't play when I went to the lab. I would have liked to have been able to print frames of the movies.
sometimes unable to log on to PSU server from home because busy (too many logging on)
it took so long to download the info
Difficulty in gaining access to computers at the labs during busy sections of the quarter
I would have liked to have had the outline and graphics available before the class. Sometimes it was difficult to get on the internet.
takes away from student/teacher interaction. Because it just takes a touch of a button in lecture to present material - the pace tended to move a bit to quickly in my opinion.
Color visuals do not print out well
getting diagrams misplaced because of lack of tittles.
I wasted more time trying to figure out how to use the computer than actual reading. I would be better off reading and having the lecture explained by the teacher.
spend too much time on computer than learning about the materials.
the fact that we have to know what is on the internet for tests. *not getting class notes and models before the lecture
The intense reliance on putting class materials on the web. It seemed to me that the instructor depended on students using the web if something wasn't clear, But I felt at a disadvantage because of that because it is extremely inconvenient to access computers for me.
the lights have to be turned out while using the computer overhead. This made it very difficult to stay awake.
Again, as in chemistry the lack of detail as when using a traditional chalk board the instructor would slowly go step by step allowing for questions. With technology things went by quickly and did not allow time for subject matter to sink in. I will try and avoid classes with this format next term.
Too much information too quickly without enough explanation & images via computer. When a professor uses a blackboard the processes of writing notes as he/she writes notes on the board makes learning much more clear. When a professor flashes images on the screen it is not interactive enough, too much like watching t.v,
takes too much time to try and find whats useful and what you need. You sometimes get lost doing that. The tech. was good for this class, however, I have had classes that it made it worse.
Had to get all material on notes because professor didn't have to write it down on an overhead
that instructor didn't interact with students because of the technology
Can be a waste of time if overemphasized and teacher is not familiar with it. Technology will never replace good teaching - this seems to be the direction PSU is heading. Don't get techno-crazy. It's not the greatest thing ever.
hard to read overheads
The professor relied to heavily on the technology - when questions were asked responded by use the computers to read the book. Technology is an addition to teaching methods - not a replacement for quality time spent with a professor. "technology" in this class was used for its own sake
graphics were confusing; there should be text along with the graphics to explain the graphics.
"computer generated = harder to learn. Much less interactive, so its very bad in a science lab.
The course was interesting in that students seemed bifurcated - those who got it and those who didn't. Perhaps instead of teaching this course twice you could offer an advanced version one quarter and a slightly less technical version another. Between a very good high school biology and a very good intro biology in college, I found myself not learning too much. An advanced introduction with fly lab and restriction mapping/electrophoresis lab would have kicked ass.
....the items which he stressed in lectures were not really on our exams, and the items of little importance were.
He later became grumpy when students asked questions. He appears to be extremely stressed.
It seemed that in the last couple weeks of class you were preoccupied with something else. Your lectures weren't as interesting and catching to the eye. It almost seemed like you didn't care as much about teaching as you were about cramming material into a lecture and getting out on time for your next class.
Maybe solicit ideas from students in previous terms who have taken this course to give advice to the next class. Also distribute phone and e-mail lists so that people would be encouraged to help each other. People could choose to Phone #'s removed if they wanted to.
I would suggest a curve for grading.
I often felt frustrated and confused. It seemed that recitation was the only time progress was made, that lecture time was wasted. The lecture could be made more clear with some sort of introduction and the terms we need to know should be defined instead of drawing a picture and saying that is such and such. If we knew exactly what to read before class we could conduct lecture more like recitation and eliminate the need for the extra hour. We would all be on the same page talking the same language.
I was very surprised and disturbed with the lack of office hours. On at least three occasions I asked the professor for help and was refused. The professors unwillingness to hold office hours made me feel as though he did not want to help students with their questions. I am aware that he preferred to answer questions via e-mail, which I think is an innovative and helpful idea. However, some questions (ie lengthy problems) are difficult to ask over the computer; it is also difficult to convey other concerns. If I had e-mailed a question, received a response, and then had a question about the response, I would have considered it a very inefficient way to learn. Thus, I did not use e-mail. The professor was willing to answer questions in recitation, however there is not always enough time, nor do all students feel comfortable expressing their insecurities in front of class mates. I have a B.S. from a prestigious Midwestern university, where classes often had hundreds of students; I never experienced unwillingness on a professor's part to engage in conversation and help their students. In short I was very disappointed about the lack of office hours. If Dr. Newman would take some time to provide office hours to his students, I am confident they would be thankful, as this is a challenging course and.........
I was very disappointed that this class did not stimulate my interest. In taking the intro in general biology I was very eager to learn genetics. However, the teaching style was a 180 degree turn around. The instructor who I praised in general Bo, was far from reaching these expectations in Bi 341. he was not as helpful as I thought he could have been, and showed/made little effort to excite my interest.
There were many times when Dr. Newman would be saying please feel free to ask any questions and you would get "shot down" so to say when you did. I completely understand making students find the answers to things. But there were times I had used my resources and still did not have an answer, It would have been nice to get that or maybe some more direction if finding the answer. I was not a high scoring student. I struggled and felt that maybe - even though he said it didn't matter- that reflected the way he dealt with my questions and problems.
At times he has done things so many times he forgets (I think) that we are beginners and are lost...... He likes to use the internet that's ok I guess but I'd rather he be more helpful in person as he doesn't like to help at office hours this is strange to me.
He appears uncomfortable answering questions during office hours and would prefer you looked up material from somewhere else than as him questions.
We need more individual help here at PSU!
More reinforcement of material by assignment...paragraphs and pages. and then going over them in lecture.
Information that is vital to the course (such as info that will be on the test) should not only be presented on the web. I use this service here at the school, but as I don't have it available at my house yet, this makes it a little difficult.
.....sometimes when people don't understand something he has said. he just repeats the same thing with the same words and phrases. it would be helpful he could learn to explain one concept in different ways.
The first examination had too much detail for me to finish in 50 min. It's really not fair to the student who has no control over the length of class. If I had more time I could have done better but there was so much detail it caused me to be rushed.
I learned a lot of things in more detail about genetics in Gen. Bio. (at Clackamas CC - NOT here) and was Bored.
For those of us who don't have access to the web, handouts need to be handed out.
I would encourage anyone who was not serious about studying and paying attention in lectures not to take it. May be students who are not science majors should be warned that genetics is very technical and requires quite a bit of time, in order to be successful.
I felt the exams did not test for the introduction to genetics that I studied for. Too many definitions and people who are important but secondary to doing genetics. Quizzes and recitation emphasized technique which were not tested on in proportion to this emphasis. Visual Aids good, but again were for techniques we were not always tested on.
I think you should give a list of definitions or words that we need to be responsible for - so we can be better prepared. Also when you give us words in class, often you don't define them. You draw pictures, then you expect us to make our own definitions. I don't think that's right. You don't listen and your impatience is very hard to deal with. You could do without the book entirely.
I think Dr. Newman is very Flamboyant. I would have preferred a more serious approach to the class. But his personality helped other understand things I understood without it.
Sometimes questions in class were discouraged. This made the instructor seem unapproachable. Also, some important material was passed over very quickly and needed more explanation.
More examples needed to work through some of the problems. Study guides, old exams, tutors.
[There is a general request for more help. One objective I have in the course is to try to make students more independent of instructors. You will eventually find yourself alone and in need of help with academic materials. Some students are here at PSU straight from high school or community college where an abundance of help is available. We find ourselves here in a class of over 100 students, all with different backgrounds. Some have had lots of genetics and others are just starting. Some have had genetics recently and others are returning to school after a long absence.
For many of your questions I would like to know that you have at least tried to solve the problem on your own. I may even ask you if you have worked out the appropriate pages in the work book and have read the text materials. Also, I would like to have you ask the question in a form which is understandable to me. I may prompt you in the text of your question before answering it.
Relative to new technologies, all I can say is that we are in a grand revolution in education. There are several new ways in which we can communicate with each other. If questions are asked via e-mail or the web form I can reply to you in person and have a record of the question and response for posting on the web. An important point ----- Having materials available on the web allows you to pick and choose that which may be of value. Why waste paper on hand outs for materials most of you may not want. Also I can, through the web, point you to a wealth of genetic materials at other sites.
Access to the electronic media is a problem. There are computer labs in the library and in Shattuck Hall. If you do not know how to use the materials, I would be glad to demonstrate them in my office.
Above all, I need to know your problems. My answer may not always be what you want to hear, but you can generally count on some suggestion on where to go to get an answer.]