Some of the comments from the mid term correction questionnaire, Winter term 2003.

I wish you would combine the outline and graphics on the same web page; It is hard to print out pictures that go with the outline every time when I print.

There are so many disagreements between your lecture notes and the text.

Lecture is a little bit confusing in terms of which material to study or focus on because much of the text in the book doesnπt get touched on in lecture.

I am also worried about the second exam because the first one was easy but not too easy, so I am expecting the second one to be a shocker. Plus you are giving 2 extra points so it gives the impression to me that people (I for one) are going to be needing it.

...it seems like students have questions that you have trouble answering.

On recitations, I would like more time involved in discussing current materials covered in that weeks lecture.

Outline: needs more detail, explanations

I think a more easily printable set of notes would be nice. I like to be able to pay more attention to writing little notes and listening to the majority of the lecture.

It is cumbersome trying to synthesize computer, lecture and book materials into one, readily accessible package for use in test preparation. Exam pertinent info is strewn about like debris a trailer park after a tornado.

Last terms intro/general biology course went into more detail of the topics covered than in this course i.e. I was required to learn much more in that course (regarding genetics) than in this course.

Sometimes I find many of the students start to pack up their things 5 minutes before class ends. This can sometimes be very disturbing for the amount of noise that makes.

At first the course was very overwhelming at the amount of information involved. It is all very new to me, but with work in text, web and workbook I managed to understand and get a good grade on the first exam. I think this course is very hard for some as compared to others. But either way, the material can be learned with hard work.

While I understand the need for students to know the appropriate terminology when asking a question, it can be intimidating to ask questions on the spot in that environment. Maybe use more emphasis to use the email/box specifically if the terminology/phrasing is challenging to the student in oral communication. Then they wonπt be embarrassed in class and it also wonπt

take as long to go over the question.

It would be really great if possible for the lecture notes to be updated on line before class. I really like having the outline in class with me on which I can write my additional notes and follow along. Also it would be helpful if you could provide a suggested schedule for progress through the workbook.

Sometimes people ask really irrelevant questions and you spend a half hour explaining it. Maybe is some one is just curious about something you should have them talk to you during office hours.

You should discourage question that have no relevance to what is important for the tests and understanding material.

On recitations: The more complex questions should be addressed initially, then if folks really need help, they wait for the last hour.

I know it is hard to find the right balance of material for such a mixed audience. Could be Bio Dept. consider a Jr. level class that combines this subject (at a faster pace with certain background assumptions made) with a molecular biology jr. level class? It would appeal to the more aggressive and advances students.

Too much time spent on material unrelated to the exam.

On recitations: last recitation should not have been spent on reviewing exam because you reviewed matπl 2 to 3 times previously and 30% of the class got Aπs≤

I really like you as a person and a professor, but I find it difficult to learn from you.

Instructor has trouble listening to question before answering. Maybe more effort here.