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.