Teaching Evaluations

Course: Biodiversity (BIO 130)

Term: Fall 2013

Class Size: 209 students

Number of Respondents: 99

Class Composition: 85% Freshman, 11% Sophomore, 3% Junior

Quantitative Responses: (Excellent – Very Good – Good – Fair – Poor – Very Poor)

  • Effectiveness in teaching material

80% good or better (35% Excellent, 21% Very Good, 24% Good)

  • Clarity of instructors voice

89% good or better (40% Excellent, 32% Very Good, 17% Good)

  • Use of examples and illustrations

85% good or better (36% Excellent, 34% Very Good, 15% Good)

  • Students’ confidence in instructor’s knowledge

83% good or better (38% Excellent, 27% Very Good, 18% Good)

  • Instructor’s enthusiasm

92% good or better (43% Excellent, 36% Very Good, 13% Good)

  • Availability of extra help when needed

85% good or better (36% Excellent, 33% Very Good, 16% Good)

  • Interest in whether students learned

84% good or better (40% Excellent, 30% Very Good, 14% Good)

 

Student Comments:

“She did an excellent job expanding on what was on the lecture notes. Being able to print them off and add to them was very helpful.”

“Cassie was very clear and concise with her explanations of phylogenies and other material within the course. Very knowledgable and kind!”

” Cassie was an amazing TA helping students in her free time, even when it was not her office hours. She would break down complex subjects giving scenarios that helped in every aspect of the class.”

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Course: Biodiversity (BIO 130)

Term: Spring 2014

Class Size: 144 students

Number of Respondents: 26

Class Composition: Mostly freshman

*Informal anonymous survey issued to students following a guest lecture

Student Comments:

“She had a great energy and enthusiasm about presenting the material that drew my attention. I appreciated her concise way of explaining concepts and I loved all the examples. They helped solidify the concepts for me. I felt confident answering the questions. Also, the clicker questions were very straightforward.”

“She used a lot of examples and even got the class involved which not only made it more interesting, but easier to remember.”

“I like how she smiles a lot! Even though I don’t agree with all of the evolutionary theories that this course teaches, I did appreciate that she tried to present good examples to us and she is always very willing to answer questions.”

“There were way too many discussion sessions. But, that’s more a personal thing about wanting lectures than discussions.”

“I really liked your style! I think overall the lecture was as good as any professor I have encountered so far. Biology, even though it is very interesting, can be a dry subject thanks for giving some life to the lecture.”

“I like how she used a sense of humor during the lecture. It really helped to keep me interested in what was being said.”

“She is meant to be a teacher!”

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Course: Evolution (BIO 280)

Term: Spring 2015

Class Size: 34 students

Number of Respondents: 15

Class Composition: 33% Sophomore, 33% Junior, 33% Senior

Quantitative Responses: (Excellent – Very Good – Good – Fair – Poor – Very Poor)

  • Effectiveness in teaching material

67% good or better (27% Excellent, 33% Very Good, 7% Good)

  • Clarity of course objectives

93% good or better (53% Excellent, 33% Very Good, 7% Good)

  • Use of examples and illustrations

87% good or better (53% Excellent, 27% Very Good, 7% Good)

  • Instructor’s enthusiasm

93% good or better (73% Excellent, 7% Very Good, 13% Good)

  • Availability of extra help when needed

86% good or better (20% Excellent, 53% Very Good, 13% Good)

  • Interest in whether students learned

93% good or better (53% Excellent, 27% Very Good, 13% Good)

Student Comments:

“This class was intellectually stimulating and encouraged students to think outside of the box.”

“Going over the learning objectives after class made it easier to understand the full scope of the class.”

“Dresser was awesome. Her passion for biology is contagious.”

“The group work contributed [to my learning] a lot. I didn’t like it at all in the beginning, but it really helped make the ideas concrete when we did hands on work with it.”

“I like the lectures being posted but need the answers to clicker questions posted to be guaranteed I’m right, being able to review answer to the online homework would be useful too.”

“Students will hate it, but continue to be a tough grader. It made my grades better in the long run.”