Summary of Midterm Student Feedback
MATH 124 and 125
Spring 2004
This report presents a summary of the student perceptions gathered in the midterm feedback sessions facilitated for the Department of Mathematics by staff from the Center for Instructional Development and Research in April/May 2004. The feedback was gathered in MATH 124 and 125, in a total of 11 sections.
Midterm Feedback Session Process
Each feedback session was first introduced by the instructor, who explained to the students the two purposes for gathering feedback: (1) for the instructor to find out immediately student perceptions of their learning in the course, and (2) for the department to use in assessing the changes being made in the first two quarters of the calculus sequence. After the introduction, the instructor left the room, and the facilitator explained the process to the students and described how their feedback would be communicated first to the instructor and then to the department. Then students met in small groups to discuss and record responses to the questions on the feedback worksheet (see attached). After the students had worked in their small groups for approximately seven minutes, the facilitator led a full class discussion of responses to Questions A and B on the worksheet (“What’s helping you learn?” and “What’s not helping you learn? What suggestions do you have?”). Notes were taken on the overhead during the large group discussion. Question C was not discussed in the large group.
Instructor Feedback Reports
The feedback from each section was compiled, categorized, and written up in an individual report for the instructor. The facilitator then met with the instructor to discuss the student feedback and possible strategies for responding to the feedback.
Summary Report
For this summary report, all feedback from each class – from the four sections of MATH 124 and the seven sections of MATH 125 – was compiled, categorized and summarized. The report lists the main themes that emerged from the student feedback data. The number of groups commenting on each topic is included, and representative comments from the group worksheets are provided. Any reference to individual instructors, teaching assistants and sections is omitted.
Feedback gathered during Week 5 in
4 sections taught by 3 instructors
Total number of students
participating in feedback process = 187
Total number of groups = 43
A. What is helping you learn? (131 group comments)
LECTURE (38
group comments)
Examples and explanations – lots of examples,
thorough explanations (23 groups, 4 sections)
“Lectures – with
professor’s examples (examples being done on overhead) makes it easier to see
how to work through problems.”
“Lecture,
particularly the abundant examples that are given in class.”
“Professor
thoroughly explains the concepts to be taught in lecture by using examples in
‘lay’ terms.”
“Lecture has
complex examples helping us apply different ‘steps’ and ideas into future
problems.”
“Lecture ‘you
do’ problems.”
Organization – writes everything on overhead,
pace (8 groups, 4 sections)
“Going over
material at a good pace.”
“The
organization and depth of detail of the lecture – and the providing of lots of
example problems.”
“Writes
everything out on overhead.”
“Nice lecture
structure.”
Other (5 groups, 3 sections)
RESOURCES (30
group comments)
Website – old quizzes/midterms, answers to
homework (17 groups, 4 sections)
“Online
resources.”
“Math resources
page with practice quizzes and midterms.”
“Having the
answers posted online/website gives us a chance to see if we are working the
problems correctly and online examples and tests prepare us for HW and tests.”
“
“
“
“
Text (2 groups, 2 sections)
“The textbook is
very helpful and has wonderful examples and clear explanations.”
WORKSHEETS (23
group comments)
General comments (9 groups, 4 sections)
“Worksheet –
Tuesday’s long section.”
“Tuesday
worksheets are great, very helpful.”
“Worksheets in
quiz section.”
Groupwork process (7 groups, 4 sections)
“Group
interaction with worksheets in section.”
“The worksheets,
because we are able to work in groups, which helps us get our questions
answered faster.”
“Worksheets are
helpful. (Group thing is effective.)”
“The group work
that we do in class helps pool our knowledge, and helps give us new insight on
what we are learning in class.”
Content – practice, walks us through problems
(7 groups, 4 sections)
“Worksheets are
helpful, they walk you through the problems.”
“Working on
worksheets helps prepare us for quizzes and reviews concepts that were
taught. Allows interaction with other
students.”
“Worksheets are
great in conveying practical applications – good general intro and has
repetitive practice of concepts.”
INSTRUCTOR
CHARACTERISTICS (10 group comments)
Enthusiastic, cares about our learning (7
groups, 3 sections)
“Having an
enthusiastic lecturer, who is really concerned with student understanding. Professor conveys this by giving
opportunities to ask questions every step of the way.”
“Professor is
very good in making sure we understand.”
“TAs and
professors who take an interest in our learning and comprehension (availability
of help, answering questions, very approachable).”
Other (3 groups, 3 sections)
COURSE STRUCTURE
(13 group comments)
Class size – can get questions answered (8
groups, 3 sections)
“Being able to
go to lecture with a small class size helps students get questions answered and
have the pace adjusted as needed.”
“Small class
sizes makes it less intimidating to ask questions and allows the professor to
know all the students, in turn making the environment more positive.”
“Smaller classes
are good. Better location for lecture
(anyplace rather than Kane).”
Length of quiz section (3 groups, 3 sections)
“1 and 1/2 hour
midterm, helps to do better on the test.”
“1.5 hours quiz
section with helpful TA. (Chance to work
with other students.)”
Other (2 groups, 2 sections)
“Variety:
lecture, worksheets, quiz section.”
QUIZ SECTION AND
TAs (10 group comments)
Can ask questions about homework (6 groups, 2
sections)
“The TAs come
prepared to answer questions and explain the more difficult problems.”
“Asking TA
questions on homework during quiz section.”
“Focusing the
second quiz section of the week mainly on homework questions that may arise.”
TA (4 groups, 3 sections)
“Our TA is a
very good TA – uses practical examples and has good explanations.”
“Good TA.”
HOMEWORK (5
group comments)
General comments (4 groups, 2 sections)
“Doing the
homework.”
“Homework. Practice is good.”
Odd problems (1 group, 1 section)
“It’s helpful to
be assigned the odd problems (with answers in the back of the book) because it
lets you know if you’re doing the work
right.”
OTHER (2 group comments)
B. What is not helping you learn? What suggestions? (107 group comments)
QUIZZES AND
TESTS (30 group comments)
Quizzes/homework link – homework problems
don’t prepare us for quizzes/tests (15 groups, 2 sections)
“HW &
lectures don’t adequately prepare you for quizzes. HW & lecture examples aren’t as hard as
quizzes.”
“The quizzes
seem to be harder than the homework.
(Perhaps, provide practice questions/problems that are similar to the
level of questions on quiz/exam.)”
“Book work – it
doesn’t help with ‘quizzes’, with actual work (test).”
“We need better
prep for quizzes – harder problems in lecture so better prepared for midterm
and quiz difficulty.”
Grading – quiz/HW weight, expectations (11
groups, 3 sections)
“There needs to
be more emphasis on homework and less on quizzes – homework is the cornerstone
of the class and should be worth more than 5%.
Quizzes should reflect homework, not be more difficult than it. Quizzes should be worth less than 20%.”
“Homework should
be worth more, and quizzes worth less.”
“Quizzes are
worth too many points, especially in comparison with tests.”
“None of us have
a clear idea of what is expected from us on quizzes. We all feel like we understand the material,
and yet we all are consistently receiving low grades.”
Use of calculators (3 groups, 3 sections)
“No calculators
on quizzes – in elementary, high school, and most other math courses at UW,
calculators are not a problem.”
Other (1 group, 1 section)
“The lack of
consistent quizzes every week kind of promotes laziness. Quizzes help keep us focused.”
LECTURE (24
group comments)
Explanations – sometimes too quick, steps
skipped (10 groups, 4 sections)
“Goes through
examples too fast without detail explanation.
Slow down, explain the steps.”
“In lecture,
professor often skips the algebra when showing examples, making many of us
unable to follow.”
“Assuming we
remember trig identities (among other things) from high school. Professor quickly goes over difficult stuff,
skips steps in solving problems.”
“Sometimes
lecture is too fast.”
Examples – need more similar to homework and
quizzes/tests (6 groups, 2 sections)
“Lecture
(material needs to integrate in quizzes/midterms.)”
“Use examples in
class that are similar to the test questions (makes for a better test review).”
“More homework
samples in class and lecture would be helpful.”
Other (9 groups, 3 sections)
QUIZ SECTION AND
TAs (22 group comments)
TAs – explanations unclear, not helpful (11
groups, 2 sections)
“TAs who don’t
know how to teach the material and not prepared.”
“TA is often
unable to be helpful with questions during section.”
“Some of us feel
that our TAs aren’t effective teachers.
When you ask a question, you’re usually more confused
afterwards.”
Time and structure (6 groups, 4 sections)
“More time with
TA to ask questions.”
“We don’t go
over enough problems and not enough questions are answered in quiz section, and
our workshop sections.”
“It would be
better to switch HW due dates from Tuesday to Thursday because we wouldn’t have
overlapping of new HW and old concepts for quiz in the same week.”
Coordination with lecture (5 groups, 2
sections)
“TA’s
explanation is sometimes too different from how professor teaches
it. (Confusing)”
“TAs and quiz
section need to more coordinated with homework, lecture, and professor’s
comments. TA’s method should be
congruent with professor because it confuses students.”
HOMEWORK (14
group comments)
Content – supplementary problems too hard (7
groups, 2 sections)
“Supplement
homework is not taught well, and we have to figure it all out through MSC, or
CLUE.”
“Supplemental
problems are too hard, i.e. not taught well.”
Structure – get it back too late, due date (4
groups, 1 section)
“Don’t get
homework back until after tests or quizzes.
Makes studying difficult.”
“Suggestion: HW
due on Thursday as opposed to Tuesday.”
Amount/repetition (3 groups, 2 sections)
“Repetitive HW
problems out of the book seem kind of pointless.”
“Less busywork
problems when you already get the concept.”
RESOURCES (11
group comments)
Website (4 groups, 3 sections)
“More of our
professor’s stuff on the materials website.”
“Answers are
given for the homework online assignments, but if an explanation (of how to do
it) was given it would be much more helpful.”
“The
“
Textbook (3 groups, 3 sections)
“The book’s
explanations and descriptions of problems doesn’t help at all – it seems to
just get us more confused about how to solve homework problems.”
“Reading the
math book.”
Other (1 groups, 1 section)
WORKSHEETS (4
group comments)
Not relevant, too long, more time for Q &
A (4 groups, 3 sections)
“The
worksheets. Too long and draws the point
out.”
“Worksheets
don’t tie into previous concepts so presents difficulty. Working in groups is helpful, but content can
be confusing.”
OTHER (4 group comments)
“Doing great the
way it is.”
“Hour and 20
minute quiz section makes scheduling difficult.”
C. Other comments
In Section C on the worksheet,
groups tend to write general comments about the class or comments that
reiterate feedback already written in Sections A and B. In this section, there were a total of 29
group comments, two of which were related to calculus changes. The two comments are included below.
“Sectionals on
Tuesdays should not be 80 minutes long.
Only 50.”
“No
supplementary readings in course pack – there needs to be.”
D. Integrated Math Question
In all sections
of 124, students were asked to indicate on the back of the group worksheet
whether or not they had the Integrated Math Curriculum in high school.
a) Question:
Did you have the Integrated Math
(I, II, and III) curriculum in high school?
Results:
67 students, out of a total of 183 responding, indicated that they had
the Integrated Math Curriculum in high school.
b) In
addition, individual students were asked to respond to a second question:
On a scale of 0
to 5 (5 being “very prepared”), indicate how prepared you felt for the
trigonometry section at the beginning of Math 124.
Results:
|
|
|
How students who DID NOT have Integrated Math rated their
preparation |
How students who DID have Integrated Math rated their
preparation |
|
|
N |
116 |
67 |
|
|
Mean |
3.4 |
3.6 |
|
|
Median |
3 |
4 |
Feedback gathered during Week 6 in
7 sections taught by 4 instructors
Total number of students
participating in feedback process = 327
Total number of groups = 78
A. What is helping you learn? (241 group comments)
LECTURE (96
group comments)
Examples – step-by-step, lots, good range,
relevant to HW (42 groups, 7 sections)
“Use of basic
examples to explain new material, also does problems from the book.”
“In-class
examples that worked out in class because they are easy to refer back to.”
“Example
questions with solutions. Shows all
steps and explains clearly, repetition of important parts.”
“The numerous
examples given in lecture are helpful when it comes time to do homework as well
as study for quizzes/tests.”
“Doing easy
problems for examples and doing more complicated problems to help us practice.”
“Examples that
bring in all material. Ties everything
together.”
“Examples and
sample problems help us prepare for quizzes and tests.”
Review/recap – review of previous lecture,
warm-up problems (19 groups, 4 sections)
“It is good that
the professor goes over the material from the previous class, and correlates it
with the material from the current class.”
“Does recap of
previous class … helps students remember what they were learning.”
“How the
professor outlines what’s going on before each class and what’s to come in the
following sections.”
“Warm-up
questions, also helps us refresh our skills, get in math mode.”
“The warm-ups
before class lectures are effective in fortifying covered material.”
“Warm-up
problems (helps students test and understand what they learned).”
Explanations – clear, thorough (13 groups, 6
sections)
“The professor
explains the material/examples in a way that is easy to understand.”
“Good
explanations – clearly explains examples.”
“Wide variety of
explanations. If something isn’t clear,
s/he’ll try a new way of explaining it.”
“Clear
explanation by the lecturer.”
Organization/presentation – pace, notes (9
groups, 5 sections)
“The pace at
which we take on sections lets us learn concepts and apply them. Revisiting concepts on occasion.”
“Notes – similar
to exams, helps more than the book.”
“Gives time to
copy/take notes.”
“Use of visuals
(graphs) to explain equations.”
Doing problems in class (5 groups, 3
sections)
“We like how
professor gives us time to try example problems ourselves before s/he solves.”
“The way we can
try to work out the examples given first so it’s easier to tell how difficult
they are.”
Other (3 groups, 2 sections)
RESOURCES (40
group comments)
“
“MSC is a great
tool – ability to get help from experienced people and work through problems.”
“Math Study
Center/ CLUE – Tutors clarify confusing concepts through one-on-one help.”
“The study
center is helpful because we get to work with other students to get problems
answered.”
“
Website – old quizzes/tests, answers (9
groups, 4 sections)
“Online
resources – old tests and quizzes help us study.”
“Example
midterms & finals, so we know what’s up.”
“Quizzes and old
tests online with answer helps study.”
Textbook (7 groups, 5 sections)
“The textbook is
very explanatory.”
“Solutions guide
to the book.”
“The textbook is
a good way to go back and refer to.”
Office hours (2 groups, 2 sections)
“Office hours.”
QUIZ SECTION AND
TAs (31 group comments)
TAs – explanations and examples (15 groups, 7
sections)
“TAs who are
willing to explain homework problems, not afraid to talk in class.”
“TAs help out a
lot. (HW, clarification, etc.)”
“TA has good
examples and inquires about if the students are learning.”
“Section is
helpful because our TA is explicit and attentive. Can focus more on a personal level.”
“Also Math TAs
very helpful. Really nice about
explaining and doing problems.”
Question & answer on homework problems
(11 groups, 5 sections)
“Tuesday and
Thursday TA sections seem to be helping more because it’s more hands-on and
it’s easier to get 1-on-1 help.”
“TA goes over
the homework problems before homework is due.”
“TA section, TA
goes over hard questions from the HW.”
Other (5 groups, 5 sections)
HOMEWORK (23
group comments)
Content – challenging, good practice (13
groups, 5 sections)
“Homework
helps – more difficult so it challenges us & helps us to really know
what we are doing.”
“Homework helps
understand concepts.”
“Homework
problems give good practice for quizzes and midterms.”
Structure – due date (10 groups, 2 sections)
“Homework due on
Thursday instead of Tuesday, giving us more time to spend on it.”
“That HW is due
on Thursday allows us to ask questions on Tuesday.”
“Homework and
quiz on Thursday – more time to study.”
WORKSHEETS (19
group comments)
Content – step-by-step, preview of upcoming
lecture (8 groups, 5 sections)
“The weekly
in-class worksheet done on Thursday. Going step-by-step makes it easier to
understand overall concept.”
“Worksheet helps
by opening door to new unit. Gets ball
rolling.”
“The worksheets
and quizzes are designed to show us what we need to work on, and shows us what
we know and what needs improvement.”
General comments (7 groups, 7 sections)
“Worksheets.”
“Worksheets
help. But we want them to be worth
something.”
Group process – working in group,
participation (4 groups, #4 sections)
“Quiz section
helps. Teamwork/working with others is
good.”
“Participation-based
worksheets help the level of understanding.”
QUIZZES AND
TESTS (15 group comments)
Quizzes – similar to exams, keeps us on track
(8 groups, 6 sections)
“Quizzes, the
difficulty of the quizzes are close to the exams’ difficulty, so it helps us to
prepare for the exams.”
“Having a weekly
quiz keeps us from getting behind.”
“Quizzes are
helpful. Keeps students in check.”
Expectations/notesheets (4 groups, 2 sections)
“Telling what’s
important to focus on and what not to for the quizzes.”
“Notes on
midterms and finals; focus more on calculus rather than trig, focus more on
concept.”
Review sessions (3 groups, 2 sections)
“Review sessions
before midterms with TA are very helpful.”
INSTRUCTOR CHARACTERISTICS (8 group comments)
Open to questions, understanding (4 groups, 2
sections)
“Fair and
understanding on HW due dates and realizes when material is difficult for
students.”
“Professor gives
a lot of help and answers questions – is approachable.”
Class atmosphere (4 groups, 2 sections)
“Lectures –
laid-back, humorous.”
COURSE STRUCTURE
(8 group comments)
Class size/interaction– answering questions
in class (4 groups, 2 sections)
“Small
lecture/smaller classes – more personal learning experience, questions answered
better.”
“Answering
questions about examples, helping everyone to understand.”
Longer quiz section (3 groups, 2 sections)
“Longer quiz
sections: more time on midterms, more time for worksheets, reviewing homework.”
Homework (1 group, 1 section)
“It’s helpful
that the homework is the same for each 125 class.”
OTHER (1 group
comment)
B. What is not helping you learn? What suggestions? (194 group comments)
LECTURE (58
group comments)
Organization/presentation – pace, use of
overhead, handwriting (24 groups, 6 sections)
“Prof writes too
fast – just goes over material too quickly – go slower and go over material in
greater detail. Doesn’t finish examples
and skips steps.”
“In lecture the
professor seems to go too fast in class and takes frequent shortcuts leaving
students behind and lost.”
“Lectures, at
time, pace is too fast, difficult to keep up.”
“Moves along
quickly when using the overhead, not enough time to take down notes. Small handwriting.”
“Writing is a
little hard to read at times.”
Explanations –
sometimes skips steps, doesn’t finish, more review/explanation, interruptions
(17 groups, 7 sections)
“Professor goes
way too fast, needs to go slower, needs to go over the problem step-by-step, because
some people are uncomfortable saying they need to do all the steps.”
“Not evaluating
examples all the way – assuming we are ‘experts’ at evaluating the functions à would like to have problems worked all
the way through.”
“Lecture style:
not finishing examples, not enough explanations of examples.”
“More review is
need for ‘common knowledge’ (background facts, identities, needed
equations). Ex: the needed identities
should be pointed out. Introduction to
what the needed equations are good for.”
“Please don’t
allow interruptions while solving a problem because it disrupts our flow of
thought. Please answer questions at the
end of the problem. :)”
Examples – easier than HW/tests, more
non-book examples (11 groups, 6 sections)
“The examples
are too simple, not reflective of questions that will be on midterms or
finals. They don’t provide assistance
with homework. Do problems that are more
reflective of the ones we have on h/w.”
“More difficult
and complex examples in class. (Lack of
examples.)”
“Balance out
complexity so lecture prepares us for requirements.”
“Does the same
examples in the book. Choose different
examples that show us things that aren’t explained in the text.”
“Not having a
warm-up problem – A warm-up problem would be helpful at the beginning of
lecture so we could have more of an idea of how we are understanding
material. (More problems for us to do.)”
Other (6 groups, 5 sections)
HOMEWORK (34
group comments)
Even numbered problems – need answers (9
groups, 4 sections)
“Provide even-problem
answers so we can make sure we are doing the problems correctly. Otherwise, we
may be learning incorrect methods.”
“Even-numbered
problems – not being able to look at the answers does not allow you to
check work or know if you are doing the problem correctly.”
“If more answers
were given for the homework problems, not just the odd answers. Sometimes TAs can’t get through all the
problems requested.”
Non-book problems – too hard, not like
quizzes/tests (9 groups, 5 sections)
“Extra homework
problems (not book problems) can be incredibly confusing.”
“The
supplemental problems on the homework each week – they are usually complex and
harder than what we learn in class.”
“Overly
difficult homework problems that we can’t do and the TAs just end up solving
for us.”
“Supplemental
problems don’t apply to quizzes and tests à therefore, it seems kinda useless.”
Amount (6 groups, 3 sections)
“Homework is
excessive (less or no HW around midterm, would have liked to study more).
(5/5)”
“Homework too
long to focus on understanding topics.”
Grading (6 groups, 4 sections)
“The homework
grading should be over all problems not just the really hard selected
ones.”
“The homework
grading is unfair that if we get one problem wrong, we get marked off 1/3 of
the grade.”
“Grade more on
completion and effort than is being done.
Give more credit for work that has obviously been worked hard on (less
on correct answer).”
Structure (4 groups, 4 sections)
“It would be
nice for homework to be due on Thursday, rather than Tuesday, at the end of
class, after we have gone through some problems that were difficult.”
“To turn HW on
Thursday would be better, can’t use it to study for midterms, etc.”
WORKSHEETS (33
group comments)
Content – not relevant, timing, difficulty
(11 groups, 6 sections)
“Worksheets are
somewhat a waste of time in some cases because they don’t always seem relevant
to what’s going on.”
“Worksheets in
section (not very relevant to class; not turned in = not taken seriously).”
“Worksheets do
not coincide with lecture, given usually a week out of date. Do not significantly help to further learning
of material.”
“Worksheets
never really aid our learning. They’re
too easy and lag behind lecture.”
Process – not sure
of correct answers, not really working in groups, need explanation (11 groups,
6 sections)
“Worksheets;
because TA doesn’t stress the importance of worksheets.”
“Worksheets:
difficult to know if getting things right.
We’d rather go have that time for homework questions.”
“Worksheets
aren’t helpful because either we don’t finish, or don’t know if our answers are
correct.”
“Worksheets need
to be worth points. Gives us drive to do
them.”
“Groups for
worksheets don’t work – hardly anybody ever works in groups anyway.”
Use of time – rather have Q & A, feels
like wasted time (5 groups, 4 sections)
“Worksheets,
because it does not cover the entire chapter and it is time-consuming. We rather go over homework problems instead.”
“Worksheet time
feels like wasted time. They don’t
‘bring home’ the concepts.”
“Worksheets take
up too much time that could be spent learning, doing homework examples.”
General comments (6 groups, 4 sections)
“The worksheets
are not helpful.”
QUIZZES/TESTS
AND GRADING (31 group comments)
Quizzes and tests –
too hard, more difficult than what’s covered in class, not enough time (16
groups, 5 sections)
“Unexpected
questions on quizzes; suggestion: easier, more straightforward quizzes.”
“Quizzes: have
not helped. Difficulty level too high.”
“Midterm not
consistent with homework/lecture/quiz problems.”
“Level of
complexity is much higher in homework and tests and quizzes than is covered in
class.”
“Quizzes and
midterms are too lengthy. We cannot complete them in the amount of time, and
feel rushed.”
Grading – need feedback, no curve (8 groups,
3 sections)
“Need feedback
on quizzes.”
“Grading – not
curved – helpful? No.”
Review sessions and expectations (4 groups, 3
sections)
“Hold review
sessions for midterms/final.”
“Be much
more specific as to what we should expect on midterms à + quizzes.”
Calculators and notesheets (3 groups, 2
sections)
“No calculator
or notes on quizzes is hard; quizzes become more of testing memorization of
antiderivatives and trig rather than how much we understand the calculus aspect
of class.”
QUIZ SECTIONS
AND TAs (21 group comments)
TAs – explanations, organization (9 groups, 5
sections)
“TAs should be
more proactive. When students don’t ask
questions, things don’t get covered.”
“Our TA
over-explains some concepts (i.e.: derivatives), but doesn’t explain the harder
concepts as well.”
“Quiz
sections. TA isn’t very thorough when
helping with homework problems, rushes through things.”
“TAs who write
out solutions without explaining in detail.
Instructor can train TAs to his/her explaining style. (Filling the board with abstract
mathematics.)”
Structure – homework due day/time (7 groups,
4 sections)
“Homework being
due on Tuesday is in some ways unhelpful because it makes it seem like there’s
not much time to finish the problems thoroughly.”
“Thursday isn’t
good how everything is due on this day.
For example, quiz, homework, worksheets.”
“Quiz, homework
due on Thursday instead of Tuesday – more time to work on homework before
asking for help.”
More time for homework questions (4 groups, 3
sections)
“Not discussing
enough HW problems.”
“HW should be
due on Thursday so there is time to ask TA.”
Other (1 group, 1 section)
RESOURCES (9
group comments)
Website – need more solutions (6 groups, 3
sections)
“More practice
exams with solutions.”
“Need more midterm
solutions – past midterms are useless unless solutions are posted.”
“Warm-ups on
internet, to have examples for exams.”
Textbook (2 groups, 1 section)
“The textbook
isn’t a good source of help. Most of us
have had a better textbook that explains topics a lot more thoroughly.”
Office hours (1 group, 1 section)
“Bad office
hours! During other classes.”
OTHER (7 group comments)
C. Other comments
In Section C on the worksheet,
groups tend to write general comments about the class or comments that reiterate
feedback already written in Sections A and B.
In this section, there were a total of forty group comments, three of
which were related to calculus changes.
The three comments are included below.
“The Math
classes are run very systematically and our professor is a very enthusiastic,
good teacher.”
“We think there
really isn’t anything that is not helping us learn. Math department is doing a good job.”
“Very good
worksheets.”