Summary of Midterm Student Feedback
MATH 124 and 125
October/November 2001
This
report presents 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 October and November 2001. The feedback was gathered in MATH 124 and
125, in a total of thirteen sections.
Midterm Feedback Session Process: In each feedback session, students first
met in small groups to discuss and record responses to the questions on the
feedback worksheet (see attached).
Students then discussed their responses to Questions A and B (“What’s
helping you learn?”; “What’s not helping
you learn?” and “What suggestions do you have?”) with the facilitator in the
large group. Notes were taken on the
overhead during the large group discussion.
Question C was not discussed in the large group.
Write-up Process: The feedback from each section was first compiled,
categorized, and written up in an individual report for the instructor. Each report was then presented to the
instructor and strategies for responding to the feedback were discussed.
Summary Report: For the summary report, all feedback from each class (the ten
sections of MATH 124 and the three sections of MATH 125) was compiled,
categorized and summarized. The final
summary report for each class lists the main themes that emerged from the
data. The number of groups commenting
on each topic is included, and representative comments from the group worksheets
are provided.
Feedback gathered during Weeks 5 and 6 in 10 sections
Total number of students participating in feedback process = 585
Total number of groups = 129
A. What is helping you learn?
LECTURE (10 sections)
--
Examples and explanations (51 groups, 9 sections)
“The examples the professor
gives during lecture to help us understand how to apply certain formulas are
very helpful.”
“The professor helps our
class learn by doing lots of examples of problems in class to better help us
understand, rather than just reading off slides or assigning reading.”
“In class examples from
homework.”
“Repetitive examples in
class – going over and over them. THIS
HELPS!!!”
“The examples help us
understand the concepts and learn how to solve problems.”
“Examples on the board; good
step-by-step explanations.”
“Examples written on the
board because it allows us to see how rules are used in equations.”
“How in lecture, each step
is explained clearly.”
“The explanations of the
problems [s/he] does in class are thorough and clear.”
“Going over specific
homework problems.”
“Teacher gives good examples
for the homework.”
--
Organization and notes (25 groups, 8 sections)
“Professor does not rush and
writes out (in words) exactly what [s/he] is proving or teaching.”
“Professor has clear and
legible handwriting which makes it easier to learn.”
“Notes on overhead –
lectures well-planned and organized.”
“Professor is very organized
and easy to understand. That is
extremely helpful. J”
“Colored chalk – we
are able to follow steps.”
“Use of overheads vs. Power
Point —> because [s/he] solves the problems as [s/he] goes.”
“‘Math Challenge’ at end
helps summarize lesson and helps information ‘sink in’.”
--
Interaction and class size (11 groups, 7 sections)
“Professor allows questions
and even looks for them to make sure we understand.”
“The small class size (at
least compared to other lectures) makes the professor more accessible for
in-class questions.”
“Spends some time on
homework problems, when students have questions about homework, [s/he]’ll
explain it to us.”
“The number of examples and
class involvement. Answering questions (general) in class. ”
“The smaller lecture
classes. Makes us feel more
comfortable, better learning environment.”
“Smaller classes: more
interaction with the professor, asking questions, etc.”
“The small group size makes the class more personable
and makes the material easier to understand (if we have questions we are able
to ask them).”
RESOURCES (10 sections)
--
Math Study Center (46 groups, 10
sections)
“Math Study Center helps a
lot.”
“STUDY CENTER – Being able
to ask individual questions. TAs seem
to have answers that are easy to understand.
Being around other students doing same types of problems.”
--
Website (14 groups, 5 sections)
“Website is very good. Lots of information, very helpful
links.”
“Practice tests on
website.”
“Math 124 website which
gives examples.”
--
Review sessions (11 groups, 4 sections)
“Having reviews before our
midterms helps us prepare for what kinds of questions might be asked on the
actual exam.”
“Extra review sessions à every MW there are review sessions for 1 hour.”
“Reviews for midterm.”
--
Textbook and solution manual (11 groups, 7 sections)
“Book – explains the
processes. Answers in back of
book.”
“The student solutions
manual.”
“The textbook by Stewart is
helpful at times in showing other ways to approach.”
QUIZ SECTION (10 sections)
--
Explanations of problems (20 groups, 5 sections)
“TAs work through the
problems step-by-step.”
“Quiz section helps because
the TA goes over the homework problems.”
“Quiz sections where TAs
worked out problems for us from the homework assignments.”
-- TAs (17 groups, 8
sections)
“TAs are helpful.”
“TAs are student-like and
knowledgeable.”
--
Structure: size and length (14 groups, 7 sections)
“Quiz sections are smaller
groups – can have group interaction, easier to ask questions.”
“80-minute quiz section
helps – especially on tests when you have time to check over your answers.”
“Extension of quiz section
on Tuesday – more time to go over homework questions/smaller class sizes.”
“Extra time on the midterm
helps because there is less of a time constraint.”
--
Asking questions (11 groups, 8 sections)
“When we get to ask the TA
homework questions, especially before we turn in our homework.”
“Quiz section, in as we have
the ability to ask specific questions.”
“Quiz sections are good
because we can get all our questions on the homework answered.”
ASSIGNMENTS and TESTS (9
sections)
--
Homework (17 groups, 7 sections)
“The homework assignments
help to do well on tests and quizzes.”
“The low stress
homework. Since it is only worth 5%, it
is not a top priority, but doing it helps.”
“Homework. It helps to reinforce what is being taught
in class.”
“The amount of
homework.”
“Homework is due before the
quiz day.”
--
Quizzes and tests (9 groups, 5 sections)
“Quizzes – help prepare for
tests, see what’s important.”
“Weekly quizzes help you stay
on task/keep up with homework.”
--
Supplementary Problems (7 groups, 3 sections)
“Supplementary problems,
worksheets – make you think and understand concept.”
“The addition of the
supplementary problems; it’s more like what’s on the midterms. They give a context to the concepts.”
“Supplementary problems test
our overall knowledge of concepts and they relate to real life situations.”
WORKSHEETS (9 sections)
--
Worksheets (9 groups, 4 sections)
“Worksheets in the quiz
sections.”
“Going over worksheets in
class.”
--
Help understand concepts – related to homework and tests (9 groups, 7 sections)
“The group worksheets also
help us better understand the concepts.
We can work with the week’s material in an environment where we can get
help from our prof and peers.”
“Worksheet done in quiz
section. It focuses on a certain
concept and helps you build on that.”
(G12)
“Worksheets help connect
material to what we might see on test.”
(G7)
“Worksheets in quiz sections
help us learn basic concepts.” (G5)
--
Working in groups (7 groups, 3 sections)
“Working in groups of other
students during TA section; it’s often easier to understand a concept when it’s
explained by someone else who just learned it.” (G4)
“Worksheets are helpful only
because we get to work in groups, but they are redundant.” (G7)
“Breaking up into groups
during quiz sections.”
PROFESSOR
CHARACTERISTICS (6 sections)
--
Approachable, helpful, enthusiastic (21 groups, 6 sections)
“Professor’s enthusiasm:
[s/he] seems to care that students learn the material.”
“Professor makes it clear
that [s/he] cares/likes undergraduate education.”
“Professor’s enthusiasm,
[his/her] approach helps the class.”
“Professor’s interest in the
materials being covered: very enthusiastic.”
“[S/he] is willing to help
out with any questions on the homework assignment.”
“The professor’s office
hours in the Math Study Center help. A
one-on-one experience is much better than the help [s/he] can give in
lecture.”
B. What is not helping you learn?
What suggestions?
QUIZ SECTION (9 sections)
--
Structure/content (25 groups, 6
sections)
“Quiz section doesn’t have
enough structure.”
“TA spends too much time on
one problems rather than covering many in the same amount of time. Makes us turn in homework before Q’s and we
can’t use it to refer to.”
“Quiz covers material
sometimes that has only been covered on the previous day—not enough time to
digest concepts.”
--
TA (not thorough, explanations not clear, TA hard to understand) (23 groups, 5
sections)
“TA sessions only
semi-helpful – concepts not clearly explained.”
“TA needs to improve his/her
English so we can understand [him/her] better.”
“When your TA is unprepared
or doesn’t know how to teach. When TAs
don’t work through problems before class.”
“TA: needs to go through entire
problems not just start the problems.
Explain all steps.”
--
Communication with professor (8 groups, 3 sections)
“Quiz section: TA and
professor do not know what’s going on in each other’s classes.”
“TAs should be more actively
involved in communicating ideas with professor and students.”
--
Rooms/building (6 groups, 4 sections)
“Our quiz section room on
Tuesday (PDL C401) is WAY TOO SMALL.”
“Far quiz sections, i.e.
Fisheries building.”
RESOURCES (10 sections)
--
Math Study Center (24 groups, 9 sections)
“More TAs would be nice in
the Math Study Center. The wait can be
really long.”
“All math classes seem to
have HW dues Tuesday. It makes the MSC
really crowded on Monday.”
“Math Study Center needs to
hire more tutors and more space.”
--
Website (8 groups, 4 sections)
“Solutions to previous
quizzes and exams posted on website.”
“More practice problems on
website.”
ASSIGNMENTS AND GRADING (10
sections)
--
Supplementary problems (22 groups, 9 sections)
“Some of the supplementary
problems don’t seem to parallel with what is being taught in lecture.” “More explanation or preparation for
supplementary problems.”
“Supplementary problems,
take too long, don’t have anything to do with what we’re learning.”
--
Grading and feedback (18 groups, 7 sections)
“The grading of homework --
missed problems are lots of points off, more for practice.”
“Homework,
we spend 15 hours and get a 1.2 out of 3 points which doesn’t reflect time we
spend on it.”
“We get a lot of homework but
little feedback (only 3 are graded), so we don’t know if we’re doing it
right.”
“Homework grading technique
– should give a grade for completeness as well as correctness.”
“Taking midterms before
homework assignments have been handed back to see what we are doing wrong or
right.”
“We don’t get homework back
in a timely manner.” (G8)
--
Homework (16 groups, 7 sections)
“Homework – too long,
overwhelming.”
“Too much homework for too
little points.”
“Explain what we need to do
in homework before assigning it.”
--
Solutions (8 groups, 5 sections)
“It would help if there were
more odd questions so that we could compare answers, or give an answer key.”
“Posting solutions on
internet at least for some questions would be very helpful.”
TESTING (10 sections)
--
As related to homework and lecture (21 groups, 3 sections)
“Examples given in class are
not difficult enough compared to what is on the test and quizzes.”
“Tests do not reflect
homework problems which makes it difficult to succeed.”
“Problems in assignment
should be closer to same difficulty of problems on quiz. Lectures only teach basic concepts and don’t
give examples of tougher problems.”
“Homework doesn’t prepare/reflect what is on the quiz; quiz seems harder
than HW.”
--
Expectations/practice (17 groups, 6 sections)
“We need to have a better
idea about what will be on quizzes.”
“Lack of direction for
quizzes/midterms.”
“Practice exams don’t help
when from other instructors.”
“No major review before
tests.”
--
Calculators (7 groups, 6 sections)
“We should be able to use calculators on midterms.”
--
Fairness across sections (4 groups, 2 sections)
“Other sections and their
difficulties vary. There need to be
consistency in the difficulty of tests and quizzes. For examples: other 124 classes have easier quizzes and
midterms…. as we compared these quizzes this quarter.”
LECTURE (10 sections)
--
Examples (17 groups, 6 sections)
“Not enough examples.”
“Don’t lecture from the
book. Use different examples.”
“Not finishing the example
or question problems in class.”
--
Explanations (15 groups, 7 sections)
“Professor assuming that a
lot of material is review, be more thorough in explanation of problems
/solutions.”
“Be more clear in examples
by numbering steps in example problems so progression is clear.”
“Instructor moves through
explanations and examples too fast.
Needs to explain slower and more thoroughly.”
--
Links to other aspects of course (8 groups, 4 sections)
“Material covered in class
dissimilar to materials on exams (midterm).
Practice midterms over internet were easier than actual midterm.”
“Examples/worksheets are
easier than tests and quizzes.”
“How in lectures, the
formulas and questions are easy, while the homework/supplementary/test/quiz
questions are much harder than what we’re taught.”
--
Interaction (6 groups, 4 sections)
“The lectures do not really
involve the class – we feel a little ‘talked at’ with perhaps not much
awareness of us on professor’s part.”
“Not enough class
participation à ask more questions / get students involved.”
WORKSHEETS (9 sections)
--
Not enough time (6 groups, 3 sections)
“Rushed time on worksheets.”
“Having the TAs running homework time into time for
working on the worksheets and quizzes.”
--
Not connected to homework, quizzes (6 groups, 4 sections)
“Worksheets – They’re not really relevant to what
we’re learning in class.”
“Worksheets – they aren’t applicable to what we’re
doing in class, they’re usually very ambiguous.”
“The worksheets: because the connection to homework,
tests, etc. are unclear.”
--
Less time on worksheets, more on question/answer (5 groups, 3 sections)
“Quiz sections, worksheets are not helpful … rather
work on HW problems.”
--
Need to go over (4 groups, 3 sections)
“The worksheets don’t
necessarily help because the TA doesn’t even explain it not give the answers,
so we don’t even know if we’re doing it correctly.”
“Would be more helpful if we
discussed the worksheets we do in quiz sections.”
OTHER
--
Textbook (4 groups, 5 sections)
“Book is unclear, not very
helpful.”
“One standard textbook and
not so many variations.”
--
Worksheets
“Worksheets at quiz sections
seem pointless. We have no time to
finish them, usually get started and finish just one problem.”
“Homework help in section
instead of pointless worksheets.”
--
Quiz sections
“Not enough time to finish
worksheets in quiz sections! Only
getting 80% done most of the time.”
“80-minute quiz section for
midterms are very nice.”
“Make more use of longer
quiz section. Use time for explanation
and answering questions.”
Feedback
gathered during Week 7 in 3 sections
Total
number of students participating in feedback process = 290
Total
number of groups = 69
A. What is helping you learn?
LECTURE (3 sections)
--
Examples (27 groups, 3 sections)
“In-class examples of concepts (multiple examples).”
“He does a lot of homework problems, or problems related to our
homework that helps show varieties of different problems.”
“Examples in lecture notes
that apply to homework section.”
“Actual example problems
being worked out in full either by the professor or by the TA.”
“Makes class interesting
with props and demos.”
--
Lecture notes on overhead (25 groups, 3 sections)
“Writing out the problems on
the board during lecture step-by-step.”
“Lecture notes in class,
in-class examples.”
“Going step-by-step through
each problem by WRITING it out by HAND.”
“Writes out examples rather than having overheads pre-made.”
--
Explanations/organization (12 groups, 3 sections)
“Explaining concepts clearly
and in more simple terms.”
“Straightforward style of lecture.”
RESOURCES (3 sections)
--
Math Study Center (22 groups, 3 sections)
“Math Study Center and its
TAs help make homework understandable.”
“Plenty of opportunities to
get help (i.e. office hours, Math Study Center).”
“The Math Study Center is
essential to our understanding of the material.”
--
Study groups (11 groups, 3 sections)
“Having a study group.”
“Study groups – working on
homework as a group.”
--
Review for tests and quizzes (7 groups, 1 section)
“Question and answer session like at the midterm
review session were helpful.”
QUIZ SECTION AND TAs (3
sections)
--
Going over homework problems/examples (17 groups, 3 sections)
“Going over problems in
sections because it is a smaller and less intimidating group.”
“Quiz section examples of
homework problems.”
“Quiz sections – doing
example problems, smaller classroom.”
“TAs review (in real people language) the information presented in
lecture during week!”
“TA assistance. Answering questions and working out difficult
problems.”
--
TA (7 groups, 3 sections)
“TA – has good office hours, explains everything
step-by-step in class. Ex: midterm
review sessions during office hours.”
“The TAs are always
available.”
--
Worksheets (3 groups, 2 sections)
“Worksheets in quiz sections.”
“Worksheets in quiz section,
more helpful if we could finish.”
HOMEWORK, TEXTBOOK AND
SOLUTIONS (3 sections)
--
Homework (especially odd number problems)
(11 groups, 2 sections)
“Homework really helps
understand material (lots of practice).”
“Homework. The more practice we do by ourselves,
the easier it is to understand. We can
go at our own pace. Odd # problems.”
“Odd problems in homework
help check understanding of concepts.”
--
Textbook (9 groups, 3 sections)
“The math book – it has all
the problems in it, Odd problems are more helpful because you can check
solutions to see if you’re doing it well.”
“Good textbook (explaining problems well, provides example, etc.).”
“Reading the book.”
--
Solutions (5 groups, 2 sections)
“Odd prob on homework.”
“The solution manual – shows
steps to solve problems.”
B. What is not helping you learn?
What suggestions?
QUIZ SECTION AND TAs (3
sections)
--
Hard to understand TA (14 groups, 2 sections)
“Uncomprehendable TAs.”
“Our TA can’t explain the
material and also can’t communicate effectively in English. He has no control over the class and we all
leave early.”
“Not being able to
understand the TA. Communication
barrier.”
--
Content (7 groups, 3 sections)
“TA should go over the
lecture again in section to clarify any questions.”
“Not going over homework in
quiz sections before we turn it in.”
“TA section is too general
with examples. TA doesn’t address
question.”
--
Worksheets (4 groups, 2 sections)
“The worksheets in tutorial seem to be a waste of time because they are
given so late in the period that we usually don’t get through it and we don’t
seem to get much out of it.”
“Not getting the worksheet
for Tuesdays or when we do get it, not getting the answers because our TA
doesn’t have them done.
Suggestion: giving answers so we
can work out problems and check answers.”
--
Communication with professor (3 groups, 2 sections)
“Doesn’t seem like TAs and
professor are on the same page. Don’t
work on the same sections.”
--
Structure (3 groups, 1 section)
“Smaller quiz sections for
individual time supplementing access to the Math Study Center (which is
crowded).”
“A longer quiz section would
be helpful to address more questions.”
LECTURE (3 sections)
--
Pace (12 groups, 2 sections)
“Sometimes lectures go too
fast.”
“Needs to slow down and talk
clearly.”
--
Explanations (10 groups, 2 sections)
“Sometimes the professor is
not clear in explaining things.”
“Lecturer does not explain
why he uses certain methods to solve questions. He should explain why alternative methods will not work and how
to figure out which methods to use for solving problems.”
--
Skipping steps (8 groups, 2 sections)
“Needs to go step-by-step—no skipping steps—maybe review old
calculations from previous math classes—people forget!”
“Professor skips arithmetic
steps, losing students to small details and distracting from learning. Suggestion:
fewer examples with more detail.”
--
Interaction/class size (9 groups, 3 sections)
“A lot of time wasted on
some students asking irrelevant questions.”
“Classes are too large. Smaller classes are more helpful.”
“Doesn’t involve students in
lecture. More class participation.”
LECTURE – HOMEWORK – QUIZZES
and TESTS (3 sections)
--
More relevant examples (12 groups, 2 sections)
“Doesn’t sufficiently relate
lectures to homework problems.”
“Examples in class make
concepts seem simple—but do not match homework—we need more complicated
examples in class.”
“It would be helpful if the
professor would demonstrate some example problems that are more difficult (the
examples he does are too easy and are not helpful with figuring out HW
problems).”
--
Quizzes and homework (5 groups, 2 sections)
“More correlation between quizzes
and homework assignments.”
“Quizzes on material that is
not in the homework.”
--
Timing (7 groups, 2 sections)
“Making our homework due on the only quiz section before the actual
quiz. We need one section for ?’s, and
then have our homework due w/ our quiz.”
“Don’t like homework being
returned after the quiz. Without the
homework, it’s hard to tell how you did.”
HOMEWORK (3 sections)
--
Assigned problems & solutions (17 groups, 3 sections)
“Solutions to even problems
should be available to students or at least give odd problems.”
“Assign more odd #
problems—this helps us know we are doing problems right.”
“Assigning only odd-numbered
problems would help with HW.”
“All of the homework
problems are evens, which can’t be checked in the back of the book.”
--
Homework turn-in time/day (3 groups, 1 section)
“Homework should be turned
into TA on Thursday rather than Tuesday so that we can ask questions about the
homework before we have to turn it in.
Not everybody can make it to office hours.”
MATH STUDY CENTER (3
sections)
--
Crowded (12 groups, 3 sections)
“The Study Center doesn’t
have enough help as in TAs. Too many
people, too little help from teachers and TAs.”
“Some TAs in the Math Study
Center are not very knowledgeable and take a very long time to help with
problems. During peak hours on Monday
where everyone goes there are not nearly enough help.”
“Math Study Center – long
waits, tend to just give you the answer.”
“Maybe have an hour and a
half long class where the first hour you listen to lecture, and the remaining
half hour you would work on your homework in a classroom type atmosphere (you
could get help on it).”
“Try to get us more involved
in class. Perhaps in quiz section we
should so some smaller group work.”
“Smaller sections would be
helpful. Longer hours (operating) in
Study Center.”
“The class is too large.”