COURSE EVALUATION REPORT

LAWRENCE WEINSTEIN

200620

1 STRONGLY DISAGREE

2 DISAGREE

3 NEITHER AGREE NOR DISAGREE

4 AGREE

5 STRONGLY AGREE

n/a NOT APPLICABLE

NR NO RESPONSE

21863 PHYS 309

	QUESTIONS FOR EVALUATION:	RESPONSE FREQUENCY
	QUESTIONS FOR EVALUATION:	RESPONSE FREQUENCY
		1	2	3	4	5	n/a	NR	n	MEAN	INSTR MEAN	STD. DEV.	DEPT MEAN	COLL MEAN
1	IN THE FIRST WEEK OF CLASS, THE INSTRUCTOR PROVIDED DOCUMENTS AND INFORMATION THAT CLEARLY EXPLAINED THE COURSE CONTENT, ASSIGNMENTS, GRADING AND OTHER IMPORTANT POLICIES.	0	0	0	0	3	0	0	3	5.00	5.00	0.42	4.46	4.57
2	THE COURSE MATERIALS, EXAMS, PROJECTS AND/OR PAPERS IN THE CLASS REQUIRED ME TO THINK CRITICALLY.	0	0	0	0	3	0	0	3	5.00	5.00	0.34	4.34	4.48
3	THE INSTRUCTOR WELCOMED QUESTIONS AND OTHER CLASS PARTICIPATION.	0	0	0	0	3	0	0	3	5.00	5.00	0.42	4.39	4.47
4	THE INSTRUCTOR WAS ENTHUSIASTIC WITH RESPECT TO THE SUBJECT MATTER.	0	0	0	0	3	0	0	3	5.00	5.00	0.50	4.36	4.43
5	THE INSTRUCTOR WAS AVAILABLE FOR CONSULTATION AND HELPFUL DURING OFFICE HOURS.	0	0	0	0	3	0	0	3	5.00	5.00	0.46	4.28	4.54
6	THE INSTRUCTOR ARRIVED ON TIME FOR CLASS AND USED THE FULL CLASS PERIOD ALLOTED.	0	0	0	0	3	0	0	3	5.00	5.00	0.35	4.39	4.63
7	IN ORDER TO GET GOOD GRADES ON TESTS AND ASSIGNMENTS, I HAD TO KNOW THE COURSE MATERIALS OUTLINED IN THE SYLLABUS AND DISCUSSED IN CLASS.	0	0	0	0	2	1	1	3	5.00	5.00	0.39	4.36	4.54
8	THE INSTRUCTOR'S PRESENTATIONS WERE INFORMATIVE.	0	0	0	0	3	0	0	3	5.00	5.00	0.66	3.98	4.29
9	OVERALL, I HAVE LEARNED OR BENEFITED FROM THIS CLASS.	0	0	0	0	3	0	0	3	5.00	5.00	0.61	3.98	4.20
10	OVERALL, THE INSTRUCTOR IS AN EFFECTIVE TEACHER.	0	0	0	0	3	0	0	3	5.00	5.00	0.63	4.07	4.24

GENERAL INFORMATION:
APPROXIMATE CLASS STANDING		PRESENT GPA		HRS PER WEEK SPENT PREPARING FOR CLASS
FRESHMAN	0	LESS THAN 2.00	0	0 TO 2	2
SOPHOMORE	0	2.00 TO 2.49	0	3 TO 5	1
JUNIOR	1	2.50 TO 2.99	1	6 TO 8	0
SENIOR	2	3.00 TO 3.49	0	9 TO 11	0
GRADUATE	0	3.50 +	1	12 OR MORE	0
OTHER	0	DO NOT KNOW	1

SEX		AGE		FULL OR PART TIME STUDENT
MALE	3	20 & UNDER	2	FULL-TIME	2
FEMALE	0	21 - 25	0	PART-TIME	1
		26 +	1

REASON FOR TAKING COURSE		EXPECTED COURSE GRADE		EMPLOYED WHILE TAKING COURSE
REQUIRED FOR MAJOR	1	A	2	NOT EMPLOYED	2
GEN. ED. REQUIREMENT	0	B	0	PART-TIME JOB	0
ELECTIVE	1	C	0	FULL-TIME JOB	1
OTHER	1	D	0
		F	0
		P	1
		Q	0

I ATTENDED ---- CLASS
ALL	1
MOST	2
FEW	0

NR :	No response. Student did not rate the instructor on this question.
*n :*	Number of responses for this question (does not include �no response�.)
Mean:	The mean for this call number/CRN. In the case of aggregate reports, the mean for all session cross-listed together for this course.
Instr Mean:	The mean for all courses taught by this instructor for a college. This number is the same on all reports for this instructor for a college.
Std. Deviation:	The standard deviation for instructors means in this department.
Dept Mean:	The mean for all courses taught by this department, including any course cross-listed to a course taught by this department. This number is the same on all reports for this department.
Coll Mean:	The mean for all courses taught by this college, including any course cross-listed to a course taught by this college. This number is the same on all reports for this college.
ENROLLMENT:	Total number of students enrolled for this call number/CRN. In the case of aggregate reports, the total number of students enrolled for all call numbers cross-listed together with at least one completed evaluation.

ENROLLMENT:	7
TOTAL RESPONSES:	3

GENERAL WRITTEN COMMENTS:

WHAT FACTORS ABOUT THIS CLASS CONTRIBUTED THE MOST TO YOUR LEARNING? WHAT ASPECTS OF THIS CLASS HELPED YOU TO LEARN THINK CRITICALLY?

N/A
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i, not without some care ,rote a lot: quan/lity. i lost it to a glitch. this is my first time at this kind of thing. it was a very sincere and positive series of comments. i know the other class members even more positive w/ their remarks. --end of paragraph-- i was an essayist on the lost one; now free verse at best, not incoherent at worse: THE FACTOR: the 'ambience' of the classroom was we're learning something refreshing: an approx. answer can be more accurate than trying to be precise about things that can't be measured in the usual way. THE REAL FACTOR: we were encouraged to be not unlike the instructor(he didn't say it; may have not even thought it). This is key as only his type of intellect can make these scientific estimates.i will repeat the open of my essay: much printed material was handed to us at the outset. that's the secret of the other studnts success; as for me:audit. i feel critical thinking was promoted 1st by the printouts and continually by the presentation by the instructor and the class participation that was engendered.
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WHAT DID YOU LIKE MOST ABOUT THE CLASS AND YOUR INSTRUCTOR?

Friendly, and helpful
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in my essay: tried to describe the the most well-rounded doctor/Phd i've ever met. Suffice: ideal. iliked the small class size--yet ithink everyone should attend a seminar not unlike this--ergo they need large classes OR many graduate assistants wh o like the ideal teaching style in the largest spaces.--end of paragraph--
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I didn't realize how useful the class would be until I started working other problems. I learned to estimate and ask does this make sense, before I even started. I found ways to estimate other homework and then see how close I was. I did problems in my car as I drove through HR. The instructor knows his course and alot about other courses. This course should be a requirement and should be taken right after PHYS 231 and 232. I think this class would help along the way. I can't wait for the book. (Autographed of course). The instructor is available for any questions and seems concerned about our knowledge level.
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WHAT CHANGES IF ANY, COULD BE MADE TO THE CLASS THAT WOULD HAVE HELPED YOU TO LEARN MORE? WHAT COULD THE INSTRUCTOR HAVE DONE TO MAKE THE COURSE AN EVEN BETTER LEARNING EXPERIENCE?

N/A
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i think the class was ideal. i answerad anothe question in essay: what to do to get many person enrolled in a class as special as this one?--offer it non-credit(yet make it required as logic was in 1980--i was there!) (end of paragraph) i said in the essay i was trying to find the words to describe the doctorPhd, i never did. i didn't want to presume to write his resume; that's why idid not do his work justice then and now.
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Spend a little time on more thumb rules and important numbers. Add the thumb rules to the important things to know.
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WHAT FACTORS ABOUT YOUR OWN PERFORMANCE HELPED YOU LEARN THE MOST? WHAT DID YOU DO TO FACILITATE YOUR LEARNING?

Doing homework
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i used my personal library, the ODU library and the internet very particularly for theory of the geometric average and angular momentum.i asked the instructor questions in class. i listened better than ever; that's probably why a noticed the room did'nt carry the doctor's voice to the back of the room. most of his sounds did carry. mabe we can call it a glitch. .
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Just doing the problems.
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WHAT COULD YOU HAVE DONE TO MAKE THE COURSE AN EVEN BETTER LEARNING EXPERIENCE?

N/A
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i could have enrolled sooner if knew how to do so w/o breaking the rule that [no attempts at registration before degree-seekers/OR the space availble concept} AS IT TURNED OUT THE SMALL CLASSROOM [303] WAS HALF FULL.(the real problem might have been:i tried to register a little earlieron library computer for this very class(the library computer told me it was not avail. for me; i believed--until graduata assistant in Gornto building did assist my registration in this very course.
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Probally spent more time doing even more problems. Although I find the course interesting I found myself putting extra time, if I had it, into other courses. As can be seen, I am a senior with classes that require more time than I expected. Once again I should have taken the course after 231 and 232.
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