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CCT640 Environment, Science & Society |
Course no. & Name |
1 = very much |
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Peter Taylor |
Professor |
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2 = somewhat |
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Spring 2001 |
Semester & Year |
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3 = a little |
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6 |
No. of respondents |
4 = not at all |
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5 = does not apply |
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Breakdown %s |
# |
Question |
Mean |
SD |
N |
|
1s |
2s |
3s |
4s |
5s |
1 |
clear course objectives/ learning outcomes |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
2 |
planned to make effective use of class time |
1.3 |
0.2 |
6 |
|
67 |
33 |
0 |
0 |
0 |
3 |
interested in students' learning |
1.2 |
0.1 |
6 |
|
83 |
17 |
0 |
0 |
0 |
4 |
variety of teaching strategies |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
5 |
available during office hours &appts |
1.3 |
0.2 |
6 |
|
67 |
33 |
0 |
0 |
0 |
6 |
reliable, punctual |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
7 |
accommodated individuals' needs |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
1 |
8 |
no favoratism in grading, feedback |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
9 |
classroom process conducive to learning |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
10 |
knowledgeable about content |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
11 |
communicated effectively & stimulating |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
12 |
modeled advocacy for social justice & equity |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
13 |
objectives shaped to meet student needs |
1.3 |
0.2 |
6 |
|
67 |
33 |
0 |
0 |
0 |
14 |
covered current research, practice & issues |
1.2 |
0.1 |
6 |
|
83 |
17 |
0 |
0 |
0 |
15 |
clear theoretical foundation |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
16 |
textbook & readings contributed to learning |
1.2 |
0.1 |
6 |
|
83 |
17 |
0 |
0 |
0 |
17 |
assignments & fieldwork contibuted (ditto) |
1.2 |
0.1 |
6 |
|
83 |
17 |
0 |
0 |
0 |
18 |
exercises to think critically & creatively |
1.2 |
0.1 |
6 |
|
83 |
17 |
0 |
0 |
0 |
19 |
increased understanding of urban settings |
1.3 |
0.2 |
3 |
|
67 |
33 |
0 |
0 |
3 |
20 |
… of diversity |
1.0 |
0.0 |
3 |
|
100 |
0 |
0 |
0 |
3 |
21 |
… of exceptionalities |
1.0 |
0.0 |
3 |
|
100 |
0 |
0 |
0 |
3 |
22 |
… of assessment |
1.2 |
0.2 |
4 |
|
75 |
25 |
0 |
0 |
2 |
23 |
… of technology |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
1 |
24 |
… of scholarly practice |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
25 |
helped me to be knowledgeable & skilled |
1.2 |
0.1 |
6 |
|
83 |
17 |
0 |
0 |
0 |
26 |
… to be caring, principled, and respectful |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
1 |
27 |
… more committed to social justice |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
1 |
28 |
… more reflective & critical thinker |
1.2 |
0.1 |
6 |
|
83 |
17 |
0 |
0 |
0 |
29 |
I would recommend this instructor to others |
1.0 |
0.0 |
6 |
|
100 |
0 |
0 |
0 |
0 |
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Combined overall |
1.1 |
0.1 |
5.5 |
|
89 |
11 |
0 |
0 |
0.5 |
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Written Comments (abbreviated) |
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How was the course helpful to you? |
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1 |
Increased flexibility of mind. |
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2 |
Awakened me to the need to" critique the critique" of
the environmental problem, |
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and gave me the wherewithal to do so. |
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3 |
Learning about new perspectives for dealinbg w/ environmental
issues. |
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4 |
Opened a range of ideas that I had not been exposed to in a
long times. It really was and |
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exciting experience in many ways. |
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6 |
Very. |
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1 |
Methods challenged in a good way. |
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What did the instructor do that helped you learn? |
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2 |
Creative hands-on activites/got out of the way when required
(the hardest skill to |
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develop)/coached well. |
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3 |
Methods of presenting to the class. |
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4 |
Provided many different materials through the
"intersecting processes" and really helped |
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us to see that there are ways of stuffing(?) them in some
manageable order. |
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6 |
Activites. |
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What could the instructor have done differently to
help you learn? |
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1 |
Begin re-assembly sooner. |
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2 |
Not much, really. |
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3 |
Not much. Sometimes I felt a little overwhelmed by the numerous
assignments, but it |
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was my 1st class too. |
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4 |
Ditch the clippings or have everyone bring them in one a week
to present (briefly). |
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6 |
Slightly more prepared. |
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