0708-1300/Questionnaire: Difference between revisions

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==My Questions==
1. Rate this class on the following scale:
1. Rate this class on the following scale:
{| width=100%
{| width=90% align=center
|- align=center
|-
|width=10%|Pathetic
|width=9%|Pathetic
|width=10%|1
|width=9%|1
|width=10%|2
|width=9%|2
|width=10%|3
|width=9%|3
|width=10%|4
|width=9%|4
|width=10%|5
|width=9%|5
|width=10%|6
|width=9%|6
|width=10%|7
|width=9%|7
|width=10%|8
|width=9%|8
|width=10%|9
|width=9%|9
|width=10%|Superb
|width=9%|Superb
|}
|}


Line 18: Line 19:


{{0708-1300/Navigation}}
{{0708-1300/Navigation}}

==Your Answers==

1. Here's a histogram of the responses to question 1:

No Answer | XX
4 | X
5 | X
6 | X
7 | XXXXX (one was marked a bit above 7)
8 | XXXXXXX (one was halfway to 9)
9 | XXXXXX
Superb | XXXX

2. And here's a summary of the responses to question 2:
* As a whole people like the class but find it difficult. Some even say "scary".
* As a whole people like my teaching style.
* Some find that I skip too many details.

Some quotes:
* "I need constant reminders of definitions ... what we're doing, where we're trying to get to".
* "I find lectures more confusing than the book".
* "Pictures are nice but they aren't helpful if it's not clear what a picture is supposed to be representing".
* "[Too] many things are taken for granted".
* "Need more examples [at least one example/exercise per 2 weeks]". (Repeated).
* "Class homepage is excellent".
* "More office hours".
* "More details".
* "Good mix of examples and theorems".
* "Class is interesting but difficult". (Repeated often, at different wording).
* "A good pace...". (Repeated).
* "You are very motivating!". (Repeated often, at different wording).
* "Keep drawing pictures".
* "The number of definitions is overwhelming".
* "[Move more slowly]".
* "Lectures are wonderful". (Repeated often, at different wording, some not as strong...).
* "I like how you suppress the technical details...". (Repeated).
* "Fascinating stuff".
* "Bredon's notation a bit unappealing".
* "Faster please".

A larger issue quoted from a student:
:"We need a rigor agreement. I mean, the rigor is always an agreement between the writer and the reader. In lectures, you are the writer and we are the readers but in exams and homeworks the situation is reversed.
:The question is: Are we allowed to use in exams and homeworks the same amount of rigor as you in lectures? If not, it is important to have a reference."
I ({{Dror}}) will discuss this point sometime later in class, definitely before the term exam.

Latest revision as of 13:51, 2 October 2007

My Questions

1. Rate this class on the following scale:

Pathetic 1 2 3 4 5 6 7 8 9 Superb

2. Unless you rated the class "superb", be kind and offer suggestion(s) for improvement. You may also use this space for comments like "X is good, keep it the same way".

0708-1300/Navigation Panel  
0708-1300-ClassPhoto.jpg
Add your name / see who's in!
# Week of... Links
Fall Semester
1 Sep 10 About, Tue, Thu
2 Sep 17 Tue, HW1, Thu
3 Sep 24 Tue, Photo, Thu
4 Oct 1 Questionnaire, Tue, HW2, Thu
5 Oct 8 Thanksgiving, Tue, Thu
6 Oct 15 Tue, HW3, Thu
7 Oct 22 Tue, Thu
8 Oct 29 Tue, HW4, Thu, Hilbert sphere
9 Nov 5 Tue,Thu, TE1
10 Nov 12 Tue, Thu
11 Nov 19 Tue, Thu, HW5
12 Nov 26 Tue, Thu
13 Dec 3 Tue, Thu, HW6
Spring Semester
14 Jan 7 Tue, Thu, HW7
15 Jan 14 Tue, Thu
16 Jan 21 Tue, Thu, HW8
17 Jan 28 Tue, Thu
18 Feb 4 Tue
19 Feb 11 TE2, Tue, HW9, Thu, Feb 17: last chance to drop class
R Feb 18 Reading week
20 Feb 25 Tue, Thu, HW10
21 Mar 3 Tue, Thu
22 Mar 10 Tue, Thu, HW11
23 Mar 17 Tue, Thu
24 Mar 24 Tue, HW12, Thu
25 Mar 31 Referendum,Tue, Thu
26 Apr 7 Tue, Thu
R Apr 14 Office hours
R Apr 21 Office hours
F Apr 28 Office hours, Final (Fri, May 2)
Register of Good Deeds
Errata to Bredon's Book
Announcements go here

Your Answers

1. Here's a histogram of the responses to question 1: 

No Answer | XX
    4     | X
    5     | X
    6     | X
    7     | XXXXX (one was marked a bit above 7)
    8     | XXXXXXX (one was halfway to 9)
    9     | XXXXXX
  Superb  | XXXX

2. And here's a summary of the responses to question 2:

  • As a whole people like the class but find it difficult. Some even say "scary".
  • As a whole people like my teaching style.
  • Some find that I skip too many details.

Some quotes:

  • "I need constant reminders of definitions ... what we're doing, where we're trying to get to".
  • "I find lectures more confusing than the book".
  • "Pictures are nice but they aren't helpful if it's not clear what a picture is supposed to be representing".
  • "[Too] many things are taken for granted".
  • "Need more examples [at least one example/exercise per 2 weeks]". (Repeated).
  • "Class homepage is excellent".
  • "More office hours".
  • "More details".
  • "Good mix of examples and theorems".
  • "Class is interesting but difficult". (Repeated often, at different wording).
  • "A good pace...". (Repeated).
  • "You are very motivating!". (Repeated often, at different wording).
  • "Keep drawing pictures".
  • "The number of definitions is overwhelming".
  • "[Move more slowly]".
  • "Lectures are wonderful". (Repeated often, at different wording, some not as strong...).
  • "I like how you suppress the technical details...". (Repeated).
  • "Fascinating stuff".
  • "Bredon's notation a bit unappealing".
  • "Faster please".

A larger issue quoted from a student:

"We need a rigor agreement. I mean, the rigor is always an agreement between the writer and the reader. In lectures, you are the writer and we are the readers but in exams and homeworks the situation is reversed.
The question is: Are we allowed to use in exams and homeworks the same amount of rigor as you in lectures? If not, it is important to have a reference."

I (Dror) will discuss this point sometime later in class, definitely before the term exam.

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