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6 surveys for BGYB11

BGYB11H: Molecular Aspect of Cellular and Genetic Processes
Instructor: Forder, J. Course Enrollment: 84
Session: Summer 2008 Section: L30 Percent Response: 66.7%
Questions 1 2 3 4 5 6 7 Mean
Communicates 0002649406.32
Evaluations 0004942426.26
Organization 00041142386.21
Explanations 00041336436.25
Enthusiasm 0002627596.54
Teaching 0002831546.46
Workload 002383311114.90
Difficulty 002332917155.10
Value 002112433135.53
Retake Yes: 64.0%   No: 36.0%
calendar, timetable Comments
Students unanimously agreed that Professor Forder was an excellent professor who used relevant examples and humour to make her subject material exciting. Her enthusiasm was lauded as extraordinary, and most agreed that her interactive games helped them to understand the course better. Her teaching method was also praised as clear and motivational, with many expressing an interest to take further classes with this inspiring instructor.


BGYB11H: Molecular Aspect of Cellular and Genetic Processes
Instructor: Riggs, D. Course Enrollment: 367
Session: Winter 2008 Section: L01 Percent Response: 48.0%
Questions 1 2 3 4 5 6 7 Mean
Communicates 014183029165.36
Evaluations 137202925115.04
Organization 213102435225.57
Explanations 124142331225.51
Enthusiasm 228173123155.14
Teaching 121132934175.48
Workload 011352820125.06
Difficulty 001193225205.46
Value 024252520115.05
Retake Yes: 57.0%   No: 43.0%
calendar, timetable Comments
Students? responses to Professor Riggs? lecturing were mixed. Some students found that his lecturing style was excellent, incorporating different figures from the textbook to make concepts better understood. However, other students did not enjoy this approach, preferring to learn via reading text on the slides, or having textbook readings assigned to supplement lecture material. Despite this, students appreciated the fact that Professor Riggs was always available for help. The tutorials used as Q&A sessions had mixed reviews as well, some students preferring that Professor Riggs review hard concepts rather than taking students? questions. One suggestion students had for Professor Riggs was to assign supplementary readings, rather than assigning supplementary figures.


BGYB11H: Molecular Aspect of Cellular and Genetic Processes
Instructor: Riggs, D. Course Enrollment: 367
Session: Winter 2008 Section: L01 Percent Response: 48.0%
Questions 1 2 3 4 5 6 7 Mean
Communicates 014183029165.36
Evaluations 137202925115.04
Organization 213102435225.57
Explanations 124142331225.51
Enthusiasm 228173123155.14
Teaching 121132934175.48
Workload 011352820125.06
Difficulty 001193225205.46
Value 024252520115.05
Retake Yes: 57.0%   No: 43.0%
calendar, timetable Comments
Students’ responses to Professor Riggs’ lecturing were mixed. Some students found that his lecturing style was excellent, incorporating different figures from the textbook to make concepts better understood. However, other students did not enjoy this approach, preferring to learn via reading text on the slides, or having textbook readings assigned to supplement lecture material. Despite this, students appreciated the fact that Professor Riggs was always available for help. The tutorials used as Q&A sessions had mixed reviews as well, some students preferring that Professor Riggs review hard concepts rather than taking students’ questions. One suggestion students had for Professor Riggs was to assign supplementary readings, rather than assigning supplementary figures.


BGYB11H: Molecular Aspects of Cellular and Genetic Processes
Instructor: Riggs, D. Course Enrollment: 333
Session: Winter 2007 Section: 1 Percent Response: 43.5%
Questions 1 2 3 4 5 6 7 Mean
Communicates 349243019124.76
Evaluations 66927321464.41
Organization 434173322175.07
Explanations 249182823165.00
Enthusiasm 6310272616124.62
Teaching 358213218134.80
Workload 013322819175.10
Difficulty 011203029205.44
Value 015242820225.27
Retake Yes: 38.1%   No: 61.9%
calendar, timetable Comments
Students found Professor Riggs to be a quite effective professor. However, most students noted the difficulty of the exams and poorly drawn-out syllabus. Students suggested more office hours and that a greater depth of material to be covered clearly in lectures.


BGYB11H: Molecular Aspects of Cellular and Genetic Processes
Instructor: Riggs, D. Course Enrollment: 458
Session: Winter 2005 Lecture: 30 Percent Response: 42.4%
Questions 1 2 3 4 5 6 7 Mean
Communicates 122113536135.38
Evaluations 223163530135.22
Organization 123122931235.52
Explanations 112123232205.50
Enthusiasm 313223720145.07
Teaching 11193831195.50
Workload 10244321744.75
Difficulty 10137372244.90
Value 104342620155.07
Retake Yes: 65.6%   No: 34.4%
calendar, timetable Comments
Students in this class felt Professor Riggs was organized and effective as a lecturer but requested various adjustments to the course presentation. A very commonly repeated request was for notes to be made available on-line. Most students report they are better able to learn when following along with prepared notes. Some disagree, however, and say that copying down information in class was good practice. A few students add the lectures often ran overtime and this caused some problems but the issue mostly resolved itself by the end of term. Others comment that Professor Riggs seemed unapproachable during office hours and through e-mail.


BGYB11H: Molecular Aspects of Cellular and Genetic Processes
Instructor: Riggs, D. Course Enrollment: 318
Session: Winter 2004 Lecture: 30 Percent Response: 73.0%
Questions 1 2 3 4 5 6 7 Mean
Communicates 00173547105.54
Evaluations 014133732125.29
Organization 00272446205.74
Explanations 10193043155.60
Enthusiasm 135172934105.15
Teaching 11372748145.55
Workload 112293422115.03
Difficulty 001243330105.23
Value 103172732185.38
Retake Yes: 62.0%   No: 38.0%
calendar, timetable Comments
Students had very mixed reactions to this course and to Professor Riggs. Many found his style engaging and appreciated the ability to ask questions even in this large class. A few others found the lecture style excessively monotone and suggested Professor Riggs could convey more enthusiasm. A number of students noted that there was so much material in class that taking notes became a burden and required too much attention thus distracting them from the lecture, and requested notes be posted on-line.


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