Anti-Calendar



6 surveys for GGRC33

GGRC33H: The Toronto Region
Instructor: Sorensen, A. Course Enrollment: 58
Session: Summer 2008 Section: L01 Percent Response: 62.1%
Questions 1 2 3 4 5 6 7 Mean
Communicates 00312423735.26
Evaluations 30323372564.97
Organization 0066393965.35
Explanations 003122545125.53
Enthusiasm 000121445255.88
Teaching 000123137175.62
Workload 00031372535.00
Difficulty 00362201204.41
Value 00328231404.71
Retake Yes: 82.4%   No: 17.6%
calendar, timetable Comments
Students generally enjoyed the course, but thought that assignment outlines and expectations were unclear. They also found that the tutorials were not very helpful.


GGRC33H: The Greater Toronto Area
Instructor: Relph, T. Course Enrollment: 69
Session: Fall 2007 Section: 1 Percent Response: 69.6%
Questions 1 2 3 4 5 6 7 Mean
Communicates 00334038195.69
Evaluations 00032557175.88
Organization 000132340255.77
Explanations 00051946326.04
Enthusiasm 00031742386.17
Teaching 00031936446.21
Workload 3076917534.19
Difficulty 0097513334.15
Value 003341525155.19
Retake Yes: 95.7%   No: 4.3%
calendar, timetable Comments
Students felt that Professor Relph did an excellent job of explaining theories and course content. They also found him to be very enthusiastic and engaging.


GGRC33H: The Greater Toronto Area
Instructor: Relph, T. Course Enrollment: 39
Session: Fall 2006 Section: 1 Percent Response: 69.2%
Questions 1 2 3 4 5 6 7 Mean
Communicates 00401563195.93
Evaluations 00402750195.81
Organization 0004767226.07
Explanations 0004752376.22
Enthusiasm 00071537416.11
Teaching 0040748416.22
Workload 00195626004.07
Difficulty 0047026004.22
Value 49173926043.91
Retake Yes: 92.3%   No: 7.7%
calendar, timetable Comments
Professor Relph is clearly well-loved. Students found him to be passionate, knowledgeable and approachable. He cares very much about his students and was helpful in answering questions and giving advice. The lectures were very interesting and the visuals used were appreciated.


GGRC33H: The Greater Toronto Area
Instructor: Sorensen, A. Course Enrollment: 81
Session: Fall 2005 Section: 1 Percent Response: 65.4%
Questions 1 2 3 4 5 6 7 Mean
Communicates 00817512144.96
Evaluations 021326282644.75
Organization 000193335135.42
Explanations 000252537135.38
Enthusiasm 002152921335.67
Teaching 000173333175.50
Workload 000281830245.50
Difficulty 00048202844.88
Value 00636222884.96
Retake Yes: 69.6%   No: 30.4%
calendar, timetable Comments
Professor Sorenson performs effectively as a lecturer and is able to communicate information in a clear and understandable fashion. Students suggested that the workload of the game they had to create was too high for the marks given. Overall students enjoyed this course.


GGRC33H: The Greater Toronto Area
Instructor: Sorensen, A. Course Enrollment: 71
Session: Fall 2004 Section: 1 Percent Response: 46.5%
Questions 1 2 3 4 5 6 7 Mean
Communicates 30324303095.06
Evaluations 009153624155.21
Organization 00361845275.88
Explanations 30363336185.48
Enthusiasm 006122133275.64
Teaching 33032139305.76
Workload 000163122315.69
Difficulty 0004833994.79
Value 33638281394.59
Retake Yes: 75.0%   No: 25.0%
calendar, timetable Comments
Students agree that Professor Sorenson is an "amazing teacher who effectively translates his enthusiasm over course material to his students." In turn, this has made it easy for many students to really enjoy the course and become passionate about the topics discussed. Some students noted that a more concise syllabus would greatly enhance their learning experience.


GGRC33H: The Greater Toronto Area
Instructor: Sorensen, A. Course Enrollment: 58
Session: Fall 2003 Section: 1 Percent Response: 68.0%
Questions 1 2 3 4 5 6 7 Mean
Communicates 004112345145.50
Evaluations 00042453175.80
Organization 00042143296.00
Explanations 00072347215.80
Enthusiasm 00021245406.20
Teaching 00021942356.10
Workload 000292626175.30
Difficulty 00075121024.40
Value 00053251554.70
Retake Yes: 92.0%   No: 7.0%
calendar, timetable Comments
Students in this class enjoyed Professor Sorenson quite a lot, and particularly enjoyed the planning game exercise as an opportunity to apply the material they learned creatively. Students had concerns about the work load of the course, however, and suggested it is above the norm.


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