PAGE TWO THE MICHIGAN DAILY
TUESDAY, AUGUST 30, 1966
TTTF.,,flAY. AUGUST 30 1966
THE MICHIGAN DAILY
AtJMMJLP..nAIa I4Ma.,a.T4XLOL V LV V1a0 r a aa v yi
He was better as a lab instructor than as a classroom
teacher.
Michael S. Wei: He often got carried away with
students beyond the scope of the course and lost the in-
terest of the rest of the students. This accounts for his
poor class control.
Chemistry 106
Prof. Robert Parry 550 55 11A 19B 21C 4D
Most students said they would take the course again.
Parry was highly respected for his stimulating lectures,
apparent mastery of the material and willingness to
spend time with individual students and their problems.
Many students felt four hour labs would allow more
time for more conscientious lab work than is now pos-
sible with three hour labs. Students felt it was a course
for people wishing to think and work more than some
other freshman courses required. They appreciated be-
ing allowed to solve homework problems at their own
pace.
Recitations and Labs
Frederick S. Haer: Watch out for his surprise
quizes.
There was little comment on the other instructors.
Chemistry 195,
Prof. Adon Gordus 80 16 9A 4B 30
In the opinion of its students last fall, this was a
worthwhile course yet could use some improvement. The
course is the second semester of a sequence that serves
as introductory chemistry for honors science and mathe-
matics majors. The students generally felt that the
course stimulated their interest in its material mainly
because of Gordus, about whom comments ranged from
complimentary to highly enthusiastic. His students found
him interested in them, open to their suggestions. and
willing to help them. Everyone agreed that his exams
were challenging. They required thought and were
learning experiences that covered the material pre-
sented. The main criticisms of the course concerned its
structure and subject matter. It was generally thought
that the lab experiments, although interesting, should
be more correlated with the lecture. Some students also
felt a lack of unity among the various lecture topics
with a lack of definite course objectives. There was no
text for the course nor any specifically assigned outside
readings and some students felt that more guidance in
this area would have been helpful. The students con-
sidered the course of fair to average difficulty.
Chemistry 294
Prof. Richard G. Lawton 26 7 3A 2B 1C ID
The course was considered very difficult due to the
nature and amount of material and to the high stand-
ards set by Lawton. It is for honors chemistry majors
and was considered worthwhile. The class was run as
a recitation with opportunity for discussion in class.
The instructor was responsive to student reactions and
flexible in his routine, although some felt him to leW
somewhat distant and aloof. The course was generally
thought to be interesting with the lecturer and exams
as most stimulating. The lecturer and text were con-
sidered most effective in achieving the course's goals.
Students were responsible for achieving the course ob-
jectives on their own with assigned readings and problem
sets worthwhile, complementary to each other and
supplemental to the lectures. Exams covered the mate-
rial comprehensively, were stimulating and were con-
sidered to be a teaching as well as a grading device.
Exams were almost entirely problems.
Chemistry 225
Prof. Wymn R. Vaughan 200 5A 11B 13C 2D
This course was fairly difficult covering a great deal
of material. The lecturer was very good yet seemed fast
for a few students. He was nevertheless stimulating for
almost all. He was interested both in organic chemistry
and in his teaching, and was very much available for
consultation. He allowed students to participate during
the lectures and provided model examinations and
review sessions before each test. The text is adequate
and the exams cover the entire course consisting of
multiple choice questions, problems and essay questions.
CLASSICAL LANGUAGES
Greek 101
Prof. Howard D. Cameron 29 6 4A 2B
Prof. Michael G. Moore 17 4 2B 10 1D
This course is offered mainly for seniors and graduate
students who have some background in Latin. The con-
tent. text and lectures were all termed generally stimu-
lating and worthwhile. It was particularly interesting to
students because, after a very short time, they were able
to read some elementary Plato in the original. It was
fairly difficult and required a lot of time because of the
large amount of material which must be covered. How-
ever, the time spent was felt to be worthwhile. Tests
consisted of translations, short answers, and grammar
form identifications. They act solely as a grading device.
The instructors, Cameron and Moore, were both stimu-
lating and interesting. Their knowledge of the course
content was excellent and they easily communicated this
to their students.
ECONOMICS
Economics 201
Prof. Daniel Fusfeld 25 2A 13B 100
This course was generally considered very stimulat-
ing. The lecturer, lecture content, recitation and text
were the areas most often reported stimulating interest.
Papers for the course were generally reported as some-
what effective in achieving the course's goals. Students
who responded generally indicated that student parti-
cipation was allowed or encouraged in lecture and that
Fusfeld seemed personally interested in the class. The
majority of those who responded indicated that he was
sensitive to student reactions and willing to change to
accommodate them.
The course was generally regarded as fairly difficult.
On the whole, students were closely guided by carefully
outlined activities. Most of the students who reported
said the readings were up-to-date, supplementary to the
lecture, and worthwhile. The exams were essay and cov-
ered the material comprehensively, and they were gen-
erally regarded as in between being teaching and grading
devices though most thought them stimulating.
Recitations
Francis J. O'Connor: Generally reported as encour-
aging or allowing student participation in class, he let
the students know how they were doing in addition to
grades. He seemed personally interested in the class,
though opinion was divided as to his flexibility to accom-
modate student reaction. On the whole, the classroom
situation was regarded as suitable to learning.
Norman Cameron: The majority of those responding
Indicated that the instructor seemed personally interest-
ed in the class and that he offered feedback on how
students were doing. Students were encouraged or allow-
ed to participate in class. However, the majority re-
ported that he was inflexible and seemed insensitive to
student reactions.
John A. Edgren: All students reporting indicated
that Edgren encouraged or allowed student participation
in class and that he seemed personally interested in
the class. Opinion was divided as to the amount of feed-
back on exams and on letting students know how they
were doing in addition to grades. The majority of those
who responded indicated that Mr. Edgren was flexible
and sensitive to student reactions.
Economics 202
Prof. Daniel Suits 33 8A 22B 20 1X
This course is considered by those students who res-
ponded as very valuable and essential to a liberal arts
education.
The lectures and lecturer were thought to be the
most interesting part of the course, However, the text,
which was written by Suits, was considered by most less
effective than that by Bach used to supplement it. Also,
the third text, by Samuelson, was thought to be even
better.
The lecturer and all the recitation leaders were in-
terested in the students, offered feed-back on all work,
and did not seem too distant. However, there is a gen-
eral concensus that recitations could definitely be im-
proved. Likewise, the students felt the course objectives
had to be attained much on their own, even though as-
signments were explicit.
The testing methods were varied and valuable. Many
disagreed with the open-book policy and advocated a
reevaluation. Also, that the hourly exams were essay and
the final multiple choice caused some confusion in study-
ing for the final. The major complaint lies in the tedious
reading assignments.
Recitations
Paul L. Gernant: Not considered a very effective
teacher, he, however, was commended for encouragement
of participation and offering good feed-back.
Wayne Vroman: Students felt much too bogged down
with details in this section. However, they felt that he
was personally interested in each student and he was
available for discussion when the students wished.
Howard B. Meyers: The general concensus was that
he discouraged interest in the course and seemed rather
distant. His recitations were considered tedious and bor-
ing as merely repetitious of lecture material.
Marvin R. Snowbarger: He was considered to be
helpful in his comments and his interest in the students.
However, there was some doubt as to how closely his
material followed that of the rest of the course.
William Freithaler: Most felt he was "doing his job."
He encouraged or allowed student participation and let
students know how they were doing by offering feedback
in addition to grades.' He seemed sensitive to student
reactions and willing to be flexible to accommodate
them. The consensus was that the classroom situation is
okay and suitable to learning.
Economics 271
Carl Fredrick 61 9 2A 3B 10 3D
There were only recitations and the general con-
sensus seemed to be that the recitation instructor was
very good as far as encouraging the students to partici-
pate. He was sensitive to student reactions. The course
content is in outline form and the required readings
did not appear to be too time consuming.
Exams were rated as poor, generally not covering
material studied.in class. They acted solely as a grading
device and tended more to spot check the specifics. They
did not stimulate thinking and were in the form of prob-
lem sets. The curves were generally high, and final marks
were usually "up" graded. The course was rated between
average and fairly difficult.
Economics 401
Prof. Mary A. Shulman 9 4A 2B SC
She was considered an excellent lecturer and made
the course worthwhile. The readings were all assigned
and considered very beneficial to a general understanding
of the course. ,
.The test were primarily essay and problem sets.
They covered the course broadly. They seemed to serve
more as a teaching device than for grading, and stimu-
lated thinking.
The course was considered average to fairly diffi-
cult and seemed to have much practical application,
especially in the area of foreign and domestic economic
policy.
Recitation
James H., Arrowsmith seemed to lack competence
as a recitation instructor. He added little to the course's
actual value and did not encourage students to the
extent the lecturer did.
Prof. Richard H. Tilly 21 5A 6B 80 2D
The course was fairly stimulating,_most of it coming
from recitations and texts. The lecturer was not very
effective. The recitations encouraged participation but
students weren't given any feedback on their own work.
The lecturer was insensitive to students' reactions. Many
felt the situation should be changed. The readings sup-
plemented the lectures and were worthwhile. The exams
stimulated thinking and were multiple choice and essay.
The material in the course was extremely interesting
but the general consensus is the lecturer was very poor
in adding any additional interpretations or explanations.
Economics 441
Prof. Wolfgang Stolper
12 8A 1B 20 1D
General consensus was that the course was fairly
stimulating, especially the lectures. The amount of par-
ticipation allowed was suitable. The readings were up-
to-date, complemented each other and were worthwhile.
The lecturer presented confusing and disorganized
material, and that he was prone to ramble. The mimeo-
graphed notes he passed out were, however, excellent.
ENGLISH
English 325-
Prof. Walter H. Clark 20 4 1A 2B 1C
Students were unanimous in their accolades for
Clark. All cited his innovation incourse structure, the
elimination of outside readings and exams in favor of
one paper each week for the first three months of the
course and one each class meeting for the last month.
Students found this quantity of work high but not ex-
cessive. They found the high standards of achievement
set by Clark a decisive means to a successful course. He
demonstrated a keen and personal interest by provoca-
tive conferences and class discussions.
Prof. Robert E. Kusch 22 4 2A 1B 10
Respondents agreed that Kusch made the course
both stimulating and worthwhile. Though students
agreed that the course was only of average difficulty,
they nevertheless found that both papers and outside
readings were thought-provoking. Kusch also made class-
room discussion valuable by encouraging student parti-
cipatioon and by showing an intense personal interest in
student progress and learning.
English 350
Prof. F. W. Brownlow
20 5A 9B 6C
It was a stimulating course though fairly difficult.
Most enjoyed Brownlow's lectures and found them the
reward of the course. Large class size prohibited discus-
sion. Fifteen plays were read setting a fast pace. There
were two papers of five pages each and the final exam
which was all essay. Grades on the papers were slow
coming back and students didn't get the second paper
back until the final. Brownlow was thought to be an
excellent lecturer making meaningful generalizations,
while paying sufficient attention to the details of each
play.
Prof. Edmund H. Creeth 14 3A 10B 1C
This course gives excellent coverage of Shakes-
peare's age and works. The material was presented in an
interesting and stimulating manner by Creeth, although
some students felt he was too formal and distant in his
lectures. He seemed to discourage student participation
but was readily accessible and willing to talk to students
outside the classroom. In addition to the lecturer, the
text and papers were felt to be effective in achieving the
course goals. The course was considered fairly difficult
because of high levels of achievement set by Creeth. The
exams seemed to cover the course comprehensively as
well as to spot-check certain subjects. They acted some-
what as a teaching device and stimulated thinking. They
included essay questions and short answer identification.
The final was open book. There was good feed-back to
the class on their progress.
Professor Engel 86 12 2A 5B 50
The students were evenly divided in their opinions
of the value of the course: half thought it worthwhile,
half found no value at all. Most found the course ma-
terial interesting and well worth reading and enjoyed
writing the two papers assigned. However, the lectures
were considered to be of little or no value, for several
reasons. First, they considered the lectures consisted of
mainly re-reading the texts. Secondly, while students
were allowed to participate in discussions, the lecturer
was generally though to be distant and insensitive to
the student.
Prof. Kenneth T. Rowe 75 11 2A 8B 10
Standard coverage of set lecture material was the
keynote of this course. The text was good and stimulat-
ing. It was of average difficulty for most students as
were the papers assigned. These covered the subject and
stimulated interest in further studyl Exams were open-
book and essay and theh return of papers was prompt.
Class attendance is mandatory._
Rowe stressed historic English drama rather than
criticism of the actual plays. His lectures were frequently
interspersed with personal anecdotes and unrelated ma-
terial. Class participation is felt to be discouraged, and
the lecturer often seemed distant.
The course itself was considered to be of average
difficulty and well worth taking. The exams covered the
material well and became more than just a grading de-
vice by stimulating creative thinking.
Grace was at times expressing his own "controver-
sial" opinions which some students thought dogmatic,
but they appreciated his admitting this point. The essay
exams were highly praised, and the term paper was also
considered worthwhile. Most of the respondents felt the
course was definitely worth taking.
Political Science 407
Prof. James Meisel 53 5 3A 1B 1X
Students found this course stimulating and worth-
while. Meisel's lectures were interesting most of the time
and provided much information. At times, his rapid de-
livery made the material difficult to understand. There
was one paper in the course and the final essay exam.
Both were found stimulating and aided gaining an un-
derstanding of the subject matter. Those readings which
were original works -were considered worthwhile, but the
others were seen as too difficult and unnecessary.,Stu-
dent participation in discussions was allowed, but more of
it was thought to be necessary to clarify certain points.
The course was generally evaluated positively as it add-
ed to the knowledge of those students taking it.
Political Science 411
Prof. Harlan Hahn 101 15 4A 4B 6C 1D
There was a mixed reaction to this course on the part
of the students evaluating it. There was general agree-
ment that the lecturer was a positive contribution to the
course. Too much emphasis on statistical data was
thought to be the primary weakness of the lectures.
The essay exams were considered imaginative, stimulat-
ing and acted as a teaching device. The assigned paper
also received favorable comment. Classroom -discussion
was encouraged and, in spite of the large size of the
class, was thought to be of some benefit.
Political Science 413
Prof. Joseph Kallenbach 93 13 1A 10B 20
There was a generally favorable attitude expressed
toward this course mainly because of the importance
of the material presented. The central aim of the course
was to study important cases, and there were many.
Trying to remember and classify them was seen as the
main reason for the difficulty of the course. The lec-
turer was cited for helping to integrate the vast array of
cases. Major criticism concerned the exams. The hourlies
were essay types but were thought to cover the material
in too detailed a manner. The final, multiple choice, was
severely criticized for being too "picky", asking about
"unimportant" material. Classroom discussion was per-
mitted. It was thought that the course had greatest value
for pre-law students.
Political Science 415
Prof. Joseph Kallenbach 74 7 IA 3B 20 1D
The dissatisfaction expressed by students evaluating
this course centers around the fact that the lecturer and
the author of the text are the same man. The lectures
were sighted as being exact repetitions of the material in
the text. Other criticisms of the course concern the ap-
proach to the study of the executive, some indicating it
was too factual, others saying it was too structural. The
hourly exams were essay type and some thought they
denied creative thinking. The final was multiple choice,
and two book reports on supplementary readings were
required. Students indicated these were more of a grad-
ing device, and that there was a lack of feedback on
their progress in the course. The general feeling of these
students was that the course was a disappointment to
them.
Political Science 417
Prof. John Kingdon 58 9 2A 6B 10
This course was found to be satisfactory by the
students commenting on it. The lectures presented ma-
terial that was understandable and generally stimulating.
The lectures concerned many case studies and concen-
trated mainly on the national legislature. There were two
papers assigned dealing with hypothetical legislative sit-
uations: they received favorable comments. The essay
exams met with mixed reactions, but no one expressed
great dissatisfaction with them. Class discussion was en-
couraged, but the large size of the class limited its ef-
fectiveness. The assigned readings in the course were
found to be at times repetitious. There were also several
comments about preferring a more theoretical approach
to the study of legislative processes. Many appreciated
the lecturer's flexibility in listening to the ideas of the
students. Most of the respondents indicated ha hey
would take the course again now knowing what it is like.
Political Science 449
Prof. E. Thomas Chapman, Jr. 31 6 3B 20 1X
The small number of people evaluating this course
were unanimous in their interest in the subject matter
and in their disappointment with the way the course
was taught. The lecturer was not at all found to be
achieving the course goals in that students felt he lack-
ed knowledge of the subject matter. His approach was
seen as more sociological than political and was found
disorganized and uninteresting. The reading list was
termed poor. As for exams, students found they were be-
ing asked for specific points rather than for creative
thinking in theressays. There was an appreciation for
Chapman's interest in students but not for his teaching.
Political Science 463
Prof. Lionel Laing 40 9 1A 7B 1
Dissatisfaction with this course centered around the
lecturer and-his presentation of material. There was ob-
jection to a legalistic approach rather than a political
analysis of international law. The course lacked coher-
ence, and it was felt that the lectures suffered from the
same fault. Some thought them boring and merely a
repetition of the text. Discussions were encouraged, and
some value was found in them. The essay exams met with
mix reaction from the students; though the paper -was
thought to be valuable. The course was recommended
for pre-law students who might better appreciate the
style of the course; as those who did evaluate generally
agreed they would not take the course again as it is now
presented.-
Political Science 471
Prof. Inis L. Claude, Jr. 110 18 1A 8B 8C 1X
The students commenting on this course expressed
great disappointment with it. Although encouraged to
take the course by counselors and impressed with the
lecturer's reputation, students experienced problems. The
lecturer himself seemed distant from the students, some
of the lectures were too elementary, the exams were grad-
ed too strictly, the readings were thought to be out of
date, there was little feedback on exams and papers and
here was a feeling that the lecturer was too concerned
with his outside activities. The opinion of the students
indicated that they felt Claude was hopefully capable
of much more.
Political Science 475
Prof. William B. Ballis 30 4 2A 1B 10
Of the four respondents evaluating this course, there
was a unanimous feeling of unhappiness with it. One
general criticism was that there was too much emphasis
on history and not enough on current Soviet problems.
Discussion was promoted, but the content of discussions
was not on a level desired by the students. The tests
were suggestions for discussions of a more topical nature
such as the Sino-Soviet split. Despite the many criti-
cisms of the course, the respondents felt that they had
gained something from the course because the material
was basically interesting.
Political Science 483
Prof. Samuel J. Eldersveld 66 12 3A 8B 1X
The main sourceofvsatisfaction for students taking
this course came from Eldersveld and his lectures. The
material he presented was interesting, and he allowed for
discussion and questionos in the lectures. The students
especially appreciated the lecturer's confidence in them
to do their own research projects. A text used for the
course written by the lecturer was generally found to
be helpful, but there was some criticism of the overem-
phasis on the statistical data found in the book. The
exams were of the essay type and were thought to cover
the course comprehensively. There was some criticism of
the lecturer's failing to complete the presentation of the
course material, and the failure to make final exam
grades available. There was widespread agreement that
the course was worthwhile, and one of the finest offered
by the department.
Political Science 595
This is an interdepartmental course with lecturers
who are mainly concerned with Russian affairs. The
limitied number of students responding to this course
makes generalization difficult. They felt they learned a
great deal and enjoyed taking theh course. The readings
were thought to be at times burdensome and also repe-
titious.
Political Science 477
Prof. Russell H. Fifield 6 2A 4B
The unanimous decision of students evaluating this
course was that it was "great." The main reason for its
excellence stemmed from the excellence of the lecturer.
His experience in the subject allowed him to give back-
ground information which was supplemental to his lec-
tures. The lecturer also provided outstanding guest lectur-
ers which added to the value of the course. The tests were
essay type, and a long term paper was required. Discus-
sion was promoted and was beneficial. These respondents
were extremely enthusiastic about the worth of this
course as taught by Fifield.
PSYCHOLOGY
Psychology 100
Prof. Sachio Ashida: Students were generally stimu-
lated by the course as a whole and by Ashida as an in-
structor. The course, as directed by Ashida, was con-
sidered fairly difficult-but the readings, mostly assigned.
were worth the time spent and the exams, of essay type,
covered the material appropriately and stimulated indi-
vidual thought. The single complaint about Ashida is his
lack of full command of the English language.
Howard Gadlin: Readings and papers he assigned,
and the classroom situation as he directed it, were all
considered very effective in achieving the goals of the
course.
Prof. Robert L. Isaacson: Considered a fine instruc-
tor, students were satisfied with his ability to present
the material and with his selection of readings. The
class was very much student-oriented: individual re-
search, terminating in two lengthy papers, was the sole
basis for grades. Students felt this approach was very
worthwhile, but very difficult and a bit too time-con-
suming for an introductory course.
Neil M. Kettlewell: Students found Kettlewell some-
what effective in stimulating interest. Most found, how-
ever, that readings and other assigned work were even
more stimulating. Students did not feel that Kettlewell
had a real interest in his class-his absence record was
noticed by all.
Barry L. Lively: Stimulated his studenits' interest in
the course. Considered fairly difficult. Exams were mul-
tiple-choice and essay.
David Meyer: Students were for the most part satis-
fied with Meyer as an instructor and with the classroom
situation.
Prof. James D. Papsdorf: Reaction was very favor-
able. Students found him very effective and the work
worthwhile and valuable.
Stewart H. Robinovitz: Stimulating and effective in-
structor. He structured the program for his class care-
fully: readings were all assigned and objectives of the
course closely outlined
good.
Joseph E. Russo: Di
sidered very suitable by
Harold T. Salive: R
was unfavorable. Studer
achieving the objectives
ings were considered val
Prof. Melvin L. Selz
tive, stimulating instru
and covered the materia]
Norman F. Simenso
and other work assigne
chosen and worthwhile.
students found this effe
to stay "caught up." T1
structured. Exams were
Honors Psychol
Guest Lecturers 75
General feeling reg
was rewarding. Most of
some information and n
psychology. The guest
to be poor, dull and un
lectures were either too
nical and not understan
too unrelated to the rest
The readings were f
though some thought th
broad. The exams were
students, as they cove
stimulated thought, as
gether.
Prof. Judith P. Gog
not overly interesting. S
discussions as they coul
ing was left to them.
Prof. Robert Linds
of his students. Most pr
ing and freely structure
and psychological topics
Psychology 501
Prof. E. L. Hoch 43
The opinions of the
uation were generally g
outlined at the beginnir
fessor was interested in
and willing to change
modatehthem. Assigne
worth the time spent, su
rial and up to date. The
and short essay questi
concepts rather than sp
of average difficulty but
Psychology 250
Prof. James A. Dunn
A majority of stude
readings more interestii
ings fulfilled the course
factor. Some students :
couraged. Some concurr
the class, but these stud
could be made in this
course objectives was u
time. Readings were a
enjoyed these. The res
mentary to the lectures
Students found the
were used only as a mea
students received no fe
and covered minute de
correlating material pre
In general, the opin
protential to be worthwl
were needed, however.
Psychology 430
Prof. Stephen E. Glickma
Glickman was felt b
and interesting lecturer
and knowledge of subje
disorganization and inc
ter, yet his willingness t
make format changes a
Tests were used on]
criticized as being picay
short answers and mu)
sary memorization and
cepts. Tests emphasize
content which some fou:
Most students foun
There was a need for s
taking the course. Howe
unnecessary requirement
Psychology 443
Prof. Frank M. Koen and
Prof. Harlan L. Lane
The emphasis in thi
tery and creative applica
of technical material. T
the assimilated subject
assimilation was made i
background As well as
the course provided an c
an individual project, tw
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