PAGE EIGHT
THE MICHIGAN fDALY fiPECANT, U3PTM T
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PAGEI®IYYY II® rll I IIIY®IW~ EIGHT l/ii~l~i Vil S a r , rLlr. - ---4-' SU *NAY, 28 MARCH 1965
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(continued from preceding page)
especially popular and effective in his teaching; he en-
couraged participation and gave feedback on student
performance. The course was rated as fairly difficult
to average, taking a lot of time and a lot of work out-
side of regular lab session.
Students are responsible for achieving the course
objectives. The readings are up-to-date and complement
the course work. Lab reports and a term paper are
assigned and both are considered to be worthwhile. A
choice is allowed on the topic for the paper.
Psychology 100 and 110 are necessary as prerequi-
sites, and some students commented that Psychology
430 should be required.
There are no textbooks, exams, lectures or extended
discussion. Animals are assigned to each student in lab
and must be fed every other day.
The consensus -was that the course was worthwhile
and very interesting. Prof. Rothschild in particular
received favorable comments.
SOCIOLOGY
Sociology 100
Prof. Horace Miner 334 70 7A 27B 33C 3X
Sociology 100, as a whole, was felt to be an interest-
ing, stimulating course.
Recitations, papers and readings apparently were
most effective in stimulating interest. Recitations and.
recitation instructors brought the subject to life for
most students through enlightening discussion of the
single text, lecture material and outside readings.
Feedback on grades and exams was apparently high,
and the recitation instructors in general took great per-
sonal interest in students.
The readings were generally considered to be up-to-
date, complementary, and well coordinated with the reci-
tation.
Exams, too, were generally considered fair, although
some students objected to the use of subjective exams
during the semester and a multiple choice final.
The lecture, however, was strongly felt to be of little
worth-a mere reiteration of text material, not effec-
tively presented and somewhat anecdotal in nature.
Lecturer: Marvin Olsen 335 71
10A 28B 27C 2D 4X
The general consensus of respondents, regardless of
grades received, was that Sociology 100 was fairly stim-
ulating and of average to fair difficulty. Though re-
spondents indicated that the lecturer was highly stim-
ulating and frequently commended him for his excellent
coordination of lectures and readings, some students
labelled him as dull.
Students were fairly evenly divided as to whether
readings were complementary to the lectures or redund-
ant, but in their comments, criticism for redundancy was
more often elicited than was praise for usefulness.
Most seemed to feel that exams (which included both
essay and short-answer questions) were fair and com-
prehensive.
The course did not escape the most frequent encom-
iums levelled against introductory sociology courses: the
content (particularly as presented in the text) was often
labelled as common-sense, although those who enjoyed
the course praised its integration and structuring of com-
mon sense notions.
Most students seemed to prefer the latter part of
the course, which stressed more specific social issues.
Respondents were nearly unanimous in correlating
their opinion of the worth of the course with the quality
of their section leaders. Many complained of redundance
on the instructor's part, and others of evasiveness or
lack of knowledge in answering students' questions.
A new lecturer will be teaching this course in the
fall, 1965.
Social Psychology 380
Prof. Eugene Burnstein 132 21 2A 10B 9C
Sociology 380, as a whole, held little interest and
stimulation for those students responding to the ques-
tionnaire. Students indicated the readings and papers
tend to be most effective in providing stimulation-with
the recitation coming next and the lecture last. In
general, students noted little encouragement for class
participation in lecture, little feedback on exams and
little personal interest in the class. In recitation, how-
ever, these conditions were virtually reversed.
The course difficulty was rated average to fairly
difficult by the majority of respondents. Those with
lower grades tended to rate the course as more difficult.
Although the readings were felt to be complementary,
many students complained of an overload of work. The
exams were thought to be generally comprehensive and
fair.
Respondents strongly criticized what seemed to be
the lack of coordination between the lectures, recitations
and readings with respect to both time and subject
matter. Respondents felt the course clearly set objec-
tives or directions and thus was very hard to follow.
Two changes for the fall term, 1965, should be noted.
First, the course will no longer be cross-listed; it may be
taken as either Sociology 102 or Psychology 104. There
will be one common lecture per week, with the remainder
of the course work done in separate recitation sections.
Also, the lecturer has been changed, and the reading list
substantially revised. These changes may improve co-
ordination between aspects of the course, and clarify
objectives and direction.
ZOOLOGY
Zoology 252
Prof. James N. Cather 155 20 7A 4B 9C
Most respondents found Zoology 252 to be a stimu-
lating course due to the nature of its content, not to the
lecture, the presentation of which many found too rapid.
Respondents noted that the student who took time to
consolidate the otherwise uncoordinated lecture, labora-
tory and text material found the lecturer much more
interested and stimulating. Response to the question-
naires infers that this is a course for the student who
works beyond what is required of him.
Respondents indicated that extra hours are necessary
in lab where students were generally left to learn and
locate the various systems by themselves.
Exams are geared to testing the student's grasp of
concepts and terminology. However, respondents found
that, since the course covers such a vast amount of
material, many areas were never tested. They noted that
the final, much more than the hour exams, stressed spe-
cific details.
Most respondents felt that the course presented too
much material to be covered effectively in one semester.
They advise that either more credit hours and time
should be given for this course or that it should be split
into two terms (either a two term sequence or one se-
mester of embryology and one of comparative anatomy.)
SCHOOL OIF MUSIC
Music Literature 341
Prof. Glenn McGeoch 286 34 6A 16B 11C 1X
Most students found Music Literature 341 at least
somewhat stimulating, most of them very much so,
with the lab sessions being the most stimulating part.
The lecture was not considered too important by
many because of its irrelevance to the specific material
being covered and because of the fact that it was, read
verbatim from notes. The manner of presentation of the
lecture material was considered dry and uninteresting.
For meaning in the course, most students looked to
their lab sessions and instructors who were able to
clarify vague points in the lectures. Coordination was
considered good between lectures and tapes which were
used as sources for material, but not so good between
the lectures and the labs. The text, which consists of
charts which break down the music into sections and
themes was generally found to be of help in the study
of the particular works studied in the course. No papers
are required.
Students generally felt that the lecturer neither
encouraged nor discouraged class participation. Ques-
tions were entertained. The lab session instructor, it
was felt, definitely encouraged class participation. There
was no feedback in lecture on the student's progress-
this came in the lab sessions.
It was generally felt that, because of his manner
of presentation, the lecturer seemed distant from the
class and only somewhat interested in his material,
while the students found that the lab instructors had
much greater interest.
It was almost unanimously agreed that the course
material was fairly difficult, due to the content, demands
of the instructor, memorization and the absence of a
real text. Studying was considered time consuming and
demanded some adaptation in order to be able to pick
out important musical passages and recurrent themes.
It was largely felt that students were guided by
outlined activities, although a considerable number felt
that they were responsible for the achievement of the
course objectives on their own.
Exams, which use a combination of procedures,
were considered to cover the course content comprehen-
sively but were largely considered to be a grading device,
rather than a means of instruction.
Music Literature 343
LTI rL
Sir
VOL. LXXV, NO. 152 ANN ARBOR, MICHIGAN, SUNDAY, 28 MARCH 1965
SPECIAL SUPPLEMENT
A Review of 5 Key University Cours(
Prof. William Malm
82 8 2A 5B 1C
The general consensus among students evaluating
Music Literature 343 was that Prof. Malm's course is a
stimulating one. It is strictly a lecture course with tapes
assigned for listening in the audio room of the Under-
graduate Library.
The content of the lectures was judged to be the
most stimulating aspect of the course. The lecturer was
considered very much interested in his material. Par-
ticipation in the lectures was neither encouraged nor
discouraged, although questions were entertained.
No text is used, but readings were found by most
to be of some value. Papers, not long, were considered
of some effectiveness in achieving the goals of the
course.
Limited feedback on the students' progress in the
course was provided by the lecturer.
Course work was considered about average in
difficulty by most students, with some leaning toward
the fairly difficult. Memory work is considerable. Stu-
dents largely felt that they were responsible for the
achieving of the course goals on their own. Readings
were not always considered to be worth the time they
took, but they were left to the discretion of the
students.
Exams were generally short answer essays. It was
unanimously agreed that they covered the course material
comprehensively. They were oriented toward teaching
the student something rather than being used solely
as grading devices.
I,- - -I
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