PAGE EIGHT THE MICHIGAN fDALY fiPECANT, U3PTM T O VTTIMA1t7 eta.RAt':. rn. .....r PAGEI®IYYY II® rll I IIIY®IW~ EIGHT l/ii~l~i Vil S a r , rLlr. - ---4-' SU *NAY, 28 MARCH 1965 5 (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 5, Were students ~ Guided close F]Responsible at Ann Arbor's Friendly Book Store Published with the Cooperation of Assembly House Council Interfraternity Council Panhellenic Association Graduate Student Council The Mic[ The Wom I'