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PAGE TWO
THE MICHIGAN DAILY SPECIAL SUPPLEMENT
SUNDAY, 28 MARCH 1965
SUTNDlAY,28 MARCH 1965
THE MICHIGAN DAILY SPECIAL SUPPLEMENT
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TH IE FR nIntroduction
THE IDEA FOR this booklet was born during sponding to the questionnaire, not necessarily the
final examination period last semester when opinions of all those enrolled last term in the
the heads of seven student organizations conferred courses described.
and agreed to begin work on the project immed- The questionnaires concentrated on specific
latelv after vacation. information. Rating of courses or professors on a
The task was undertaken by Assembly House scale was completely avoided since the sample was
Council, The Daily, Graduate Student Council, In- not scientific. Rather, factual comments related to
terfraternity Council, the Michigan Union, Pan- the course and the professor were stressed to obtain
hellenic Association and the Women's League. information across a number of questionnaires. '
A coordinating committee consisting of repre- Information relating to the actual structure of
sentatives from each of the seven groups was the course-whether it followed the text, the pre-
chosen to implement the project. Representatives paredness of the professor, the number and type
were: From AHC, Jane Worman; The Daily, Louise of papers required and the value of the reading
Lind; Graduate Student Council, James Norr and list-were particularly sought.
Larry Phillips; IFC, Frederick Feldkamp; the
Union, Charles Ballard; Panhel, Suzanne Matthews ANE PART OF the questionnaire was devoted to
and the League, Cece Smith. Gary Cunningham, multiple choice and short answer questions.
then executive vice-president of Student Govern- Here students were asked such things as whether
ment Council, now SGC president, agreed to chair the course stimulated interest, whether the instruc-
the committee. tor encouraged or discouraged class discussion,
Course description booklets have been pub- whether outside readings contributed to under-
lished at a handfull of other universities, among standing the course and whether the course fol-"
them Harvard University, Cornell University and lowed a highly rigid syllabus or allowed students a
Berkeley. The United States National Student As- choice between a number of suggested readings.
sociation has received requests from about 20{
schools this year expressing interest in publishing This portion of the questionnaire was tabu- r
course description booklets. lated by members of the sponsoring organizations.
The questionnaire also asked students to com-
HIS BOOKLET, the first of its kind to be print- ment at greater length on general aspects of
ed at the University, is intended to provide courses and the coordination between lectures, re-
more detailed course description than that con- citations and reading assignments.
tained in the University Announcements. These comments plus the tabulations were
About 10,000 questionnaires were circulated summarized by a group of juniors and seniors who
throughout the University resident halls, fraterni- evaluated courses from their major area of study, 1
ties and sororities and were available in various but not on courses they had taken.
strategic points on campus for students in off- Graduate students then checked the evalut-
campus housing. tions to insure accuracy.
Comments were sought on all courses taught
last term. The booklet contains descriptions of THE COURSE descriptions, each about 200-300
courses from the literary college, as well as a few words, contained in this booklet also relate stu-
courses from the business administration and music dents' feelings on the relative difficulty of courses,
schools. how up-to-date course material was and whether
Most of the evaluations are on introductory or not the courses were generally worthwhile.
courses and courses with large lecture sections. Plans are currently underway to reissue the
The information provided in this booklet booklet next year in an expanded and improved
should be interpreted as the opinions of those re- form.
understanding how to answer the exam questions. A
precise comprehension of the theories is necessary, for
the text, "The Evolution of Culture," covers a broad
area as do the tests. Respondents felt exams often seem
to be ambiguous semantic puzzles, consisting only of
true-false and multiple choice questions. Students polled
indicated exams were used solely as a grading device.
Readings in the text reportedly often duplicate lec-
tures, so that the extra work is practically optional,
though it is helpful. Entire responsibility for this is
placed on the student. Prerequisities are unnecessary.
ASIAN STUDIES
Asian Studies 101
(continued from preceding page)
dryor appear biased.
Examsare constructed utilizing a variety of pro-
cedures. While they cover the course, they often -spot-
check for information. Because of this and the detailed
information given in some recitations, the course- at
times appears oriented toward minutia. The exams
seem to serve primarily as grading devices, but some
can be learning experiences as well.
Some instructors were criticized for seeming arbi-
trary and grade-conscious.
The course as a whole seems to give students a
background in the governments of four nations with
some relation to the United States. However, respondents
indicated that, despite the title of the course, "Com-
parative European Governments," little is done to com-
pare one government to another until the final when
students "do-it-yourself." For those students who want
a survey course in some European governments, the
course does provide extensive information, although the
analysis is mostly of governmental structure and rarely
deals with other factorssuch as theraspects of personal-
ities on governments. Exams generaly test one aspect
of one country. Those who want to learn how to com-
pare governments will have to learn this on their own.
Political Science 160
with many seemingly irrelevant facts and statistics and
presupposed a background in political science (which
the course is supposed to give).
The readings were very extensive, and guidance was
apparently lacking for many students -in their reading.
This lack of clarity also seemed to apply to the exams
and paper.
Exams were of the essay type, with very broad ques-
tions-allowing use of material from outside readings.,
a very important factor in the grading of exams. In
spite of what seemed to be an obscure relation to the
course, the readings were praised and seemed to be the
most meaningful part of the course. The course, accord-
ing to respondents, was not an easy one in which to do
well.
Elizabeth M. Douvan
{
F
Prof. James Stewart-Robinson
9A 20B 11C 1D 1X
The only consistent
it requires too much timE
ing of lab reports bei
element. However, most
involved necessary and w
Psychology 250
Lecturer:
230 42
PSYCHOLOGY
Psychology 102
Asian Studies 101, designed as an introduction to
Asian civilizations, was rated a very stimulating course.
While studying the Near East, India, China, Japan and
Southeast Asia, it covers political, cultural, historical,
economic, artistic and other aspects of the various
cultures. The lectures are given by different professors,
each a specialist in his topic. The differing approaches
taken by the lecturers initiate a high level of interest
in the course.
Overall coordination between lectures, -readings and
weekly recitations is good. Readings, while considerable,
fit in with lectures quite well. Two points concerning
the readings should be emphasized: 1) The newness
of the material to the student made the different
approaches of the readings and lectures helpful and
worthwhile; and 2) some of the assignments must be
very carefully read while others can be skimmed.
Term papers of 10-15 pages were relatively less
valuable to most, although some felt they added to the
value of the course. The recitations apparently were
not as stimulating as the lectures but served to connect
lectures and readings. The exams, including essays and
identifications, required a comprehensive knowledge of
the material.
Most students found this "fairly difficult" course to
be highly valuable and were not discouraged by the
high standards maintained. The variety in the subject
and the variety of the lecturers made the course exper-
ience stimulating and broadening.
ASTRONOMY
Astronomy 111
Prof. Floyd C. Mann
96 23 8A 11B 2C 2D
Lecturer: Robert N. Wells
143 14 6A 4B 4C
SCHOOL OF
BUSINESS
ADMINISTRATION
Accounting 272
Prof. Leo A. Schmidt 109 7 2A 3B 2C
Professor Schmidt is generally respected for his
knowledge in the field but does not appear to be well
received as a lecturer. The course consists of lectures,
recitations, problems out of class and specifically as-
signed readings in a text generally up to date.
While an indefinite degree of correlation exists be-
tween these various facets, the text assignments and
problem sets are more worthwhile than lectures, which
are loosely connected, and recitations, which are often
irrelevant with respect to course objectives. However,
more is derived from recitations since they provide for-
greater student participation and feedback than do
lectures.
The course itself, while fairly difficult, loses interest
because of the somewhat nebulous course material and
the examinations which tend to overemphasize detail
and act more as a grading device than means for in-
struction. Exams consist mostly of problems and often
fail to adequately examine basic principles. Homework
also includes problems and is often mere busywork..
With Accounting 271 as the prerequisite, the course
is a basic business administration requirement for most
students.
Business Administration 305
Profs. Gerald Dystra and Arthur Southwick
261 16 4A 7B 4C 1X
Respondents expressed approval of this course which
deals with those everyday business relationships which
provide a useful study of law to students from all schools
of the University. Grades tend to run above average al-
though the course is of more than average difficulty.
Lectures are supplemented by a text and four exams.
Respondents indicated all are very effective in achiev-
ing the goals of the course.
The two lecturers, Professors Dykstra and South-
wick, are entertaining, informal, yet effective in empha-
sizing important facts. Participation in lecture is encour-
aged. and students are called on at random, necessitat-
ing the daily preparation of assigned readings from the
text.
The text is modern, comprehensive, and extremely
interesting. Exams, likewise, are comprehensive, gen-
erally including questions ranging from one word an-
swers to short essays, and are used as a means of in-
struction, not solely as a grading device. Exams, lec-
tures and readings are well coordinated and are closely
ranked with respect to the creation of interest.
COLLEGE COF
LITERATURE,
SCIENCE
AND THE ARTS
ANTHROPOLOGY
Anth ropology 131
Prof. Ernst Goldschmidt 369 31 6B 22C 3D
Professor Goldschmidt is considered to be a dynamic
individual by the great majority of those students
answering the questionnaire, and one possessing a vast
knowledge of his subject, real skill in explaining the
material, and a sincere interest in the progress of
individual students. Largely due to his influence, re-
spondents considered Anthropology 131 extremely stimu-
lating and very worthwhile.
The subject matter covers a great deal and a great
variety of material, and much memorization is necessary.
No labs are included, but enrollment in a recitation
section is required.
Respondents rated recitation instructors from "very
effective" to "not at all," with emphasis on the latter
category. Although free discussion is encouraged in
recitation and individual progress checks made, many
seemed to find instructors inadequate and disinterested.
Respondents indicated some dissatisfaction with the
usefulness of the texts.
Opinions of the difficulty of material averaged in
the "fairly-" to "very-difficult" range, a high level of
achievement being expected. Study guides are helpful
both to keep up to date and for comprehension of
material.
Exams are composed of a variety of question types,
cover the course material comprehensively and do act
as a teaching instrument as well as a grading device.
Anthropology 457
Prof. Leslie White 136 10 5A 1B SC 1D
Respondents generally considered Anthropology 457
to be a stimulating course. The comment is applicable
both to the text (written by Prof. White) and the
-ecture.
Respondents inicated material in the lecture course
was well .-tcgrated with the single text and effectively
rresented. There are no recitations.
Questions are encouraged in lecture, and private
conferences are readily available.
The difficulty in this course is not one lying within
the material itself, respondents claimed, but rather in
Prof. Hazel Losh
400 40 7A 11B 17C 2D 3X
Astronomy 111 consists of three lectures and one
two-hour lab per week; there are two tests plus the final.
No papers are assigned. Graded lab exercises are as-
signed and a laboratory test is required for those who
have missed labs; this is optional for others.
Interest in the course as a whole ranged widely,
although many A and B students liked the course very
much. Respondents indicated that the most important
part of the course is, by far, the lecture. Labs run a
poor second, and the text was almost universally
thought unnecessary, or a best a supplementary reference.
,Opinions ranged widely on the quality of lab in-
struction.
Student participation in lectures was not marked,
but was encouraged in labs. Tests are generally returned
and commented on in labs.
Tests consist of problems and short answer re-
sponses to memorized material. The problems are oc-
casionally quite difficult or tricky, respondents report.
They cover most of the course material. Students have
the option of having their exams graded by either their
lab instructor or Prof. Losh.
In general, most students viewed the course as a
method to fulfill distribution requirements. They rated
the course from fairly difficult to average. Prof. Losh
herself was an object of considerable interest to many
respondents-the most interesting part of the course
to many.
Astronomy 112
From one aspect or another, respondents rated
Political Science 160 very interesting and worthwhile,
noting that its principle virtue rests with the lecturer,
Mr. Wells. Unfortunately, Mr. Wells is leaving at the end
of this term.
Respondents found that both the lecturer and the
recitation leaders were interested in the class.
The course was rated as fairly difficult by two-third
of those replying because of the high standards set. The
readings are up-to-date, non-redundant and also fairly
difficult.
Those who felt the course was coordinated among
lectures, recitations and readings generally received high-
er grades than those who did not.
The exams are a combination of es'say and multiple
choice questions. Respondents felt they were us, d pri-
marily as a grading device.
, The prerequisite for the course is Political Science
100 and respondents held mixed feelings as to the neces-
sity of this prerequisite.
There is a much larger enrollment in Political
Science 160 in the winter term because Political Science
100 has a large enrollment in the fall, and students
seem to go from 100 to 160, 140 or 110 the following
semester.
All students in the course seemed to agree that pro-
viding one enrolls with the proper instructor, the course
represents time well spent.
Political Science 260
Prof. Harold Jacobson _ 113 13 2A 4B 7C
Professor Jacobson appears to have succeeded in
directing his students to form individual opinions on
United States foreign policy by focusing their attention
on relevant materials in the field. The lectures stand out
as the most dynamic part of the course, not only for con-
tent but for the excellence of the lecturer himself.
Professor Jacobson appears to have been most effec-
tive in projecting the course goals and directing the stu-
dents to the achievement of them. A good number of
students polled felt he encouraged participation in the
class and was personally interested in the course and
in them, as students in the course.
The readings are all assigned, quite contemporary,
and complementary to each other. A majority of the
students polled seemed to feel the readings were definitely
worthwhile.
The exams are of the essay type, and appear to serve
more as learning processes than mere grading devices.
Political Science 260 should be rated as a fairly dif-
ficult course due to the high levels of achievement set
by the lecturer. Upon completion, each student, ideally,
will have sifted the material presented and derived his
own view and theory of United States foreign policy.
Political Science 401
Students evaluating this course consistently down-
graded the lecture and praised the recitation instruc-
tors. The lecturer was rated poor by respondents for a
seeming inability to gain and hold student interest. His
material in general was judged to be redundant, often
irrelevant and sometimes poorly organized.
1 ASWD FVI
srqps~p u.
''7
Respondents replying
a good deal of ambivale
course. While many stud
well organized, stimulati
maintained that she was
hold the students' intere
of students considered tl
quite stimulating.
The texts were ju
achieving the goals of th
complained that they we
tation. On the whole, th
nonredundant and worth
Although the class
to feel that the lecture
the class and encourage
The exams consisi
There was some differen
tended to spot-check c
course comprehensively.
learned something from
some complaint that th
the rest of the course.
integration of lecture, re
Psychology 319
Lecturers: Melvin Guyer
Joseph Russo 78
Respondents rated P
and the lecturers stin
effective in helping to a
the lab instructor and t
additional readings of
assigned, but there ar
found helpful.
The lecturers enco
feedback on student pro
interested in the studer
The course is considere
high levels of achievem
ground in mathematics
the course was carefull:
readings which students
spent reading them.
The examinations
variety of testing meth
essay questions, true-fal
some teaching function.
The prerequisites w
In general, respondents
student-teacher rapport
ture and text was- gc
system and with additic
review sessions before ti
week) which compensa
regular lab sessions.
This course will be
the fall term of 1965. T
cover the same material
what, with some of the
the case before. There w
ten weekly quizzes and
High school mathematic
the catalog should ad
verbal presentation of b
Psychology 363
Prof. Frank Grace
130 10, 4A 5B 1C
Most of the course material is presented in recita-
tion. Some of the recitation leaders were highly praised
for their clarity of presentation, the interest they took in
the student and their ability to unify the various aspects
of the course.
Outside readings and the in-class discussion that
ensued were highly rated. The readings as a whole
were said to be up-to-date, complementary to each other
and well worth the time spent..
Exams were a mixture of multiple choice and
essay. Respondents noted that they tended to cover
the course comprehensively, serving both as an edu-
cational and a grading device.
It should be noted that the structure of the lecture
period was substantially changed during the winter
term. This hour is now used to present general material
through motion pictures, panel discussions and similar
techniques. Students currently enrolled are reported
to be more interested and involved in these presenta-
tions and generally reacting much more favorably to
them. This new system will probably be employed during
1965-1966 terms.
Psychology 110
Prof. Harlan Lane 195 30 9A 19B ZX
A stimulating introduction to behavioral psychology,
this is a course which provides the student with "an
excellent opportunity to learn by doing," according to
those replying to the questionnaire.
Lab work during the first third of the semester
consists of a series of experiments in the conditioning
of rats. The remainder of the experiments deal with
human subjects. Students work individually, according
to procedures prescribed in a lab manual designed by
Prof. Lane.
Lab groups are small, and lab instructors are ex-
tremely helpful in clarifying the prescribed methodology
and in providing additional relevant, and generally
stimulating material. Respondents commended them for
their interest, enthusiasm and encouragement.
Towards the end of the semesteer, students are of-
fered the option of designing and carrying out an ori-
ginal research project, apparently an exciting and re-
warding experience for those who take advantage
of the opportunity.
Reactions to Prof. Lane's lectures vary from "inter-
esting" to "dull," "relevant" to "irrelevant" (with refer-
ence both to the lab work itself, and to the applications
of behavioral psychology outside the laboratory). Most
respondents do, however, find him enthusiastic about his
field and genuinely interested in the learning process.
Prof. Hazel Losh
Prof. Norman Maier
276 33 9A 12B 10C 2D
The structure of Astronomy 112 is the same as
that of Astronomy 111.
The course is liked less than Astronomy 111, judging
(Continued on next page)
The names and figures set in bold type pre-
ceding individual course descriptions are inter-
preted as follows:
Name of professor teaching the course; s
number of students enrolled in the course last z'
semester (fall, 1964); number of students re-
sponding to the questionnaire; grades received
by respondents.
Thus a heading reading Prof. William Smith
300 70 20A 30B 20C means that Prof.=
Smith taught a course with an enrollment of
300 students of which 70 replied to the ques-
tionnaire and that of those 70, 20 received A's,R
30 received B's, and 20 got C's. The symbol X
designates that the respondent did not indicate
the grade he received in the course.
Those responding to the questionnaire rated Political
Science 401 a stimulating course, mainly due to the lec-
turer and the content of his lectures, which seemed,
however, at times somewhat stilted.
The diffculty of the course was attributed to the
high level of achievement required and the intrinsic
difficulty of political theory.
The midterm, final and paper were felt to add to
the knowledge gained from the lectures and assigned
readings, as they required that the student pull the mate-
rial together in a new way rather than simply feed back
info mation.
Political Science 411
Prof. Harlan Hahn 106 15 2A 3B 10C
The evaluation of this course must be an ambivalent
and uncommitted one, reflecting the attitudes of those
responding.
In general the exams and the lecturer were con-
sidered to be of little value and uninteresting, with the
readings and paper redeeming factors for many.
Respondents found the lecturer quite dull, and noted
his tendency to ramble, often with no apparent organi-
zation or preparation. The lectures were interspersed
Respondents rated
little value and its lect
labs obtained a fairly
the course easy, but dul
book and lecturer, borin
Students noted tha
tant and did not encou
instructors did and dis
dents.
There are no pape.
ings. While the course
many respondents foun
dant and too time consu
Exams are multiple
mation. They act as th
is no appeal on the coi
Respondents did n+
be necessary, although
some help in providing
Changes in the cou
be-noted. Plans for the
although they may be
turer rather than indiv
be changed to the shor
text will be introduced.
Psychology 41C
Prof. Gerald Rothschild
Psychology 410 wa
very stimulating course
ments were judged to
(contin