EF151 Fall, 2014 Feedback

Lectures

Rate the overall quality of the EF 151 lectures.

23% (91/396) Very good (1) 56% (222/396) Good (2) 17% (69/396) Average (3) 3% (11/396) Marginal (4) 1% (3/396) Poor (5) 0% (0/396) N/A (0) Avg: 2.02, NZAvg: 2.02, sum=801, cnt=396, nzcnt=396

Rate the overall quality of Prof. Bennett's effectiveness in presenting the material.

50% (199/396) Very good (1) 42% (165/396) Good (2) 7% (27/396) Average (3) 1% (5/396) Marginal (4) 0% (0/396) Poor (5) 0% (0/396) N/A (0) Avg: 1.59, NZAvg: 1.59, sum=630, cnt=396, nzcnt=396

Rate the overall quality of Prof. McCord's effectiveness in presenting the material.

13% (51/396) Very good (1) 31% (123/396) Good (2) 34% (135/396) Average (3) 13% (50/396) Marginal (4) 9% (37/396) Poor (5) 0% (0/396) N/A (0) Avg: 2.74, NZAvg: 2.74, sum=1087, cnt=396, nzcnt=396

Rate the overall quality of Prof. Schleter's effectiveness in presenting the material.

54% (213/396) Very good (1) 39% (156/396) Good (2) 6% (23/396) Average (3) 1% (4/396) Marginal (4) 0% (0/396) Poor (5) 0% (0/396) N/A (0) Avg: 1.54, NZAvg: 1.54, sum=610, cnt=396, nzcnt=396

Rate the effectiveness of having a team-taught lecture.

34% (133/396) Very good (1) 46% (182/396) Good (2) 15% (61/396) Average (3) 4% (15/396) Marginal (4) 1% (2/396) Poor (5) 1% (3/396) N/A (0) Avg: 1.89, NZAvg: 1.91, sum=750, cnt=396, nzcnt=393

How often did you use lecture videos (recorded by OIT)?

24% (95/396) Weekly (1) 32% (128/396) Monthly (2) 30% (119/396) Rarely (3) 5% (20/396) Never (4) 3% (13/396) Tried them, didn't use them (5) 4% (17/396) Tried them, had problems (6) 1% (4/396) Didn't know about them (7) Avg: 2.48, NZAvg: 2.48, sum=983, cnt=396, nzcnt=396

Rate the effectiveness of having text/email questions submitted during lecture.

27% (107/396) Very good (1) 34% (135/396) Good (2) 19% (77/396) Average (3) 7% (28/396) Marginal (4) 3% (10/396) Poor (5) 10% (39/396) N/A (0) Avg: 1.94, NZAvg: 2.16, sum=770, cnt=396, nzcnt=357

General comments/suggestions on lectures:

2.  Sometimes they got a bit lengthy, but that will always happen. 3.  pretty hard to follow in lectures and lot of important points not mentioned in lectures. 5.  I wish the lectures were longer because I always felt that we were pushed for time and there was a ton of stuff trying to be taught crammed into 50 minutes. 7.  I like the lectures and the experiments. 8.  put all annotated lecture pages into one pdf file 10.  I enjoyed having a team-taught lecture because it kept your attention moving around the room, so it was harder for me to lose focus. Also, the email questions helped to clarify on some topics. 11.  Recitation should be used for reviewing the material and making sure people understand it not for stupid labs that really only help if you already understand what is going on. 15.  Glad old exams are online. Helped significantly. 16.  none 17.  Take more questions from audience. 18.  Very good way of conveying important information 20.  Good lectures 21.  Managing time is key. And I believe throughout most of the semester, this was poorly done. There wad too much cramming. Also, if after clicker questions the precentages are not upwards of 70 percent, it would be in best interest, for the sake of the students, to make sure they understand. Maybe alternative questions can be asked, or simply a clicker question asking "do you understand now?" 22.  Would go to fast over some topics that needed more time. 26.  manage time waaaaay better 30.  none 31.  Explain more, don't skip steps. Only time when we get to know how to do stuff 32.  For clicker questions, if there was a way to use the website instead of the always needing a clicker. 33.  Interactive informative but give more complex examples to better understand difficult concepts 34.  None 35.  None 36.  The lecturers need to agree beforehand on common conventions and terminology, like negative direction as down, notation on free body diagrams, using the word moment to describe torque for some confusing reason, etc. 37.  they were good 38.  It was really annoying when they went over time (bc I have class after), and then when the professors told us to stay. 39.  Really liked having a team lecture! 40.  None 41.  Good lectures 43.  The videos explaining past tests were the most helpful thing I used during the semester.....time management of the professors was a major problem. While it didn't effect me personally when we went over, many of my friends had classes right after lecture and they were consistently late for those classes. 45.  N/A 46.  Everything was great until module 4. I felt rushed through it and it seemed like the content of the lecture was prioritized below the final project, which considering the exam is worth more than the project I think that's wrong. 47.  None 48.  OIT lecture recordings didn't open for my computer. I benefited very well from lecture videos. If there were video recordings for every lecture, that would be very beneficial. 51.  Very hard class, but good at the same time. 53.  Only Bennett and schleter 54.  I thought everything went well and had no significant problems. 55.  Always pushed for time at the end. 56.  I don't know if it can be helped, but there was a lot of material covered every day, and it became an information overload and I got lost quick. 57.  For those of us that have never had physics the lectures were not helpful enough. It was very confusing and it often moved too quickly. 58.  learned alot 59.  Not too shabby. 60.  None 61.  More hands on examples with props 62.  Talk a little less and maybe work on practice problems a little more. 64.  N/a 65.  None 66.  The lectures were overall very well done 67.  The lectures were good I just need to work on reviewing the notes. 68.  No general comments. 69.  I recommend more difficult examples for problems. I feel like the problems in lecture were significantly easier than the homework problems. Or maybe some how incorporate time to go over some homework problems. 70.  i really like the real life examples y'all used in lecture. they really helped me understand what was going on. ex: the balls being thrown. they also kept me very interested 72.  Taught the material well and the notes were effective. 73.  Maybe could manage time better. 74.  Like the overall explanations of each problem. 75.  Some lectures were boring, having visuals and real life demonstrations help 76.  Occasionally way too fast and would leave us confused. But after the introduction of the email option it got slightly better. 77.  It would be great to go through all the review questions in the final lecture of each module. 78.  It would be nice if we had more space on our lecture notes to write. 79.  it shuold include something about exams 82.  I think the lectures seemed rushed which affected how the material was presented. But the content and layout of the lecture was effective and generally easy to follow 83.  N/A 84.  The lectures were very good overall. 86.  Spend more time on the more complicated material 87.  More time on the concepts 88.  None 89.  The questions are good, but they take away time from finishing what is needed to be covered in the 50 mins. 90.  None 91.  One professor per lecture. Have one person talking one person on the questions and one person writing. 93.  Most things were taught too quickly to get a good understanding of. I usually just tried to memorize things because I felt like I wasn't really taught anything in lecture. 95.  None. Thought class was generally enjoyable and interesting. 96.  Very helpful lectures. 97.  N/A 98.  Make more problems similar to ones that are shown on the homework, don't spend too much time on a problem, so that way you won't be rushed when trying to explain the last few problems since we are running low on time. Make sure to emphasize what the students really need to know for a test. 99.  Lectures were really fun. 100.  Sometimes mistakes were made up on the lecture notes during lectures. I would go back and review these notes and compare them to past lecture notes and there would be differences that confused me (like free body/kinetic diagrams). I think that this was just due to the professor writing and the professor talking not being on the same page. 101.  Overall very good. However, they often started lecture late and ended late. 103.  Sometimes it seemed as if the professors were pressed for time which limited how much they could elaborate on certain topics. Other than that, I thoroughly enjoyed the class. 105.  Three lecturers is about one too many. Unless one person's job is dedicated to only answering email questions (by email) for the entire lecture, one person lecturer seems to be extraneous. 106.  Occasionally we had to rush to finish slides and if that happens I think a flex Friday type of video would be the most helpful thing to understand the problem/slide. 107.  When I play the lecture videos I cannot just watch the part I was confused about. I have to watch the whole video which usually lead to me not watching it. 108.  Make sure to get through all the material for lecture and work out the problems instead of stopping half way through working 109.  Sometimes when the classes are about to end, there isn't enough time to finish the last example problems and most of the time those last problems are the ones that help me the most on the home work. The lecture is about to run out and the instructors just half do the problem in a rush and when I look back for help on the home work the example is of little or no help. 110.  Too much material, too little time. 111.  N/A 112.  Lectures are fine, but sometimes i feel the fake 113.  I loved them they did not put me to sleep very active love love love!!! 114.  This is a really well structured class and I actually liked it 117.  try to use more real life examples during lectures. Like in person, ex: ball bouncing of floor 120.  Overall pretty good 121.  Sometimes it is frustrating when the final few questions are rushed through at the end of lecture. 122.  I had no problem with the lectures. I thought they were very informative and helpful. Do it just like this semester. 123.  none 124.  Make it more interesting. 125.  none 126.  didn't like clicker points 127.  N/A 129.  N/A 130.  Having over 500 students in one class was distracting and it was extremely hard to focus and feel like my opinion mattered and that the teachers cared about me as a student. 131.  It's hard to focus because of people talking. Also, I felt like I learned a lot more in recitation than I did in lecture (Daniel is awesome). 132.  I liked how the lectures were set up. It made me feel like the resources were there for me to succeed. All I had to do was use them. 133.  Honestly best teachers I've ever had. I have never taken a physics class before in my life but I understood nearly everything in this class. 134.  none 135.  Have the text/e-mail things be available all year. Also to give clicker questions that check to make sure we are understanding what you are explaining. Also do more problems that we can relate to our homework. Overall i enjoyed the lectures and liked how the Professors interacted with us. 136.  I wish problems were worked out more often. 138.  Time management. We got let out late or didn't get to finish problems quite often. 139.  More props for examples. 140.  None 141.  please have more review of previous topics for the final exam rather than just one homework assignment. 143.  be more cautious of time. 144.  The lectures were very interactive and informative 145.  I enjoyed lecture and I feel that the professors made it enjoyable, and relativity easy to learn. 146.  Make the questions easier to submit through phone. 147.  Smaller lectures would be ideal 148.  I liked them. 149.  No comments. 150.  put up solutions that we did not do in lecture 152.  The lectures were helpful, sometimes wasn't able to go over all information. 154.  I liked the lectures. The only suggestion I have is to have more examples worked out. 155.  Sometimes with three different Professors teaching, it would get really confusing. Additionally, the Professors would sometime contradict each other which made for some more confusion. 156.  Very effective, easily my favorite class and most engaging lecture. 157.  lectures are as good as can be expected with a class size of 500+ 158.  Don't make it as interactive. Focus more on getting through slides and presenting all the material thoroughly. 159.  Leave more room to write on the lecture notes. 160.  N/A 161.  They went by fast which was good 162.  None 163.  very helpful with explaining concepts, helped alot when explained homework examples 164.  None 165.  go over more homework problems. 168.  the text/email is brilliant 171.  I love the way you all have lecture set up. 172.  The video lectures really help for when I miss something in lecture that I may need to relearn at my own pace. The videos allow me to do so. 173.  I thought at times some of the lectures were a little too fast paced and because of the time limit of class some information or problems weren't explained clear enough. 174.  Need more opportunities to ask questions during the lectures. 175.  They were good overall, but some material seemed to be covered poorly. 176.  Lectures are mostly good. 177.  Pretty good, can be a bit rushed towards the end and miss important info 179.  I thought they were helpful. 180.  N/A 181.  Very helpful in getting introduced to the concepts but I don't really understand them well until I start doing problems on my own. 182.  None. 183.  It was pretty well put together. Time was always an issue. 184.  None 185.  None 186.  Usually very helpful. Sometimes rushed at the end. 188.  It is very helpful, but sometimes time constraints rushed the end of some lectures. 189.  Some of the lectures (especially in module 4) tried to cover too much material in too short of time and we ran out of time. 191.  it was pretty big class, but it was good experience. didn't feel like missing material to learn because of the big class 192.  BENNET, MCCORD AND SCHLETER ARE A DREAM TEAM. I did like McCord's instruction incrementally more that the other two, though. she was just a tad more enthusiastic. YOU GUYS ROCK. 193.  I like them they tended to be a lot of fun. 196.  Enjoyed the lectures 197.  I like the team-taught lecture because the other professors are able to correct mistakes or mention something the other professor might have forgotten to mention. 198.  PLEASE give more room for the notes! Trying to fit everything in the little boxes while making sure lecture isn't moving forward without you is stressful, and it's extremely hard to look back on and understand tiny, crammed-in writing on example problems. Lecture also seemed too quickly-paced sometimes. 199.  The lectures are very good. Prof. Bennett and Prof. Schleter teach the difficult physics concepts excellently. Prof. McCord is hard to listen to though because she seems uptight. Prof. Bennett and Prof. Schleter seem much more comfortable on stage. 201.  The lectures actually helped with homework and understanding. 202.  The flex friday lectures were the most useful lectures of the whole semester because the option to control the pace of the lecture made it easier to grasp the material. It might be helpful to offer all of the lectures on video and make more attendance points available through that channel, as the in class lectures are often a little too fast to keep up with. 206.  N/A 207.  The lectures were very fun and interesting 211.  Having multiple lecturers kept the lectures from seeming too boring. 213.  Lecture always helps me and keeps me very engaged! 214.  Maybe work on time management so that the information on notes isn't rushed so that we are able to better grasp the lesson. Spend less time trying to entertain 215.  Get rid of Dr. McCord. 217.  N/A 218.  More examples thoroughly worked out, specifically questions similar to those that will be on tests. 220.  Very fast pace lecture. Module 1 was easiest, module 2 and 4 were hardest. The OIT videos, tutorial center, and doing hw with friends were vital to me understanding material. To improve the lectures, I would spend more time on harder material and less time on easier stuff. 224.  Just try to manage time better cause we usually ran out of time. Also maybe go through the difficult examples first that way they get done in case there is not enough time. 225.  Make sure students know where to get note packets if they lose them. 226.  I think the class is well developed. 228.  Get rid of professor McCord, she took too long to explain things and it was never really that good; It's a two person job done by three. 232.  good 233.  None. 235.  It typically worked, but the classes should have been longer to cover material more in-depth or have more time for examples. The examples often seemed too rushed and was occasionally hard to figure out what had been done to get the answer. 237.  none 239.  The guided notes need to be improved. 241.  It was hard to stay concentrated due to the gigantic student to professor ratio. 242.  N/A 244.  Sometimes the pace is too fast. I find that they are hard to keep up with when the lecturer doesn't break the material down well enough. 245.  Lectures were cool. I do appreciate the level of efficiency for such a large class. Prof. Schleter, McCord, and Bennett worked very well together, and the demonstrations were nice. I wish we had more time for demonstrations. 246.  Maybe do some more examples like the difficult questions on the homework would be helpful. 248.  NA 249.  Not very effective lectures, speed through everything too fast 250.  Good 251.  There were a few instances where I ran across a homework problem that we didn't specifically cover. While those were sometimes frustrating, I do understand that it is important for us to have to figure some things out ourselves. 252.  Id use the metric system to first explain a certain topic, then later throw in the curveball of the English measuring system rather than introducing both at the same time, seeing how the metric system is easier to comprehend 253.  N/A 254.  I learned a lot and they were very helpful. Especially when all the lectures are also online 255.  N/a 257.  It was not bad. 259.  Very effective! Clickers and questions help most though, because usually a lot of people have the same troubling questions. 261.  Don't switch from slide to slide 262.  Very good but sometimes too fast 265.  I think the class is overall a great introductory class 266.  Too fast 267.  N/A 268.  Sometimes it was difficult to keep up. 269.  The lectures were easy to follow and interesting. 270.  pace was often too fast. no different then just reading the notes online 271.  N/A 273.  Great class! 274.  Post the email/text number all the time 276.  N/A 277.  Sometimes I felt like the prof. over explained things and that confused me, additionally that would take away from doing the examples at the end. Really thought the note videos that one prof. would do were useful, helped explain certain problems that I had. Additionally sometimes the questions for homework were really confusing and the hints that said text example weren't of much help, but the discussion board really helped when i had a question. 278.  I really enjoyed this class 281.  Overall structure of the class is very good. No problems at all. 282.  Good pace and involvement. 283.  N/A 284.  Was an overall good class. I enjoyed it! 285.  I read once that the average humam attention span is about 5 minutes, so exciting stimuli (Jokes, real life examples, interesting facts) should come up every Five or so minutes to keep everyone interested and on board 287.  question asking could be improved, had questions often but didn't like the email technique. 289.  Don't spend the whole class passing a ball around then showing a crazy equation in 5 minutes. Work on what needs to be worked on. 290.  It was easier to understand when props were used or the crowd was able to interact. 291.  Don't go over on time 292.  None 294.  Very helpful having more than one professor 295.  i liked them 296.  Try to finish the problems in lecture that will mostly likely be similar to HW problems 297.  Very smooth and extremely well presented material. 302.  n/a 303.  Most entertaining class I have. 304.  Sometimes the lectures don't explain enough of the material, otherwise very well done. 305.  The lectures were fine, but just the shear size of the class will always pose a problem in my opinion. 306.  none 307.  sometimes there was a little too much info in the lecture to fully explain it before class ended. 308.  They were overall pretty good, sometimes a little boring 309.  Very good. 310.  We sometimes didn't finish the lectures in class. 311.  I feel like the material was covered too fast without enough clarification during the lecture for the level of difficulty on the homework. I would prefer if there was more in depth explanation, or maybe a 10-15 min review at the beginning, although I do understand that there is a lot of material to cover. 313.  i love you all 314.  none 315.  Really enjoyed the lectures and appreciate the extra effort to make it interesting with demonstrations/ jokes, etc. 317.  Just make sure to keep it as interesting as possible! 318.  Schleter was extremely helpful 319.  Lectures were great. I definitely liked having the video lectures to look at as well. 320.  It was good. 323.  Really Liked the lectures; this is the first team-taught course ive taken and it really helps the teachers teach the correct way the first time.They are constantly checking eachother's work. Professor Schleter was my favorite. I just felt that the way he presented the material most successfully gave the background and new concepts needed to accomplish the objective. I also just liked his tone, he always spoke to us as if we were equals and it kinda felt like he was learning with us, even though he did actually already know the material. 325.  Sometimes we ran out of time and weren't able to solve helpful example problems on the notes. This should be helped somehow. Maybe post solutions (not just numerical answers) to the example problems online if you couldn't get to them during the lecture. I think it would avoid a lot of headaches from students when doing homework problems that are similar. 328.  more pie 329.  Physical examples are a good thing to strive for during lectures 330.  good 331.  none. 332.  Learn a lot during each and every lecture. 334.  none 335.  We went slow on the easy review questions, then we sped through the hard stuff in the last five minutes. 336.  doing great 337.  Wow, what can I say? This class has been absolute best I have ever taken. The lectures are organized in ways to make the topics clear and relevant. The props are an added bonus. The text/email questions were a great idea as well. I felt the most valuable aspect were the recorded lectures and exam solutions. If I did understand something I always went back to review the lectures. Suggestion: I would have liked the ability to go and watch last years lecture prior to going to class. This would allowed a better understanding of the topic. 338.  The text/email question thing was very interesting, although I never used it myself I thought it was a great addition to the lectures. 339.  N/A 340.  The overall size of the lecture struck me as impersonal but that was my only real qualm. The material was all-there though. 341.  needs more diversity 342.  I really liked the lectures 343.  I enjoyed the lectures but the 3rd and 4th modules were much harder to understand 344.  Teach more conceptual concepts. I feel like I knew how to perform the equations but wish I knew more in depth about them. 345.  Material started to feel very rushed, especially during lecture. 346.  It seemed like Prof. Schleter was the best at giving information, Prof. Bennett was pretty good, but Prof. McCord always took too long with her examples and i didn't feel that they were explained as well as they could have been. 348.  Dr. Bennett tends to go through slides too fast and loses many people when it comes to explaining the concept. I know that the lectures must stay with in the time constraints for class, but it would help if Dr. Bennett would go slower by either extending the time of class or planning out the time spent on each slide better. 349.  Prof. Schleter definitely presents the material best, he should have spoken more of the time. 350.  More time on the practice problems 351.  The demonstrations on stage always kept the lectures interesting. 354.  I would like for the lectures to go over less examples and in more detail. I feel like they try to get as many examples done as possible and then skip over a bunch of important steps which leaves some people confused. 355.  I loved having the lectures recorded and having everything uploaded, it helped me tremendously 356.  Somehow find a way to not go as fast. 358.  The lectures were good 359.  More time for examples, seemed we always ran out of time when in the middle of examples that were more valuable to us students. 360.  Lectures were interesting and I learned a lot. 361.  It seemed as though most day we were rushing through the last slides. Some days the right amount was taught but most days it seemed like you planned too much to talk about so the last parts got squished into little time. 362.  go slower 364.  Good presentation. I think I went to every non-flex Friday lecture. 365.  The email in questions seemed to really slow down the lecture, I understand people had problems, but if anything I would rather have more time on harder concepts. It was a fun class, the homework was really hefty, and i think putting out solutions for homework would've been a nice thing to do. I understand people would be likely to cheat, but me being a commuter, if I didn't know the answer I could try and ask a friend but very rarely my friends knew how to do the problems. The test are very fair and appropriate for the lessons learned, and recitation is fun part of the week, sometimes the recitations felt pointless since the concepts were so far above what I understood at given points, this is because I waited till later in the semester to try to dig deep into the material 366.  Working solutions to problems was highly effective at teaching the material 367.  Try having practice problem worksheets with answers to all for more practice 368.  Lectures are good. 370.  The team aspect of the lectures was really effective because it allows for all the material to be covered and it mixes things up a bit and makes lecture more entertaining. 371.  No 372.  N/A 376.  It would be a challenge to come up with a better system. Learning under Professors Schleter, Bennette, and McCord this semester was enjoyable and always a challenge. 379.  I wasn't sure how to submit questions during lectures so explaining that better would have helped 385.  Overall very good, only detractor is the large size of the lecture. 386.  none 387.  N/A 388.  The pace was a little too fast for me. 389.  Easiest lecture to pay attention to of all my classes. Professors do a good job keeping it interesting. Email questions take a lot of time and we run out of time to finish the notes that day sometimes. Probably could cut those. 390.  I love these three professors and my TA, Jason. Just a lot of fun going to lecture. 392.  n/a 394.  none 396.  N/A 397.  The professors are often inconsistent with naming ideas and variables. I would prefer one professor for the whole course or each day or week. 398.  The lectures were all very straightforward, but could spend less time on certain examples. There were times where they were rushed, and I felt like I got less out of the end-class examples.

Flex Fridays

Rate the effectiveness of the 'Flex Friday' optional/video lectures

42% (166/396) Very good (1) 34% (133/396) Good (2) 16% (63/396) Average (3) 4% (16/396) Marginal (4) 3% (12/396) Poor (5) 2% (6/396) N/A (0) Avg: 1.88, NZAvg: 1.91, sum=745, cnt=396, nzcnt=390

How many 'Flex Friday' lectures did you attend in person?

44% (174/396) None (0) 28% (112/396) A few (1) 16% (64/396) Most (2) 12% (46/396) All (3) Avg: 0.95, NZAvg: 1.70, sum=378, cnt=396, nzcnt=222

How many 'Flex Friday' videos did you watch?

3% (13/396) None (0) 20% (80/396) A few (1) 24% (95/396) Most (2) 53% (208/396) All (3) Avg: 2.26, NZAvg: 2.33, sum=894, cnt=396, nzcnt=383

Should the 'Flex Friday' concept be extended to include all lectures?

14% (54/396) Definitely (1) 18% (72/396) Probably (2) 41% (163/396) Probably Not (3) 22% (88/396) Definitely Not (4) 5% (19/396) Don't care (5) Avg: 2.86, NZAvg: 2.86, sum=1134, cnt=396, nzcnt=396

General comments/suggestions on the 'Flex Friday' approach:

2.  I enjoyed the option. 3.  I like it better because we can watch it several times and go with the pace that we want. 5.  The most effective thing for me was to attend lectures and then also watch the videos. 7.  I like it but you can get a little lazy with them. 8.  good 10.  Flex Friday was a nice break to have if you need it, but I think I learn better in person. Although, I always attended lecture so I am not sure how well I would have done if I didn't. 11.  It was nice but could be problamatic if you did it for every lecture... videos for every lecture would be nice though. 13.  It would have been cool for us to get some incentive for going to class on friday 15.  I liked Flex Fridays because they explained the material a lot better than lectures did for me. 16.  none 17.  Flex friday should be used more often but the online lectures should be more ivolved and difficult. 18.  flex friday is good for once a week, not anymore often than that 20.  I liked them 21.  It is rather ineffective at teaching information, in my opinion. 22.  N/A 26.  extra credit for coming 29.  Prof Schleter always sounds depressed in the videos 30.  None 31.  Its good, allows us to sort time better 32.  N?A 33.  Nice to sleep in on friday yet still effective to use to learn 34.  I like the Friday option but I need some motivation o go to class. So don't remove flex Friday, but don't make it every day. 35.  I really liked having the Flex Friday as an option. I wouldn't want to do this every lecture though because I am more engaged when I am in class. 36.  Make easy lectures flex fridays, instead of hard ones like the angular momentum and energy lecture. 37.  i liked it and the videos really helped 38.  It was nice having flex friday option, but I never wanted to attend lecture and I barely watched the videos, so I didn't learn the topics taught as well. 39.  I think it should be all Friday lectures. 40.  Maybe give participation extra credit for going 41.  Good to get a 'free' day every once in a while 43.  I was not a fan of the Flex Friday. I came to all the lectures but one, and I didn't like the idea; I got very confused and distracted by the videos. 45.  N/A 47.  Non 48.  Amazing 50.  Hard to go to, but even harder to go back and learn material 51.  It's a nice break to have it sonetines, but I feel as though it could encourage laziness in the students. They feel like they can just skip class. 52.  I believe flex Friday's should be removed; making every lecture mandatory. 53.  Only for unimportant days 54.  Great idea! 55.  I came to all but one flex Friday. 56.  I would have attended class if I didn't then have to go answer the questions after, and class is better than the videos. 57.  I like the approach. I thought this was very effective. 58.  effective, learned better with less people in the room 59.  Awesome. 60.  none 61.  About half and half of the time 62.  I enjoyed Flex Friday but I feel it effected my grade some. 64.  Good idea 65.  None 66.  They were great ideas for friday, but if you make them for every lecture, then people probably won't learn the material as well 67.  I love the flex friday approach. 68.  No comments. 69.  I felt like that the Flex Friday's were good. I feel like it wasn't necessarily fair that the questions were worth more before the lecture itself. Because those that actually came to the lecture lost those points, but those that didn't got more. 70.  they really helped me this semester. it gave me the option to adjust my schedule so i could get more done 72.  Some of the videos had information that went off of the screen. 73.  Good idea 74.  Im glad you give the option to come if you need to for lecture instead of the videos. 75.  The flex Friday should take attendance 76.  they're a great idea 77.  It was great to have them for Fridays, but live lecture during other week days was better than a video. 78.  It was annoying to go to the lecture and still have to spend extra time figuring out the answers to the online questions. 79.  that is good idea 80.  The flex Friday was a very nice treat and helpful to have videos on the subject and having to fill out certain questions along the way. However, if every day was a flex Friday, not very many people would show up to lectures, which I find to be the most helpful. 82.  I think Flex Friday is good to use on most Fridays, but the content of the lecture should not be the most difficult lesson of the module. 83.  N/A 84.  The harder concepts should not be during the flex Fridays and if there is ever an option for a test to be on a flex Friday, the majority of students would rather the test be on Friday than Wednesday and lose the flex Friday. 85.  Awful, awful idea. I would have rather been required to come to class of Fridays. I started coming towards the end of the semester, and important material is covered during those lectures. Speaking for most of the students, I think that the videos are just a way to get credit for something. So, instead of watching them, we would just click through the video to find the answers and then move on. You can fast forward a video, not a lecture. 86.  N/A 87.  Extra questions were annoying when I showed up and there were also sometimes clicker questions, especially when the questions required be sitting still to watch a video, which I went to the lecture to generally avoid. I appreciate the concept but honestly the flex Fridays just made me a little lazier. 88.  None 89.  It would be good, but I guarantee way more people would fail out. 90.  None 91.  I attended them all but one so if there was an option and I could come I did. 93.  They were nice too have, but I would pay attention more when I actually went to lecture. I usually never really watched the videos which made those topics harder to understand. 95.  I think you could use this approach on any weekday as long as the material in the videos was not too difficult. 96.  Makes Fridays much better. 97.  I personally did not like the flex Friday lectures. It was hard enough for me to understand the lectures in class and doing them by video was very hard. 98.  I always come to Flex Friday lectures in person, since I am worried that I won't understand the concept as well as I would be watching the videos. But I feel like it is pointless to come to lecture since I still have to answer the questions anyway. Although, to be fair, you guys sometimes answer some of the video questions in lecture if we attend. I will admit though, I have sometimes looked at the videos to help me with homework. 99.  Love Flex Fridays because it gave you the choice to do whats best in your interest. 100.  I loved it, but I think if it was made for every lecture, people would not have the motivation to watch every video. Honestly, it was harder to stay awake watching the videos alone in my dorm, rather than with people during lecture. 101.  I liked it! It allowed us to learn material at our own pace and have easy Fridays. 103.  I definitely enjoy having a friday here and there where lecture is not required for me to attend. However, attending lecture in person is great and useful. Every lecture should not be optional. 105.  I really enjoyed the Flex Friday approach with the videos because as the name suggests, it gave me flexibility to do the lecture whenever I felt like it. I also appreciate the ability to immediately go back and re-watch part of a video if I didn't understand rather than having to wait all the way through lecture to re-watch the posted notes. 106.  Flex Friday works very well but for some of the more complicated concepts the lecture helps me understand them better. 108.  It was a very good thing for just Fridays and for when the material was not extremely challenging 109.  Some of the video solutions are cut of by the edges of the video screen so you are unable to see the whole solution. 110.  Good break for Fridays, not sure about everyday 111.  It always seemed to fall on the most difficult lessons so I went to lecture anyway 112.  The videos are not really helpful. 113.  no comments really 114.  Some of the questions were not answered in the lectures that I had actually went to. 115.  I really enjoyed the flex Friday lectures because it is easier for me to learn when I want to and when I can just fit it into my schedule whenever. It seems kind of pointless to walk all the way to class when the lectures are all posted online anyway. 117.  i liked them 120.  N/A 121.  It made me actually consider the concept questions more instead of feeling rushed to click an answer on the clicker 122.  Cool idea to give students a break on Fridays but I felt like it was more of an inconvenience to try to work around it and learn it on my own when I did skip lecture. 123.  Very nice option on fridays in particular 124.  Make the videos shorter. 125.  none 126.  Good idea behind it 127.  The Flex Friday lectures are nice because you can rewind and watch parts as many times as you want. However, you can't ask questions like you could in lecture. 129.  It is nice to have, but some people would not get their work done for those lectures. 130.  I felt like I learned a lot more in recitation from my recitation TA. He taught me more than the professors did. Daniel did an amazing job at teaching our entire class and he helped me understand the material more than the professors. 131.  I liked it, but sometimes the questions were harder than they needed to be. 132.  The flex Friday was a nice break from class, although I think it could be abused if it were used every time. 133.  I was able to learn as much, if not more, from the Flex Friday lectures. This was probably due to me being able to pause and go back on the video if I got behind or didnt understand something. 134.  I love flex Fridays! 135.  I likes having the option of flex friday, i feel like it is a good reward to have it. I feel like it should not be every lecture because, I feel like lecture helpes me a lot, and the question for flex friday i always struggle on even though i go to the lectures and watch the videos. 136.  Maybe have more specific problems shown to help us out on the homework. 138.  I found myself not watching the videos, but instead answering the questions without really learning the material. I liked having them, but I don't think it is good for improving education. 139.  Interesting approach to allow students to not go to a lecture, however they lose to chance to ask questions or may be confused over the topic, and must wait till recitation to have them answered or free up the confusion. 140.  This flex Friday approach is good for some lectures but some lectures are best to go to in person so the professor can explain material more in depth if needed. 141.  loved the fact that i got to review how to work out problems on the lecture notes 143.  N/a 144.  I like it a lot, Flew Fridays should be a more widely used options. 145.  I like that it gave us an optional break at the end of the week. I know personally that by Friday I was tired, and the break offered me a chance to catch up on sleep, work, ect... 146.  maybe have videos of harder or different types of problems. 147.  The flex friday approach is a good idea. I wouldn't extend it to the other lectures but a once a week thing is a good opportunity for students to sleep and learn on their own 148.  They're awesome. 149.  No comments. 150.  Keep doing it 152.  They helped because you could play the video back as many times as possible. 154.  Loved having the option to attend lecture of watch the video. 155.  It was a great way to end the week. 156.  A nice option for Fridays, but if it was openly decided that it is okay to miss lectures, then most likely some students would not come at all. 157.  I don't care for the videos. I prefer learning in person 158.  Great idea. I don't understand why we're forced to go to class anyway. 159.  It is nice having a day off from class. I went to all Flex Friday classes in person and still had to watch the online videos. Maybe make some sort of benefit for going to the Flex Friday lecture? 160.  N/A 161.  It was nice to have a change in the schedule 162.  None 163.  it was a good mixup and sometimes the videos were more helpful than attending in person 164.  Every Friday 165.  Dr. Schleter's breathing is annoying in the videos. 167.  The videos did not explain some concepts well. Harder concepts should be taught in class. 168.  the I learned nothing on flex Fridays, if I didn't have to go I didn't and the questions for the videos where so easy I didn't have to watch the videos, of course then I didn't actually learn it. 171.  You should have more of them! :D 172.  Flex Friday's helped me a lot because I could stop or rewind a video if I miss something or need to learn at my own pace, as opposed to the fast paced lectures that I can't stop. 173.  I think the videos are more effective as the lectures because of the option to go back multiple times and re listen or re copy notes. 174.  I like it 175.  Flex Friday was okay as long as I watched the videos. I'm not sure it would be bad to make all lectures "flex", but it would require the students to be self disciplined. 177.  nice idea occasionally 179.  I love not having class on friday 180.  N/A 181.  Flex Friday was a nice way to give students extra free time for studying or homework while still teaching the topics. 182.  None. 183.  Good idea. Sometimes it was just hard to catch up 184.  It should be up to a student whether or not they want to attend a class and if they begin struggling then they should attend the class but if they understand it then flex friday should always be an option. 185.  I love the Flex Friday approach. Although I attended all of the lectures on Friday, I think it is great and just as effective to use the videos provided. I used the videos to go over some topics. If one were to utilize the choice of not coming to lecture, they could use their time more efficiently than coming to lecture. For example, once I understood a topic, I fast forwarded the video to a new one, rather than sitting there going over something I already had down pat. 186.  I think it is good for some days, but meeting in person is more beneficial. 188.  Secondary lessons that add on the previous lecture (Friction, Constant Acceleration) are very good options for Flex Fridays but Primary lesson (Free Body Diagram and Torque) would be better in a lecture setting so people can ask questions during lecture. 189.  I actually liked Flex Friday lectures more than regular lectures because they felt a lot less rushed and I could do them on my own time, and get bonus points by doing it ahead of time. 191.  coming to lectures for flex friday was more helpful to understand the material then watching video 192.  I was able to take my time working stuff out, and didn't have to listen to the talkative dummies that normally sat behind me. Being so relaxed and listening to the lecture was a really enjoyable approach to teaching. 193.  I liked the concept a lot. 195.  Hard to pay attention to them, very boring 196.  Good for some days but offer it as an alternative or if they miss lecture due to a legitimate reason. 197.  I enjoy the flex friday approach because I can watch the videos at my own pace and go back and review a slide if I don't get it all the first time. 198.  Maybe have this approach two days a week, and ease the class into it--make sure people realize they still have to be accountable for the information and can't just blow it off. It was better for me personally to understand Flex Friday material because I was able to pause, rewind, etc as needed. 199.  I like the approach. It enables students to take a break on Fridays. 201.  Flex Friday was beneficial, but not as beneficial as lecture. 202.  As above, the Flex Friday lectures were the topics I did the best with, as I could control the pace and learn everything to my level of satisfaction rather than trying to keep up with the lecture in class. 203.  I definitely learned more from lectures where I attended, and the mandatory attendance made sure I came. 206.  N/A 207.  It was nice to have break between attending lectures every now and then. I really liked them 208.  Flex friday was nice, but i definatly learned more in lecture. 211.  I liked being able to watch the videos at my own pace but I probably wouldn't do well in the class if I never attended an actual lecture. 212.  It made it easier to breeze by stuff I knew, and allowed me to spend longer time on things I was not aware of. 213.  Flex Friday is good, but as far as learning the material goes, I believe lecture is much more effective. 214.  I wish I would have attended the flex Friday lectures 215.  N/a 217.  They where wonderful for students that have a full plate on Fridays. 218.  Good the way it is. Having flex lectures for the whole semester would not be helpful I don't think. 220.  Having flex friday for every lecture would make the student more liable for their success. One bad thing is questions couldn't be answered during or after lecture. However, that could be fixed by havig a discussion section...this is an interesting concept. 224.  I think it is a nice break from the usual lecture learning. The only problem is that if you don't go to the lecture then you may not be able to determine the answer to the questions. Also some of the videos would be cut off. Besides that it is kind of nice having flex. 225.  For me, videos are a poor substitution for attending an actual lecture. That may not be the case for all students, but I think it's best to cover as much material as possible in a live lecture. 226.  I feel they were good on Friday but i did not always learn the info as well as in a normal lecture. 228.  Make it extra credit if you actually attend lecture 229.  I feel like the materials covered during flex was usually the materials I didnt understand that well. 232.  good 233.  NOne. 235.  I think it would be great to have the flex Friday approach for all the lectures, but the videos should be up before the actual lectures. The student can attempt the material and if there is difficulties with a section, then the student can attend in person and be more likely to get help or gain a better grasp of the concept. Also the quizzes and the clickers would need to be better synced so that those who do attend won't have to still do the quiz. 236.  I thought they were a great idea. 237.  none 239.  I don't learn much on Flex Fridays. 241.  It was easy to guess the answers to the questions even without watching the videos. 242.  Effective 244.  none 245.  I loved Flex Friday, but due to my schedule having a class right before the lecture, it really helped to going to the lectures, but the way the videos are there after the lecture really helps recap each section of the lecture much more easily. The split of sections and videos helps isolate where each struggle area is for me. 246.  Just a good change in pace. 248.  NA 249.  I didn't learn as much with the videos 250.  Good 252.  No comments 254.  Flex Friday was a good break and the lecture videos and questions helped learn the material 255.  n/a 257.  Good idea, but sometime miss important information 258.  Learned well by flex Friday videos, learned better in person. 259.  Being there is more helpful than the videos! Love the smaller crowds. :) 260.  I really like Flex Friday but I don't think it should be extended because it would be hard to remember to do all of them. I like to have them as a reward. 261.  They work 262.  Attended all lectures 265.  Awesome 266.  N/A 267.  I don't believe that Flex Friday should be extended to all lectures as I think it would promote laziness and not help people adjust to the college lifestyle; however, I think they are excellent in the way they were used this semester. 268.  Very easy to understand. 269.  I felt that attending a flex friday helped me gain a better understanding of the material. 270.  having friday off was nice 271.  I like being able to individually go through lectures. 273.  Great idea! 274.  Nice idea but the people actually going to lecture shouldn't have to do the quizes 275.  Flex Fridays are a good idea, but most of the lectures should still be required. There's only so much one can learn from video lectures, and there's no opportunity for interaction beyond texting/emailing questions, which can't quite match up to face-to-face interations 276.  N/A 277.  At first I didn't go because I wanted to sleep in, but I decided it would be beneficial to go and watch the videos, so toward the end of the semester I would do both, and that helped most of the time. 278.  Pick easier topics to go over during flex Fridays 280.  I enjoyed it because I didn't really have to do anything, but that meant I did not learn anything 281.  Maybe the best thing about the class. 282.  A good occasional purpose, but should refrain from being on consecutive lectures. Maybe Monday/Friday 283.  Would rather have actual lecture. 284.  It was nice that it was optional 285.  Thanks, but you guesstimate the attendance quizzes instead of doing any of them... Which I did 287.  didn't like it that much. i didn't mind having it a couple of times, but towards the end of the semester, it started happening too often. 290.  Really enjoyed the option. Extra sleep for a busy student can be the best thing especially on a long week. I do not think I learned the information as well though. 291.  Offer all the lessons in this video form in addition to the lecture because I always learned more that way 292.  None 294.  Good idea for Friday's but not for every lecture 295.  they were good 296.  Most of the time they were very helpful when I became stressed. They provided a opportunity to rewind to understand the usage of some of the equations and how answers were found. Not necessarily an option in lecture. 297.  Flex Fridays are nice breaks from normal lecture hours. However, I do not think they should be available on all lectures, as I personally get more out of lecture being there in person. Flex Fridays on occasion did not detract from my learning experience though. 300.  Once in a while is fine, but too often, it can make us lazy. 302.  n/a 303.  I feel like it might get abused if used all the time. 304.  Sometimes the videos cut out the work and its hard to follow 305.  I think flex fridays are nice in moderation, but given too many I feel it would be too easy to fall behind. That is not so for every case, but in the experince I've gotten from interacting with other students it would have a greater negative impact. Altough, I could see the possibility that it might work better for students farther in the program who have a better grip on the work required to succeed. 306.  liked it a lot 307.  I thoroughly enjoyed being able to watch friday's lectures online, but if you made it an every week thing you start walking the line of why not just make the entire course online. 308.  Flex Friday was great. It was good to have a break and be able to teach yourself. I enjoyed it because i usually teach the material to myself and fall asleep in lecture. 309.  Flex Friday is a very good reward to have at the end of the week. Yet if you applied flex friday to every lecture, you would most likely see a significant drop in test scores. Seeing how I really don't pay attention during flex friday videos, and only do them because of the homework points. 311.  I think that there should be these videos posted for every lecture (whether flexfriday or not). They are very helpful, when I need to hear an explanation. 313.  its a good break for a friday but not a good idea for al lectures. 314.  On a few videos there were a few issues with the video cutting off on the edges and sort. Just a quality assurance issue on one or two videos. 315.  I like the flex friday option especially since a lot of times people want to go home on the weekends or use the time in other ways but I think most people including myself would take advantage of the program if it were an option for every lecture and definitely not learn as effectively. But absolutely yes for most fridays. 318.  Keep at one day a week 319.  The 'Flex Friday' videos were great. I learned a lot by going through them at my own pace. I do not think they should be used for every lecture though. I feel like participation would drop if every lecture was video. 320.  I liked them because I could watch the videos over and over until I grasped the subject 323.  Maybe it should be extended to Wed &Friday but the classic lecture style should be removed completely. You guys are actually tricky! Optional class friday but the video lectures sometimes took hours. But they were effective!! It definitely allows us to work at our own pace and nail the material down. Overall, the most helpful flex fridays were those that reviewed all the concepts from the week before and then laid the foundation for the concepts to be learned the following week. (I don't mind spending a couple of hours doing the videos and concepts if i finish them with a sense that i have more complete understanding!!) 324.  It is good to have a break from the monotony of going to lectures. However I still think its a good idea to go to most lectures in person. 325.  Good stuff overall. The only possible improvement is giving a warning/urging to go to lecture if a particularly difficult topic falls on a Flex Friday. This is because a lecture in person may be easier to understand/provide more information than an online one. You can use past test scores to figure out what concepts students tend to struggle on. If that concept's lecture falls on a Flex Friday, throw in an extra warning just so the students can make a fully informed decision on whether to attend or not. 328.  more pie 329.  Would have liked having similar options Monday and Wednesday. 330.  good 331.  Good, but if it were everyday I wouldn't go. 332.  Was the best thing ever invented 334.  I liked it 335.  People could become complacent if there were always flex friday's. 336.  didn't care for flex Fridays much 337.  I like the ability to watch the recorded lectures. I would not use the same approach as the flex Fridays though. Maybe a more of a lecture and discussion on the various topics. Then more examples. What the videos offer is more time for the student to absorb the material. We cannot pause Dr. Bennett if we don't understand something, with the videos we can. What frustrated me the most, was running out of time on a important topics and very involved problem like a COM. The videos would reduce this effect. I would recommend Prof. Schleter for this task. For me, this guy answers all my questions(most of the time). He just knows how to communicate on a level that is very easy to understand. Any questions that develop through the lecture video can be submitted to our TA and discussed at recitation, of course the discussion board is always there to. 338.  It is meant for some of the material, harder to understand material should not be allowed the option of flex friday. On the other hand there were many Mondays and Wednesdays that the flex option would have been nice for. 339.  Really enjoyed having the morning off but often forgot to do the videos 340.  So long as the lecture is still available to the students as it is now, I think the more liberal attendance policy should be adopted for more classes. When I knew that I wouldn't do well by staying home, I did not and it should be left to the student to make that responsible choice. 341.  good change 342.  I think that it would be good to keep the optional lectures on Friday, but not every class 343.  I enjoyed the extra sleep I got 344.  Its definitely nice on Friday but I still like lecture during the week. 345.  Great idea for Fridays, just not every day, which would make it hard to see examples and ask questions 346.  It was a good idea, but I would rather be in the actual lecture than just watching videos 348.  No comment 349.  I don't really have an opinion on Flex Fridays since I attended all of them, I will say that it was easier to learn with less people in lecture. 350.  Great every other week but it shouldn't be a regular thing 351.  I found those the best lectures to attend since there were not nearly as many people there. 353.  The videos allowed for you to take the lecture at your own pace, which was really nice 354.  Flex Fridays were awesome and I wish there were more. 355.  I learned much better with flex friday, it would help me if I could watch the videos in my own time. 356.  None, I enjoyed the breaks and the video lectures were about as helpful as the real lectures 358.  Flex Fridays were good. 359.  It really was nice to be able to get work done early on friday and not have to attend lecture. The videos were always just as good as the lecture would've been. 360.  Flex Friday was nice, and the video lectures were good. However, they do lead me to learning all of the material at the last second. 361.  The flex Friday was very good. If I watched the videos the day before and understood it I could skip class. I don't know about everyday having it because I think going sometimes does help. 362.  good 364.  I don't mind not having Flex Fridays but having some Fridays "off" is very nice. 365.  Do not do flex friday everyday, freshman are too lazy for that, if you don't do clicker questions thats ok. But flex friday everyday would be awful. the reason I attended most of them is because ef lecture for me was sandwiched in between two classes, but I still appreciated watching the videos 366.  Its appealing because then the students don't have to attend lectures, but this will probably hurt their grades in the long run 367.  I like the flex friday concept except for lectures that are difficult without an explanation 368.  It's good occasionally but every day would cause problems 370.  I enjoyed not having to go to class on certain Fridays but I feel like I should have because those are the sections that I had the most difficulty with. 371.  I enjoyed the break it would allow 372.  I learned better from sitting in the lecture rather than watching it on the computer. 376.  The convenience of video lectures is nice; however, surely there would be a drop in student satisfaction. The team dynamic is lost and more students might lose motivation. On the other hand, more advanced students could save some time and only watch what they need. 379.  Learning the material through a video was more difficult than learning it in person 383.  Its amazing and I love it 385.  I liked them. The interactive videos are surprisingly as effective as the lecture given its size since participation is lited to clicker questions which is the equivalent to answering questions during a video. 386.  none 387.  Flex Friday's are Great! 388.  I felt that "Flex Friday" helped me more than going to lecture. If more time was spent on it, and a little more solved examples were included in the videos of the Flex Friday, it would help students more than lecture. 389.  I liked not having to go to class so I took advantage of every one but to be honest, I did not learn near as much as I would have if I would've gone to lecture. Homework after the flex fridays were always the hardest because I had to learn as I did it. 390.  Flex friday is a good idea but I don't think it'd be good to have it every day of the week. 392.  n/a 394.  It was nice to have the option to not go on those Fridays, but sometimes I learn more in lecture. So I don't think it should be an option for all lectures 395.  Its a nice idea, but doing it for all lectures i feel would result in almost no attendance in any lectures. 396.  I think it was a nice break in the week and changed up the environment where we learned which was nice. 397.  I always forget and show up anyways... 398.  At first, I thought I was all for the Flex Friday approach. Over time, though, I noticed I missed a very large portion of information just because I wasn't there in person. I honestly wish I had gone to all the lectures in person, in all honesty.

Clickers

Rate the overall effectiveness of the clickers in lecture.

22% (89/396) Very good (1) 46% (184/396) Good (2) 22% (86/396) Average (3) 6% (24/396) Marginal (4) 3% (10/396) Poor (5) 1% (3/396) N/A (0) Avg: 2.17, NZAvg: 2.19, sum=861, cnt=396, nzcnt=393

Did you use your clicker in any other class this semester?

78% (309/396) Yes (1) 22% (87/396) No (0) Avg: 0.78, NZAvg: 1.00, sum=309, cnt=396, nzcnt=309

How did you obtain/use the clicker that you used this semester?

84% (333/396) Bookstore (1) 6% (23/396) Friend/Family (2) 6% (24/396) Already owned (3) 2% (9/396) Other (4) 0% (0/396) Did not buy (5) 0% (0/396) Used laptop (6) 2% (7/396) Used phone (7) 0% (0/396) Used tablet (8) Avg: 1.35, NZAvg: 1.35, sum=536, cnt=396, nzcnt=396

General comments/suggestions on the clickers:

3.  Clickers are for just keeping attendance. not necessary. 5.  It kept people's attention. 7.  I liked the clickers but they should just be counted for participation. 8.  good 10.  The clickers were good for understanding checks, but sometime I needed more time to be able to think through the question. 11.  It was fine 13.  N/A 15.  In module 3, I reviewed the clicker questions before the exam because they were mainly concept questions and it helped me get most of the concepts on the exam. Module 4 clickers weren't conceptual and it made it harder to learn. 16.  none 17.  I dont think clicker questions are helpful 18.  good way to require attendance 20.  The clicker questions were useful 21.  N/a 22.  N/A 26.  fine 30.  None 32.  N?A 33.  Interactive and fun 34.  None 35.  None 37.  i didnt really like them 38.  They made me pay attention/come to lecture 40.  None 41.  Good for keeping attendence 43.  love clickers 45.  N/A 47.  None 48.  they are a good way for the class to answer questions, but I don't think there should be an attendance factor associated with them. I think if a student wants to skip lecture, the punishment will reflect in their test grade, not attendance. 50.  Great 51.  Nice to be quizzed during lecture. 52.  None 54.  None. 55.  It made meatiness classes for attendance. 57.  Some of those questions were hard 58.  keeps me invested in the lecture 59.  Cool. 60.  none 61.  Very helpful to pay attention and see if you get it 62.  They easy ways to answer questions in class and easy to take attendance with. 64.  N/a 65.  None 66.  N/A 67.  I believe the clickers were a good idea for class because it keeps people paying attention. 68.  None 69.  N/A. I thought they were good and helpful. 70.  my clicker did not work a lot of the time even though i was in lecture so I'm not sure how much credit i will receive 72.  The questions were helpful when studying. 73.  I didn't really enjoy the use of the clicker but it is a good way to make people come to class 74.  Keeps attendance and practice in lecture. 75.  Clicker grades? 77.  Good comprehensive questions 78.  Do the points competition between TA's more often 79.  something is hard for international students 82.  I think it is a good addition that allows students to know how they are doing compared to everyone else and it pushes us to pay more attention to the instruction and engage in the lecture 83.  N/A 84.  They should have an insurance policy. 85.  Keeps people accountable for coming to class. It's definitely a good thing. 86.  Good way to see if I'm actually retaining the knowledge before I get to the exam 87.  I wish I bought a clicker and not the app. 88.  None 89.  good for paying attention 90.  None 91.  Explain how we are going to be graded on clicker questions. Whether it be correctness or participation. 93.  I think clickers are wonderful. 95.  None 96.  Great way to take attendance and be able to answer questions in lecture. 97.  N/A 98.  There aren't really any suggestions for the clicker questions. The questions were usually good and there isn't much that could be done to improve the clicker performance. 99.  Clickers made class interactive and made getting the right answer exciting. 100.  No complaints or suggestions. 101.  n/a 103.  I really liked the use of clicker questions. 105.  They're dumb and fairly pointless. It's helpful to have access to the clicker questions asked, however. 106.  They work well and help keep people engaged in class. No change is necessary to this. 108.  Should be used strictly for attendance not the correct answer 109.  Was not clear if you had to get the right answer in order to get full points available. I did not know if it was just participation. 110.  None 111.  Nice way of getting feedback 112.  They're ok. 113.  N/A 114.  They helped keep me awake 117.  I think its bs, that i have to pay 50$ so i can get participation points. How about ut making smaller classes, where lecture is maybe 40 people. I guarantee the grades in this class will go up. 120.  N/A 122.  Clicker was pretty effective for teaching concepts. Fun thing to keep students engaged. 123.  none 125.  none 126.  expensive 127.  They keep students thinking and alert. 129.  N/A 130.  They were average. 131.  They were fine 132.  Could be more time on each question and more specific on what each question was asking. 133.  I am not a big fan of clickers. I normally do not have time to get the right answer and it bugs me when a question is asked about something we covered on the same slide. 134.  none 135.  I like the clickers it gave me an opportunity to interact with the professors, and feel like the class was smaller than it really was, which i liked. To have more question, that asked if we understand what is happening, that way if we dont maybe you guys can help us and explain it. 136.  Good way to pay attention in class. 138.  They are good tests of knowledge in class. The grade for them is also very fair. 139.  Kinda rushed especially for when I've missed lecture but am saved by the OIT videos, however the lag is about 22 seconds to show up on the video and the questions only last about 25, otherwise a fine timing. 140.  Good 141.  Give us more than 20 second! please! 143.  N/a 144.  Made class more interactive and interesting 145.  I like that the clicker questions kept me involved in lecture, and it helped me to better understand the concepts I was being taught. 146.  n/a 147.  Clickers keep people going to class. Keep using them 148.  They're okay. 149.  No comments. 150.  fine 152.  They were useful. 154.  I think they are a good idea to have in lecture. 155.  Meh........ 156.  Not a bad way to stay involved in class, and not huge penalty to take if you forget your clicker or miss a lecture. 158.  I just don't like being forced to come to lecture with a clicker grade incentive. This is college I thought we were old enough to make our own decisions. 159.  I felt like clicker questions were almost "filler" for the class. Like breaks here and there. The time to go over a clicker question is time that could go into more content. 160.  N/A 161.  They are good for attendance 162.  None 163.  clickers were helpful cause they checked if you were following the material 164.  None 165.  How can something so simple, Break so easily. 168.  well used 172.  They were a good indicator on how well I was grasping concept questions, so they helped me to know what I needed to go over in my own time. 173.  . 174.  I like them 175.  Good for reviewing 176.  The clickers work well. 177.  more of an attendance thing 179.  clickers are annoying. 180.  N/A 181.  Clickers are necessary to gauge the understanding of the class and to make sure everyone is actively participating in the class. 182.  None. 183.  None 184.  Some questions ran out of time before having a chance to think through 185.  None 186.  none 188.  I didn't know about the web based option for the clickers until after the semester started, so perhaps stress that a computer option in pre-semseter e-mails. 189.  Sometimes the connection was dropped for Responseware clickers and I was afraid points would be deducted from my grade even though I was present. 191.  clicker are too costly to buy 192.  Effective method for keeping me paying attention when I'm tired! 193.  none 196.  Good idea 197.  It is a good away to just us involved and is effective at getting us to lecture but it is very costly. 198.  n/a 199.  I enjoy the interaction that the clickers provide. They are very beneficial for discussing conceptual errors. 201.  Clickers got the students involved in the lecture. 206.  N/A 207.  They are beneficial 211.  They were a good way to see what I understood from the lecture. 212.  N/a 213.  Clickers don't really help me very much. 215.  N/a 217.  N/A 218.  Good for participation and engagement, but slightly expensive for something I will probably only ever use once. 220.  When I got a clicker question wrong, I would feel really stupid especially if most the class got it right.At first, this bugged me but layer on (after encountering bad grades) i realized failure is ok and i need to learn from my mistakes. This may seem obvious now but at first it wasn't. I wish the lecturers would have have made a statement like the above near beginning of class. Use theclicker questions and text questions to learn during lecture. The more we are engaged in lecture, the better we learn. 224.  Just give a little more time on clicker questions. Cause there were a few times that i missed the question because i was trying to think about the answer and i didn't submit it in time. I like how it teaches us in a fun and interactive way. It's cool when they do it by TA's. 225.  Would prefer laptop or phone options just to save money. 226.  Clicker questions are such a good idea. 228.  None 232.  good 233.  None. 235.  It's a good idea that made students pay attention better. 236.  Having to answer questions with the clicker kept me focused on the lecture material. 237.  none 239.  It kept me awake. 241.  They weren't very effective. 242.  N/A 244.  Sometimes you don't click the button fast enough... so it counts against your participation grade, which doesn't make sense when you're actually present. 245.  Clicker was a cool way to take attendance and a bit of a participation/learning grade, albeit I forgot my clicker in other classes sometimes. 246.  None. 248.  NA 249.  I like the clickers, keeps us interacted 250.  Good 252.  Helped with making sure I understood the topics presented 254.  Clickers were fun and helped me learn important concepts 255.  n/a 257.  good idea. 258.  I had to buy two clickers because one class did not allow clickers through phone or laptop, should mention that not all classes allow clickers through phone or laptop before telling students to buy it 259.  Good but don't like the deductions if concept is not understood right away. 260.  I think using clickers is a great idea. 261.  Every slide does not need a clicker question 262.  Good but overpriced 265.  Good for attendence 266.  N/A 267.  I ordered the clicker online. 268.  Very effective way to clarify what we just covered, 269.  Clicker questions were an easy way to get easy points. 270.  clicker questions should just be participation not accuracy 271.  I liked being able to use my phone as a clicker it was more efficient and convenient. 273.  Helped participate in class 276.  N/A 277.  Some of the clicker questions could be confusing, but overall enjoyed having the questions in lecture, I felt like they helped explain what was being taught. 278.  I like the concept and use of them 282.  A necessity only cause their is nothing better 283.  N/A 284.  It was a good way to get everyone involved 285.  Funny clicker questions keep me attentive 287.  maybe i should have gotten a clicker instead of using the phone app, but i hated it. i went to almost every lecture but there were times where i only got to answer half the questions in the lecture due to technical difficulties/not enough time to answer the question and now i hardly have a 75% answered. 290.  Nothing to change 291.  Nice 292.  None 294.  Works well for polling 295.  none 296.  Overall good, but sometimes extra was needed. 297.  None. 302.  n/a 303.  I dislike clickers 304.  The clickers are nice but make me feel rushed to answer the questions. 305.  They're as good as they're going to get. 306.  none. 307.  They were pretty effective at making sure people came to class, or at least gave their clicker to their friend, which I know a lot of people did. Also helps make people pay attention a little better. 308.  Not terrible but do not think it is necessary 309.  N/A 313.  no comment 314.  none 315.  N/A 318.  I like the estimation questions 319.  The clicker questions were very helpful. Great way of taking attendance for such a large class as well. 320.  More time for certain questions 323.  These were the bane of my existence... for the first fe2w weeks i couldnt afford a clicker until my brother gave me his old one. Then it seemed like I would either forget my clicker at home or just forget it existed during class. Clicker questions are good, they should stay a part of the lectures, but their results should have very little, if any, effect on our grades. 325.  Standard stuff, nothing to really say. 326.  Money grabbing attempt that I see no utility in 328.  cheaper 329.  No suggestions 330.  good 331.  Nice 332.  Wish all things would be on the same 334.  I don't like clickers 335.  Kept me focused 336.  I always forgot my clicker so it was very ineffective for me. 337.  I really didn't like the clickers, but I do understand their role. 338.  WHY COULD WE NOT GET 100% 339.  N/A 341.  not necessary 342.  It was nice to use the clicker system 343.  I did not like them very much, but it did make me pay attention to the questions being asked 344.  We are rarely provided enough time to think about and answer the questions so I feel that its a lot of guessing. 345.  A few times there really wasn't enough time given to look at the problem and answer the question. Felt rushed (but very rarely) 346.  It seemed like they were more for attendance than anything else. 348.  Clickers were a good way to obtain attendance. 349.  The clicker questions helped a lot. 350.  N/A 351.  Effective way to make sure people keep going to class. 352.  I appreciated the clickers because they showed you how well you were understanding the material and also how you compared to other people in the class. 353.  They are ridiculously expensive. 354.  The clickers were a good thing to have because it would show overall whether most people understood the topic or not. 355.  I didn't like the clicker, it didn't help me learn. I'm sure it helped other students but I didn't find them to be helpful. 356.  N/A 358.  None. 359.  Alot of technical problems with them 360.  none. 361.  Clickers were helpful at thinking for ourselves. 362.  phone one was hard 364.  N/a 365.  They are nice, but again can slow down the lecture and take away from it, for me it is kind of difficult to pay attention to long lectures, but clickers stressed me out more then they helped, I still wouldn't say take them away cause a little stress is never bad, and some time to digest the material Helps some 366.  Suprisingly expensive, but very engaging. A great incentive to get people to attend lectures 367.  I like using the clicker 368.  Good. 370.  The clickers are a good way to take attendance and keep the class involved. 371.  No 372.  Use more clcker questions. 376.  More large lectures should implement clickers. 379.  The clicker questions were a good way to make sure i understood the material somewhat as the lecture was going on 383.  Need more clicker question, more time on each. 385.  Great concept, but feels more like a way to take role in large classes. Seeing question statistics in real time is neat though. 386.  Don't make us do questions on topics we won't learn until later that class. 387.  N/A 388.  Sometimes, it helped me understand some problems. Not extremely effective, but better than nothing. 389.  Good way to keep students involved. Also good help for concept questions on tests. 390.  Eh. I don't really like clickers but its a good gauge for participation. 392.  n/a 394.  none 396.  N/A 397.  N/A 398.  N/A

Recitations

Rate the overall effectiveness of the EF 151 recitations.

31% (123/396) Very good (1) 44% (176/396) Good (2) 17% (69/396) Average (3) 4% (17/396) Marginal (4) 3% (11/396) Poor (5) 0% (0/396) N/A (0) Avg: 2.03, NZAvg: 2.03, sum=805, cnt=396, nzcnt=396

Rate the overall effectiveness of your EF 151 TA.

56% (223/396) Very good (1) 28% (112/396) Good (2) 10% (41/396) Average (3) 4% (14/396) Marginal (4) 2% (6/396) Poor (5) 0% (0/396) N/A (0) Avg: 1.66, NZAvg: 1.66, sum=656, cnt=396, nzcnt=396

If you had any interaction with the recitation/workshop technician (Nate) please rate his effectiveness.

14% (57/394) Very good (1) 22% (85/394) Good (2) 2% (7/394) Average (3) 1% (5/394) Marginal (4) 0% (1/394) Poor (5) 61% (239/394) N/A (0) Avg: 0.69, NZAvg: 1.76, sum=273, cnt=394, nzcnt=155

General comments/suggestions on recitations:

3.  I really like it because its more personal and can ask questions that you cant ask in lectures 5.  I feel like recitation sometimes made me more confused on the topics because of the pace and set up. 7.  I liked recitation but I think it should be more like the homework. 8.  good 9.  Recitation can be really helpful, but this rube-goldberg project is going to be really, really annoying. 10.  Recitations were okay, but I didn't enjoy them because I felt some of them were too hard. Also, I didn't feel that it had an effect on my learning. I didn't enjoy the group work very much because sometimes I got stuck with a bad group. 11.  Recitation was useless. 13.  They were great, Jason is outstanding 15.  Recitation is really good, it's just my TA was out there. It's not that she's bad, it's just that she kind of just told you what to do rather than guiding you so you didn't really understand why you're doing things. 16.  none 17.  For the most part, they are necessary to understanding the material. 18.  usually boring and I personally didnt gain much from them 20.  Use recitation for learning, not doing pointless things that nobody knows how to do. 21.  N/a 22.  N/A 26.  none 30.  None 32.  N?A 33.  Fun activités to better understand concepts 35.  None 37.  they helped 38.  They were helpful for learning the material 40.  None 41.  Good recitations 43.  luck of the draw with goruping....I had some rough groups where I did a lot of the work solo. 45.  N/A 46.  Really enjoyed Daniel as my TA, knew his stuff and was very helpful in mod 4 because I think he taught everything better than in lecture 47.  None 50.  Too early(my problem) 51.  I love recitation. Favorite part of ef 151. 52.  I believed the recitation was very helpful. 53.  Need ta's to take control 54.  Sometimes the problems in recitation were harder than what we were doing in the homework or even on the test. There were multiple occasions where no one in the group could figure out where equations came from an example would be with mass moment of inertia. The thin rod equation uses 1/12 but in recitation we used 1/3. 55.  Somewhat helpful. Created visuals. 56.  Recitation was useless. I didn't learn anything from it and my TA was very confused. 57.  I loved my recitation group. I really got to know my classmates and I learned a lot form my TA 58.  helped alot 59.  Eh. 60.  none 61.  Helpful for individual questions 62.  They are very useful and fun. 64.  Good problems 65.  They were really helpful. 66.  Rachel was a great TA. She was extremely helpful when answering questions and she set up an environment in which students were comfortable to ask questions. I would definitely recommend her to future students. 67.  The recitations worked well i just wish i did not have it at 8 am. 68.  None 69.  I didn't gain much from recitations. My TA didn't help much. 70.  working together with my team taught me even more than my homework did. recitations were key to this semester 72.  The group work helped to better understand the content sometimes. 73.  When reviewing before test in recitation I would have liked to go over test that were actually like the real test instead of going over a test that was really easy compared to the real thing 74.  I find the practice problems and examples we use in recitation. 75.  Recitation should have more homework help/ relate to the homework more 76.  It was helpful, but were all so boring. 77.  N/A 78.  Very helpful and enjoyable. Andrew was great. 79.  it is useful, and I think it should include some explanation about concepts 80.  Recitations made subjects that I was struggling with more clear and reinforced the lessons that o felt comfortable with even more. 82.  Recitations were overall not very helpful in furthering the understanding of the concepts. The most helpful part of recitation was the exam review. 83.  N/A 84.  The majority of recitations helped me understand the concepts but there were a few times they did not help at all. 85.  Without my TA I would have probably died taking this class. Tyler was constantly working with everyone explaining things in as many ways as possible so everyone would understand how things worked. I also went to him a lot for help with hw problems that I had trouble with. He was always patient and helpful with the hw as well. 86.  Sometimes I felt recitations didn't help me understand the concepts we learned in lecture, and what would be on the exam. 87.  Daniel was awesome. (and looks like Josh Groban) 88.  No e 89.  good to reinforce. 90.  None 91.  Didn't learn much in recitation. Was confusing and no one taught me anything. It was just me watching the kids who knew how to do the work do it. I tried to ask q's but I was just a liability and an inconvenience. 93.  Recitation definitely helped with understanding topics. 95.  None 96.  Sometimes felt like what we were doing was pointless, however most of the time it was very beneficial. 97.  N/A 98.  Recitation was okay, but I often feel like I don't learn much. It seems like a good way to demonstrate real life examples, but I feel like this isn't much help as far as learning the concept. 99.  Fun and made physics come to life. 100.  My TA seemed like they did not want to be there. That lack of energy was passed onto the class. 101.  n/a 103.  I really enjoyed all the hands on activities we got to participate in, and the test review days were incredibly helpful. 105.  N/A 106.  Some times recitations should have a bit more explanation and also a time for HW questions would be good. 108.  Not every recitation needs to be something new we can use them to go over lectures we did not finish and for students to ask questions about homework 110.  They were fun and I learned a lot. Andrew was a great TA! 111.  Daniel was a great TA, he helped a lot with trying to grasp some difficult concepts 112.  Rachel is supercool. 113.  I loved Brandi she kept it fun but also strict 114.  They can be a bit off topic at times 117.  i think recitation is much better than lecture. With out it, i probably would have failed this class 120.  N/A 122.  Recitations were kind of strange. I did learn good stuff in there but I just didn't like them too much for some reason that I don't really understand. 123.  none 124.  No comments. 125.  none 126.  Good to have smaller classes with lecture 127.  No comments. 129.  Very fun to work projects in groups. It is also very helpful to work with the concepts from lectures first-hand in recitation. 130.  Daniel taught me more than the professors did. He was amazing and made sure that we all understood everything before we moved onto the next subject. In Module 4, Daniel basically had to teach us everything. 132.  My TA was very helpful and useful during class. 133.  Sometimes the recitations helped a lot in understanding the concepts, but sometimes they did not. Overall they helped my grade. 134.  Recitations help further my knowledge on subjects that I struggle with and are very helpful. 135.  like recitation, wish we could do overviews of what we learned in class,, and maybe to 2 practice problems that are related to the homework. Maybe have worksheets that give an overview of the topic we should know/ learned, in lecture. 136.  I loved my TA, Jason. I felt like I learned a lot more from the recitations. 138.  Maybe a little more guidance in class. 139.  Personally, the taking up of the portfolios seems a little over the top, just having the TA walk around and check would be more efficient for both the TA and student. 140.  Recitation was awesome. 141.  please have TA's review lecture concepts before any other type of activity. Staying after for a few minutes to talk about what i learned in class the previous day was way more beneficial than doing a whole hour and a half of related concept projects 143.  Do more problems similar to our homework. 144.  They were very informative 145.  I enjoy recitations, and they were a fun alternative to lecture. They again helped me to better understand the concepts I had learned in lecture. 146.  Should be more of a reteaching of topics learned in class. 147.  TA was knowledgeable but often expressed difficulty when attempting to explain solutions 148.  Good but kind of long. 149.  No comments. 150.  none 152.  It was all around good. 154.  I liked the recitations and thought they were helpful to understanding the material presented in the lectures. 155.  Yay Andrew! He was really laid back but at the same time could really help if you needed it. 156.  More time allowed for final project. 157.  My TA was good over all. However, sometimes my class seemed to be too much for her to handle toward the end of the semester. 158.  It just didn't always apply to the tests. Loved Brandi though, she was VERY patient. 159.  Recitations seem disorganized. 160.  N/A 161.  I learned a lot in recitation 162.  None 163.  my TA was andrew and he was awesome and very helpful 164.  None 165.  Felt like a waste of time, never learned anything. 167.  The recitation assignments should be more to the point. 172.  I feel some portion of time of the recitation should be allotted to question over the lectures before the recitations to clear up any misconceptions or difficulties. However, I wouldn't want that to be the whole recitation because I thoroughly enjoy the application element that I get in recitation, I enjoy applying what I've learned in lectures. 174.  Good 175.  Recitations often were boring. Some also tried to cram too much into one afternoon. My TA was not always the best at explaining things either. 176.  Recitations are fine. 177.  Useful only if there is more conceptual stuff covered at first. 179.  recitation was helpful. 180.  N/A 181.  Recitations were a great way to apply the concepts we learned and I especially enjoyed it when it was applied in a hands on way. 182.  None. 183.  Daniel is a great to help understand what's going on after a confusing lecture 184.  None 185.  None 186.  Very beneficial. It helped the class seem more one on one. 188.  I had a very good TA, Sarah helped the student out a lot especially during the test reviews 189.  I like recitations. I learn better by talking stuff out with other people, and recitation is a good way of doing that. 191.  recitation is help to understand the topics you didn't understand during lecture and to get homework help 192.  Nate was an awesome guy. Rachel was helpful and was willing to do whatever she could to help us. 193.  very informative 196.  More recitation sessions 197.  I personally think that the material covered in lecture helps me shed light on the topics and concepts that we go over in lecture. That for me makes it very beneficial. 198.  n/a 199.  Make recitations more important to attend. They seem like time-killers and nothing more. 201.  Recitation is what broke the material down for me. 206.  N/A 207.  They were beneficial 211.  I had a chance to ask questions. 212.  N/A. 213.  I think that recitation is the most helpful. It helps me to understand material covered in lecture. 214.  Daniel was a very good TA. He was very helpful and knew what he was talking about. 215.  Get better material. 217.  N/A 218.  Has the potential to be effective but often recitations were more of a hassle then helpful. 220.  Pretty cool. I liked the hands on projects. 224.  I would like to do more interactive stuff. Like some weeks we would have a cool setup in the room demonstrating what we were learning while other weeks it was just all on the worksheeet 225.  Recitations really helped me a lot. I think there pretty well set up as is. 226.  Again such a great idea. 228.  They never helped me, make them more helpful 232.  ok 233.  none. 235.  There was very few recitations when anyone managed to finish all the questions. We're told that we can get help on homework during recitation, but there is never any time or opportunity. There is poor overall attendance which hurts the effectiveness of group work. The groups typically end up as having one or two students who rushes through the work first with the rest of the team struggling several steps behind. 237.  none 239.  I just wish recitation could be homework help or review sessions. 241.  My TA was awesome. 242.  N/A 244.  none 245.  Nate was great. He showed us better tools to use and how to use em. And of course, how to be safe using them. 248.  NA 249.  none 250.  Good 252.  Andrew did a great job 254.  My TA Andrew was amazing and knew everything about the material. It was incredible and he was very good at answering questions 255.  n/a 257.  Very useful. 259.  Good but she did have a hard time explaining the key concepts in a way we understood. 260.  Recitations were sometimes longer than they had to be. 262.  Daniel was a great TA 265.  Andrew was awesome 266.  N/A 267.  N/A 268.  Sometimes the material we discussed seemed completely different than what we encountered in lecture. 269.  Daniel was a great TA and helped me understand the concepts better. 271.  N/A 273.  very helpful 276.  N/A 277.  Recitation could be both fun and boring, but in most cases, it helped me understand what was being taught, additionally, Jason could answer my questions pretty well when I had them, if it was a homework related question, or lecture related question. 278.  I loved the TAs this semester 282.  Good way to focus in on concepts and sections that are demonstrated in lecture. 283.  N/A 284.  Helped in the last few Lessing when the material was harder 285.  Daniel was a great TA 287.  this is the only part of the class that i thought was flawless. recitation was fun as well as effective in learning the material. 289.  We should always go over what we learned previously in lecture. I waited until after our first torque homework was due till we finally even mentioned it in recitation. Can we please be more on top of that? 290.  Brandi was an extremely good TA who was able to explain homework before and after class and also have extremely helpful and knowledgeable recitations. I found my classmates to be more of a distraction. 291.  I had a good TA 294.  Loved my TA 295.  none 297.  Recitations are great. 299.  N/A 302.  n/a 303.  Decent 304.  Recitations are awesome and are a huge help. 306.  none. 307.  I had a blast on our projects/class demo's, but a lot of times our TA wasn't prepared and often wasted a lot of time figuring out how to work the demo. 308.  Recitation was good because it gave you a place to get more one on one help and ask more questions 309.  Recitations are a good way to learn more about the materials in class in a more practical manner. 311.  I think they should match up with the lecture more than they do. Some times they help me understand what i have learned, other times I wonder why we are doing this task. 313.  i enjoyed when you put things in the recitation packets where the ta had to do stuff, like where we slid bradi down a table. 314.  As far as the exams, to be honest, given the time constraints of the exams, perhaps doing them during recitation times would be better. 315.  Recitations were very good for getting one on one help and a hands on approach to the concepts 316.  Nate helped me a bit with the final project. I just needed to get some help cutting some PVC pipes. 318.  enjoyed projects 319.  The smaller group environment helped me greatly in the learning process. 320.  The recitationstruggle were good 323.  I didn't go to many of these and i regret it! Tayler was my TA and she really knew her stuff. But i honestly feel like the EF professors have too much control over the recitation. This resulted in poorly put-together worksheets and activities. But if the setup went off without a hitch, then recitations were very helpful 325.  I enjoyed these a lot and found them overall helpful. That said, I did have team mates who didn't participate/work well as a team for part of the semester, and that kinda stinks for the people who do care and want to do well. The team dynamic of the recitations is inherently flawed in that it leaves some people worse/better off than others due to poor team mates. Something to consider. 328.  more pie 329.  I wish the questions were more challenging. 330.  good 331.  Great 332.  Usually good 334.  none 335.  Very helpful in clarifying the stuff that was rushed in lecture. 336.  they are alright 337.  Maybe more time for questions concerning lectures and homework? Yes I know the study room is available but this would be nice. 338.  brandi is the bomb 339.  Found them helpful. 340.  Use this time to show student more options regarding one on one help, an issue I have struggled with greatly. 341.  Nate is nice 342.  I liked the small groups in recitation 343.  I felt as if the TAs werent on the same page as the professors. My TA had trouble explaining some questions 344.  The practice tests were helpful and the labs were sometimes enjoyable. 345.  Daniel is a fantastic TA. Only problem was compatibility with other group members 346.  There for a few concepts that my TA wasn't sure about but overall it went well. 348.  Sarah was an excellent TA. She did well when it came to explaining concepts and her grading was lenient to point where it helped us but strict enough to the point where we were able to fix our mistakes to get the points back on the next test, project, recitation, etc. 349.  Recitation would've been a lot more helpful if I had a better TA. We barely ever reviewed for tests and when we did, my TA never explained things well. I feel as if I could've done a lot better in this course if I would've had a different TA. 350.  N/A 351.  The recitations expect you to already completely understand the material when they should go more in depth into the topics to help you understand them more. I overall did not like how the recitations went from a learning standpoint. The hands on activities were normally pretty enjoyable though. 354.  Recitation was ok but I wish there was time for questions on homework. The entire recitation was doing a worksheet, I wish there was an alloted time at the end for help with homework. 355.  Recitation is where I learned a lot of what was taught in lecture. 356.  N/A 358.  Andrew did a great job. 360.  Group work and more one on one time was nice. I also enjoyed Andrew. 361.  Recitation was good most of the time. 362.  shorter 364.  Really enjoyed my TA and team members. 365.  most fun part of the class 366.  I found them enjoyable, and the test review was always helpful 367.  Recitations were not helpful to me. I usually was confused by the end and did not learn anything new. However, I did enjoy the final project. 368.  Typically good. 370.  My TA was very helpful with any questions we had even though some of the recitations where boring it was not because of her. Nate was very helpful during the final projects with cutting things and making sure everyone was safe. 371.  No 372.  N/A 376.  Jason is a boss. 379.  The only thing i found useful in recitation was the practice test before every test 382.  Andrew rocks 383.  Go over more homework questions 385.  Great way to learn material in smaller groups. Though sometimes felt disconnected from lecture material. 386.  none 387.  N/A 388.  In my opinion, it is better to have two types of recitations that alternate each day; one for solving examples, and another for working on projects or "The Fun Stuff." Having both of these things on the same day is not so effective. Also, I believe that it would be better if the TAs were instructed to go over the material with the students, rather than having groups; sometimes group members slack, or the whole group lacks knowledge of some topics and that would only slow down the pace of the whole class. 389.  Good, demonstrations were interesting 390.  Jason is a lot of fun and a very good TA. 392.  n/a 394.  Sarah is the best TA ever! 396.  N/A 397.  Not a huge fan of my TA. No control of class and not very helpful with hw questions; usually had to get another TA to explain it to her to explain it to me. 398.  Recitation cleared up a great deal of questions I had about the course. However, I think it'd be a great idea to go over a homework problem in recitation, because I feel there were times where the HW was poorly representative of the actual examples of the test( overcomplicated in terms of units, etc.)

On-line Homework

Rate the overall effectiveness of the on-line homework.

32% (125/396) Very good (1) 45% (178/396) Good (2) 16% (64/396) Average (3) 5% (20/396) Marginal (4) 2% (9/396) Poor (5) 0% (0/396) N/A (0) Avg: 2.02, NZAvg: 2.02, sum=798, cnt=396, nzcnt=396

How many hours, on average, did you spend on each week on on-line homework?

Average: 2270000 Max: too many Min: 1 Count: 396 Data

How did you generally work the homework?

62% (245/396) By myself (1) 30% (119/396) With one other person (2) 8% (32/396) In a group of three or more (3) Avg: 1.46, NZAvg: 1.46, sum=579, cnt=396, nzcnt=396

Your thoughts on the requirement for providing units with most homework answers?

20% (81/396) Very Helpful (1) 25% (100/396) Helpful (2) 52% (204/396) Necessary, but a pain (3) 3% (11/396) Unnecessary (4) Avg: 2.37, NZAvg: 2.37, sum=937, cnt=396, nzcnt=396

Rate the usefulness of the intermediate value checks.

49% (195/396) Very good (1) 32% (127/396) Good (2) 11% (45/396) Average (3) 5% (18/396) Marginal (4) 2% (9/396) Poor (5) 1% (2/396) Did not know about it (6) Avg: 1.80, NZAvg: 1.80, sum=713, cnt=396, nzcnt=396

How does the homework system compare to other systems you may have used?

3.  It's great compared to masteringchemistry or anything else because it is a lot more linear and helpful to understand if the answers are wrong and mistakes are made. 4.  More in depth, yet very helpful 5.  The EF website is so much better and more user-friendly than the other homework website I've used like Webassign and MasteringChemistry. 7.  It is my favorite system. 8.  others dont count off for no units, instead let you try again 9.  It's a very smooth system that works very well. The assistance when you miss a problem can be extremely useful at times. 10.  It is a very impressive program. I enjoy the hints, discussions, and other resources provided. 11.  It was very nice. 12.  I like the 110% much better than others such as web assign. 13.  N/A 14.  There were so many problems in which I had no clue how to do. I often had to seek out help of people who have had physics before. If the online-homework system had something similar to "Practice another version" of Webassign, it would be a lot easier and not as much of a pain to do. Spending 100s of hours just doing sets of homework that count less than the exam. GEEZ!!! 15.  It's a lot better than most 16.  one of the better systems 17.  I prefer this system over webassign 18.  much much much better 20.  Worked better actually 21.  N/a 22.  The tolerance for the answer was really helpful. 26.  way too much 28.  It is effective but the units cause it to be a pain at times 29.  First one like it I have used. 30.  Way better 31.  Bad, it is very different to lectures and recitations and exams and its a struggle 32.  Its better 33.  Lengthy and time consuming yet effective once accomplished 34.  It is ok, but the programming is faulty and the way it reads answers is too specific. I missed a lot of points on really small technicalities that were very frustrating in one circumstance, I thought my answer was completely wrong even though I was just missing a capital letter, and it cost me a very large amount of points. 35.  I like being able to submit many answers if I get it wrong. I think the 2 percent decrease in score works really well too. 36.  It's fine, but the intermediate value system could be improved. 37.  i liked it better than web assign but it was much harder 38.  I liked this way more than others (ie webassign/mastering chemistry) 39.  I liked the hints and intermediate value checker. The discussion board is also a cool addition to the system. 40.  Way better than the mastering system. 41.  Helps you learn what you did wrong 43.  I LOVE that we had immediate feedback...definitely helped with fixing mistakes. 45.  N/A 46.  I think this was one of the best ways to do homework 47.  It's very stressful and consumed a lot of time. There needed to be more intermediate checks in my opinion 48.  This was very polished. I really liked it. 50.  The best 51.  There was so much hw! But I feel the practice is needed. 52.  The immediate feedback was very nice. 53.  Hints need to be more helpful 54.  It's a very good system. It just sucks when you get the right number but lose credit because you didn't put in units. 55.  Only online homework I had. 56.  It was less touchy than other sites. It was a good site. 57.  I liked this system, but I sometimes wish the units were more standardized and we only used the metric system 58.  alot better than anything that i have used before 59.  Great. 60.  It's another website to keep up with. 61.  Very helpful and interactive 62.  It is not much different from any of my other classes. 64.  Very good 65.  It was about the same for me. I thought most of the hints were helpful while doing the homework. 66.  The system worked very well. The discussion boards were extremely helpful as well as the intermediate value checks. However, making two due on Mondays was too much especially on the weekend. I would rather have one due friday, and then one due monday. 67.  I think it works great because it gives you a marginal error to get answer correct. 68.  Very good 69.  I really thought the homework was very helpful, except the problems were much more difficult than those that were gone over in lecture. 70.  it was easier to used but a whole lot more. i spent way more time on ef homework than any other class 72.  Was easy to use 73.  The homework system for EF was great compared to other ones I had to use 74.  It is more accurate and the units require you to pay attention to the context of the problem. 75.  By far the best website 76.  By far the best way, occasionally the IVC would mess you up though. 77.  I have never done online before, and it doesn't help a lot if I miss the problem. 78.  It's more frustrating in the sense you can lose points for very trivial things but it's also easier to come to the right answer without losing that many points. 79.  it brings good effects for us. And saving money for us. 80.  It is daunting sometimes considering the load but all in all I find the homework very helpful 81.  I thought it was really cool. I also liked the intermittent humorous pictures and problem setups. 82.  This homework system was the most effective out of all my classes. It forces us to really understand the concepts because the problems are very straightforward, which helped me better understand what I was doing 83.  I like how Tue discussion board is available to us. 84.  I really liked it and especially the extra credit incentive. 85.  Online homework is always awful. There is no way around it. Especially the margin of error. Working with my TA, there were several problems that we carried the numbers all the way through the calculation and the answer was correct conceptually, but was just outside of the acceptable margin. The margins need to be less strict. It makes answers that are right, wrong. That's not exactly conducive to learning anything. 86.  Most don't allow for the answers to be somewhat off. That helped. 87.  Way better than webassign. A+ on this system for you guys. 88.  Way better than mastering science websites and web assign 89.  way better than mastering chemistry. 90.  A lot better than webasign mastering chemistry and Blackboard. 91.  I like it because if you get it wrong you know that you did and you can fix it right there. 92.  It was much better than others I have used. 93.  Most other homework systems don't count off on the first couple of tries and they have practice problems to help out. 95.  Much better than web assign or bookwork. 96.  Much easier to use and the questions were relevant to the tests. 97.  I like the format of this homework system because it allowed me too view other people's discussions which normally helped me on my homework. 98.  I haven't used many homework systems since I started college, but this is a good way to make sure that you actually get an answer instead of just working a problem and assuming you got a right answer. The hints are sometimes a good help too. The intermediate value check is a very good idea, since it allows me to see if I am on the right track, instead of just working the problem without knowing if I have the right values or approach. Units converter saved me a lot of time as well. 99.  Very direct and precise to other homework's' I have used. 100.  I like it much better for its purpose. 101.  It's much more useful. There are hints that help guide us which is helpful. I generally understand all of the material. 102.  It's very lenient and fair. 103.  I really like the EF website much more than anything else such as Webassign or Pearson's "Mastering" products. 105.  I like it A LOT LOT LOT better than WebAssign. 106.  The hw website is much better than the person hw website. The feedback and discussion boards with the IVT is very helpful when I get stuck. 107.  It is helpful, but extremely time consuming. 108.  This homework system is much better than the other class's online homeworks 109.  I have not used anything else. 110.  Very well 111.  It doesnt crash like WebAssign does 112.  It's really effective. 113.  none other usedd 114.  They are so much better than anything that I have encountered yet 115.  I really enjoy this homework system. I love having the different percentage due dates and being able to get more than 100%. I also like that there is a page with unit conversions and that the website allows for multiple submissions. I do think that it is very tedious to have to write out given, required, solution, however I do understand why we have to do it. 117.  It is outdated, and also i hate the sig figs 118.  It was more interactive and helpful through he use of hints and IV checks 120.  Better 122.  I used an online homework system called QUEST in my high school physics class that was essentially the same thing. 123.  BETTER THAN WEBASSIGN 124.  The hints helped a lot. 125.  It is the best I have ever seen. 126.  it had to be more exact since it was a computer grading it 127.  I did not use any other online systems this semester. The homework was very helpful and challenging. If you understand the homework, you'll understand the material on the tests. 129.  It is good, but very time consuming. 130.  They were alright, there needs to be more intermediate value checks and hints that do not refer to the book. 131.  I have never used any system. 132.  Sooooooo much better than blackboard. 133.  I did not have homework like this in any other classes, but I enjoyed this method a lot more. 134.  Very similar 135.  about the same, maybe have a few less problems. Didnt have any example problems which helped me alot on my hw in Calc 2 and it helped me understand the material alot better to. 136.  It is helpful that I get to retry the problems. 138.  It never bugged out and accomplished what it need to. 139.  I personally like the online Homework system, no real due date, the option to work on the homework whenever free time is available. 140.  It's great. 141.  i wish the rounding was a little more lenient. i lost some points for just making rounding decisions. 143.  Love this system compared to the others 144.  IT is really reliable compared to other homework systems. 145.  The system is very easy to understand and use, and is very helpful. 146.  Better than webassign so thats good I guess. But than again webassign lets you practice other versions of the same problem. 147.  Much better than mastering chemistry and web assign 148.  I like this one more. 149.  It is very comparable to others I have used here in my first year, however, I find it a little more complex than any others I have ever used. 150.  Better than most 151.  It is much more clear on providing hints, which is very helpful. 152.  It has been different than others. 153.  It actually makes me want to do it. It helps me learn. 154.  I have never used any online homework system before. 155.  It was a million times better than my other systems. 156.  Much better than the other online systems like masteringchemistry, webassign, etc. The discussion areas for every problem were very helpful as well as the intermediate value checks. 157.  its all about the same, I think. 158.  BEST BY FAR THE BEST!!! 159.  Having hints and simple inputs (just text) is way better than mastering chemistry. 160.  N/A 161.  N/A 162.  Similar, but most others dont require units 163.  its different but really good because the hints and IVC 164.  I like it better than a Webassign 165.  To much busy work, doesn't even help us learn. I suggest we take a practice test before the beginning of the first lecture of the section and then proceed to work the homework's. 166.  The EF online system is much more effective than other systems I have used this semester such as WebAssign and the Pearson Mastering Chemistry systems. 167.  It was a lot easier and allowed for a larger margin of error normally due to significant figures. 168.  only ever used pen and paper, online is cool. 169.  Easier and more helpful. Tells you what is wrong with your answer and if it is close or not. 171.  This really helps me actually understand the concepts in lecture. They provide me the practice i need to be confident about the module test. 172.  The hints and intermediate value checks help much more than other online systems because they tell me I'm heading in the right direction with out giving me the answer ("web assigns"'s "practice another version" basically gives you the answer) but it doesn't leave me totally clueless (mastering chemistry offers no hints and that often leads to difficulties). 173.  This is the best one that I've used. It's not too sensitive like other mastering and the hints really help. 174.  I like it better 175.  It was good because it forced you too understand the material which helped on the test. However, sometimes there were too many homeworks due in a short period of time, making it difficult. 176.  The homework system is very well designed. I've also used WebAssign, which looks better, but is slower. 177.  It is very in depth and makes sense for engineering 179.  it worked well. I liked the extra credit as well. 180.  It isn't perfect, but I prefer it to webassign. 181.  Do not have much experience with other forms of online homework. 182.  Very good. 183.  Much easier to navigate! 184.  It is easier to navigate 185.  This is the first online homework system I have ever used. 186.  Miles above any other online-homework I've ever used. 188.  This is the best homework system I have used for any college class. 189.  The only other system I've used is WebAssign, and anything looks like heaven when compared to WebAssign. I do like the EF homework system, it does get kind of frustrating sometimes when I've forgotten units. I also sometimes get frustrated when the only hint says "Textbook example 'so-and-so.'" The textbook was optional, I don't own it. 191.  this homework system is way better than mastering chemistry and webassigns 192.  I like it more than webassign, plus it seems like actual humans wrote the questions. The cheesy sense of humor was really nice touch. (I am really cheesy myself.) 193.  Its good but definitely the hardest. 196.  Much much easier than say mastering chemistry 197.  I think this system is very user friendly and it is also good because it is as picky with the number and format of the answers. 198.  The system itself is decent but the workload is sometimes unreasonable. Specifically, PLEASE reconsider having two homeworks due very close to an exam (like exam 4)--I know this prevented myself personally and some of my friends from doing as much studying as possible , and we also couldn't do as well on the homework and felt burned out during the exam because of the homework and studying combined. 199.  It is good, but it might help if there was an example problem for each problem on the homework I could see. For example,my calculus class uses webassign. On webassign I can look at another version of the problem. This helps me solve the other problem. 200.  201.  It is more efficient 202.  Really well thought-out and much more helpful with trouble-shooting than usual. 203.  Much much better than WebAssign! Hints and intermediate value checks were very helpful when you get stuck. 206.  I prefer to other systems like WebAssign. 207.  It is way better than the other online homework systems I have used this semester 211.  I like the hints and intermediate value checks we have here 212.  It is fine, but what took a very long time was the EF sheet. 213.  The homework system helps me by making me cover things we've done in lecture instead of putting it off until the exam. 215.  Poor. 217.  It is more challenging then other systems I used. 218.  Good/comparable. More helpful because of the hints/discussion/int. value check. 220.  A lot better than Mastering Chemistry or Biology. This system is better than webassign because of the discussion section and the ivc! So far it is the best 224.  I think its better than most hw systems because it is made by UT and so it is customized to us. Every now in then it would glitch sometimes the intermediate value check wouldn't work until i reloaded the page. The grading would sometimes drop from 110 to 100 right at midnight. 225.  It's better than the other online homework systems I've used. 226.  This is the best hw system. 227.  It'll give hints 228.  The best online homework system I've used. 229.  Much better, I like the fact that it stills accepts answers even if it has the wrong significant figures, or if you're barely off. 230.  Pretty good. Can be frustrating at times when you get stuck and the discussion board doesn't help 231.  Its better 232.  better 233.  For me it was less helpful than other homework systems I have used. 234.  its different but i liked it 235.  The homework system works very badly. The website only grades based on the final answer, whereas the tests are graded much more based on the process of obtaining the answer. 236.  Its very good compared to others. It was great to be able to work on homework ahead of time instead of waiting for it to be released and getting extra credit for it was great as well. It was good for learning the material as well. 237.  I appreciate the helpful hints and the system itself. It's an enjoyable system versus any other. The hardest part is the amount distributed. 238.  It is a lot better than written homework because you work until you figure out the correct answer, and the hints/intermediate value checks help you towards the correct answer. Compared to WebAssign it is more helpful even though WebAssign has the "practice another version". 239.  It would be better if they could show you other solutions or give you actually helpful hints like matlab does. 240.  It was a bit nicer, and I liked the multiple tries, which gave incentive to try to get the problem right even if I got it wrong the first time. 241.  It was worse. Even if I arrived at a correct answer, I would have no idea if my work was correct, and it might have been a lucky guess. And I felt far more hesitant to answer because it felt like it had a more immediate impact on my final grade. 242.  Very different, I like the Web Assign approach where they give similar problems but different in some ways for you to practice on before completing the problem. Also, while the book was recommended for the class some of the helpful hints from the hints section could not be found in the book. 243.  It is way simpler and less of a pain 244.  i love it 245.  The homework system I really appreciate. The extra 10 percent for finishing early is a nice incentive. The method of it is also fantastic. I'm grateful that the website doesn't rely on flash for the actual homeworkng part, but it could be a bit more mobile friendly. The units I'd sometimes type in wrong though >.> and lost points there. A misspelling. IF it doesn't recognize the units, I request it does not take points off. That way a simple spelling error of "ftlb" when it's "ft-lb" or "lb-ft" doesn't detract from your score. I am aware also that some would automatically correct from "s" to "sec" and I am grateful for that. 246.  Definitely a good system, much better than Mastering Chemistry! 247.  Best one yet. 248.  it was pretty good. 249.  It's a lot better, but a lot more tedious 250.  Good 252.  Similar to Quest used by University of Texas 254.  I really enjoyed the extra credit for completing your work early. This encouraged me to work ahead. 255.  n/a 257.  It is one of the best system. 259.  Better than most :) works on mostly every computer. I like how you don't have to download a lot of attachments. 260.  Better than most 261.  Why are you making the homework harder then the tests 262.  It was a lot of homework compared to other classes 263.  it helps because it tells you some times why you missed the answer 264.  From what I have heard, this is MUCH better than any other online methods. 265.  Better is it fast unlike blackboard which is miserable 266.  Pretty good. 267.  It's much better than the Blackboard homework system. 268.  Better because there are specifics. Other homework systems I have to guess what they are asking for a lot. 269.  I liked the ef homework system alot. 270.  easy to work with 271.  I like it because it gives suggestions when you have close to the right answer. 273.  I havent used any other systems 274.  It works well but the amount can be very overwhelming 275.  Not quite enough Intermediate Value checks, at times. 276.  Not complicated 277.  Sometimes the homework system worked out really well, but there were times when the homework could be annoying or frustrating. 278.  Average 279.  Much better than Mastering Chemistry 280.  better than webassign 281.  Very good. I love how if you do them early you get extra points. 282.  Better than most, but is hard to get through since the material is required and the concepts cant always be grasped so quickly. 283.  Very good, love it. 284.  I liked that we were able to get 110 percent on homework 285.  Text example hints frustrate me cause I didn't think I would need the book 286.  I liked the hints and multiple tries and the set up of the problems and progressive parts was good 287.  i thought it was certainly better compared to other systems but i thought it was still lacking. my main concern was losing points for easy errors such as writing the units wrong etc. 288.  Very good since there was immediate feedback 290.  Very similar to online math homework but better structured with easier access to help. 291.  I like it way better 294.  Unlike any other 295.  i liked this hw system much more 296.  better than other systems I have used, especially WebAssign. 297.  Runs very smoothly and intuitively. 299.  I like this one. 300.  I don't know 301.  It's harder 302.  better 303.  By far the best on-line homework. Way better than Web assign and mastering chemistry. 304.  I like it more than the other homework that i have done for other classes, it is easier to do and is convenient to get immediate feedback on my answers 305.  I like it. It can be frustrating, but for the most part it's doable. 306.  Hints helped more than most websites. 307.  I really liked the IVC. I always worked alone so it was nice to have the opportunity to check midway through to make sure I was doing it right. 308.  Did not use other systems 309.  This system is far superior to webassign or masteringchemistry 310.  It is a lot better and more helpful than systems like mastering chemistry. 311.  It is very efficient, I would rather use it than MasteringChem or WebAssign. I think the problems were super hard sometimes but the system itself was pretty awesome. 312.  Really good 313.  WAYYYYYYYYY BETTER THAN WEBASSIGN 314.  Very good. The only issue I saw was that the thumb down to get zero credit for a problem was not working. 315.  I like it a lot because you get immediate feedback and if you got something wrong you know then and there and can learn how to do it right where as on paper homework, by the time you know you did something wrong it's too late to do anything about it. I love the option of getting bonus for doing them early because if you want to put in the work to finish before you have to you are rewarded and also don't have to be frustrated with a problem that takes you multiple tries because you know you are learning but still going to get a good grade for your efforts. 316.  The homework is helpful, but the work load is EXTREME. Tone it down please. 317.  Better than web assign! And the layout was better! 318.  Site is put together very well. 319.  This homework system is the best I have ever used. The amount of homework we had was a heavy load for sure, but overall a good system. 320.  Similar to most 322.  Compared to Webassign, I felt this was generally more helpful in providing useful and helpful hints and tips 323.  It was way more user-friendly than others in my experience. Intermediate value check could definitely use some work, though. most times it seemed it was unavailable for the questions i actually needed it on. 324.  I like the EF 151 system better because it allows us to continue trying multiple times. 325.  Very very straightforward. As long as you can do the work, you should be okay. In other words, there's little room for error on the system's part. The fact that you can ask questions there is also very convenient. 327.  Way better than Mastering Chemistry 328.  great 329.  Beautiful, I have yet to use a better system. 330.  good 331.  Better 332.  Fairly the same system 334.  Way better, by far. I use webassign and it is terrible in comparison to this program. 335.  This is miles ahead of the sapling learning I used for economics. 336.  it is better than connect. 337.  I have used any other systems, but thought it was good. 338.  It was nice that it gave you hints when you were wrong, such as "missmatch units" 339.  Liked it more than blackboard homework or any other homework systems I had to use. 340.  This system, albeit passable, has caused me nothing but stress. The questions push me to consider applications of lecture material that I would not have normally considered. I noticed this early in the semester because it reminded me of a former physics teacher. I like that part of Physics. And yet I am appalled at how overwhelming these abstract applications became in homework for later modules. I know myself, and I know the material is not beyond my grasp, however the homework problems provide no more than a hint and a chat box for problems I WOULD MUCH PREFER DOING WITH MY TA FIRST. The recitations were helpful in cementing the basics of a topic but... After most recitations, and certainly in the beginning, I approached my homework feeling confident that, with the broad understanding I had been exposed to, I would be capable of tackling the homework quite well. What I found was that I would make my way through approximately half of the assignment until I hit a wall of these abstract problems which are imagined by the professors for the apparent sake of dashing my hopes. The problems left me confused and feeling helpless when nobody else seemed to understand them either. All in all, the students need a lot more "Plug and Chug" before casually adapting material to knew and complex models without any source of immediate feedback or walk through. If I had been doing these problems in a classroom setting I would have felt so much more comfortable moving on to these concepts. P.s. I would also like to add that I have already meet multiple COE dropouts who have complained about this precise problem and that is why I did my best to capture what I feel needs improvement. 341.  similar 342.  It was by far the best. I wondered why the rest of my classes couldn't have homework like the EF classes... 343.  it was better than masteringchem 344.  sometimes the units were particular about how you type the in and my questions would be marked wrong with the correct answer. 345.  It's very effective 346.  It was a good system but sometimes the units were confusing and cost me more than I thought they should. 347.  I value the 110% early bonus, as well as the helpful hints such as "off by a factor of 2" or "check the sign of your answer." 348.  Having homework graded regularly is similar to how my high school functioned. I am used to spending countless hours on homework, but it does sometimes become busy work as opposed to actual learning. 349.  I like this homework system a lot better than MasteringChemistry or WebAssign 350.  I think that it is fine 351.  This was one of the more difficult ones, but by far the best homework system. 352.  SO much better than the Mastering homework system. 353.  While some problems threw me for a loop, I did enjoy the online homework system. 354.  I really disliked this homework system. It's better than my chemistry homework system for sure but not as good as my calculus homework system. The intermediate value checks were really great to have, but on some problems the hint was essentially useless and didn't help at all. Especially when the hint was to check the book because that's pretty obvious and not really a hint. 355.  A lot more homework then any other class I have had, but the system worked very well. 356.  It is much better, I enjoy that it is graded on the spot and I can easily go back and rework the problems. 357.  Much better 358.  It was good because i had to work for the answer but the penalty for getting the answer wrong wasn't bad. 359.  Its good, I like the intermediate value checks but sometimes there is not enough/any when there should be. 360.  much better. Web assign and mastering chemistry are awful. The EF website was much better. 361.  A lot better than web assign. Web assign's format is weird. It is about the same as mastering chemistry though. 362.  this one is better 364.  Pretty much the same as every other one operates but there are more hints and actually online discussion about the homework so props to that. 365.  This homework system is so much better and it is free, no complaints there, the discussion and units tab are helpful too 366.  Better then most, maybe even the best I've used all year. I like the switch to online homework for a lot of my classes, and this was no exception. 367.  It's very annoying 368.  I haven't used any other online homework systems. Compared to non-online homework systems, it seemed effective. 370.  This is better than the other system I have used because it is user friendly and the discussion option allows for help when needed. 371.  I like this system best 372.  I liked how it gave credit for answers that were close to the correct answer. 374.  Better than most online systems. 375.  Great, provides hints and a message board to get help. 376.  So much better than any online homework. Save perhaps www.edX.com. 377.  New 379.  The homework system was very well done with lots of hints to help out when i got stuck 381.  Similar to web assign. 382.  Better than webAssign and MathExcell 383.  Its the best 384.  The best. 385.  Very impressive! 386.  It is better than average. 387.  very good. 388.  The homework problems were sometimes way too difficult... Some of them were helpful, but the difficulty of those problems significantly exceeds that of what we take in lecture. 389.  Much much much better. WebAssign for math and MasteringChemistry do not work near as well. 390.  It works better. 391.  It is very fair. However, I feel that many of the deadlines for homework completion were arbitrary. Also, I feel that we often graded many times for the same work. For example, one problem could affect one's homework grade, portfolio grade, and random homework check grades. Although each of these checks for different things, I think it may be redundant and could easily be consolidated. Since students are already punished for missing homework via their homework grade, I think the random homework check should instead be a check for organization on the best homework problem a student can offer, either chosen by the student or extracted by the TA during the portfolio check. This method takes luck out of the equation. If you think that students should be punished more for missing assignments than they already are within their homework grade, then you should simply increase the weight of the homework grade. Randomness is never fair. 392.  n/a 393.  It was a lot tougher than what I was use too. 394.  The discussion board, hints, and intermediate value checks were very helpful. 396.  good 397.  On par with WebAssign, better than Mastering Chemistry. 398.  I like having this system, where I can see feedback from an answer that would be otherwise flatout rejected.

What other resources did you use when completing your homework? Please be honest - we do not look at individual responses.

44%		(167/377)	I used them as a last resort (1)
31%		(117/377)	I tried the problem on my own, but as soon as I was stuck I used them (2)
5%		(20/377)	I looked at the solution first and tried to understand it (3)
1%		(4/377)	I didn't spend any time trying to understand, I was only concerned about getting the problem done (4)
18%		(69/377)	I did not use any of the resources listed above (5)
Avg: 2.18, NZAvg: 2.18, sum=822, cnt=377, nzcnt=377

12%		(45/377)	They were invaluable in helping me learn the material (1)
50%		(189/377)	I usually understood the problem (2)
17%		(64/377)	I tried, but usually didn't understand the solution (3)
2%		(9/377)	I didn't spend any time trying to understand, I was only concerned about getting the problem done (4)
19%		(70/377)	I did not use any of the resources listed above (5)
Avg: 2.66, NZAvg: 2.66, sum=1001, cnt=377, nzcnt=377