EF151 Fall, 2015 Feedback

Lectures

Rate the overall quality of the EF 151 lectures.

40% (174/436) Very good (1) 53% (229/436) Good (2) 7% (30/436) Average (3) 1% (3/436) Marginal (4) 0% (0/436) Poor (5) 0% (0/436) N/A (0) Avg: 1.68, NZAvg: 1.68, sum=734, cnt=436, nzcnt=436

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

58% (251/436) Very good (1) 38% (167/436) Good (2) 4% (18/436) Average (3) 0% (0/436) Marginal (4) 0% (0/436) Poor (5) 0% (0/436) N/A (0) Avg: 1.47, NZAvg: 1.47, sum=639, cnt=436, nzcnt=436

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

33% (144/436) Very good (1) 38% (167/436) Good (2) 20% (89/436) Average (3) 6% (28/436) Marginal (4) 2% (8/436) Poor (5) 0% (0/436) N/A (0) Avg: 2.06, NZAvg: 2.06, sum=897, cnt=436, nzcnt=436

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

62% (269/436) Very good (1) 34% (150/436) Good (2) 4% (16/436) Average (3) 0% (0/436) Marginal (4) 0% (1/436) Poor (5) 0% (0/436) N/A (0) Avg: 1.43, NZAvg: 1.43, sum=622, cnt=436, nzcnt=436

Rate the effectiveness of having a team-taught lecture.

45% (197/436) Very good (1) 42% (182/436) Good (2) 10% (44/436) Average (3) 2% (8/436) Marginal (4) 0% (1/436) Poor (5) 1% (4/436) N/A (0) Avg: 1.67, NZAvg: 1.69, sum=730, cnt=436, nzcnt=432

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

21% (90/436) Weekly (1) 30% (129/436) Monthly (2) 31% (133/436) Rarely (3) 12% (51/436) Never (4) 4% (17/436) Tried them, didn't use them (5) 1% (6/436) Tried them, had problems (6) 2% (10/436) Didn't know about them (7) Avg: 2.62, NZAvg: 2.62, sum=1142, cnt=436, nzcnt=436

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

20% (89/436) Very good (1) 31% (135/436) Good (2) 21% (91/436) Average (3) 9% (39/436) Marginal (4) 2% (9/436) Poor (5) 17% (73/436) N/A (0) Avg: 1.91, NZAvg: 2.29, sum=833, cnt=436, nzcnt=363

Which lecture format do you think you would prefer?

48% (211/436) Large lecture (current format) (1) 11% (47/436) Medium size lecture (~300 students) (2) 25% (109/436) Small lecture (~100 students) (3) 11% (50/436) Lecture content incorporated into labs and presented by GTAs (4) 4% (19/436) All lecture content as online videos (5) Avg: 2.13, NZAvg: 2.13, sum=927, cnt=436, nzcnt=436

General comments/suggestions on lectures:

135.  Nothing 137.  Try not to go so fast through lectures. Sometimes it was a little hard to see what was going on when working out problems (just sometimes). 138.  n/a 139.  N/A 140.  Always lively and entertaining! 142.  N/A 143.  My first time with a class that large and the professors did a great job connecting to the student body. 145.  keep up what you're doing now! its great having a big lecture with days that we have smaller classes in between. love the format! thanks for a great year! 146.  Sometimes it was hard to understand what the concept was. 147.  Great job, y'all are awesome professors! 148.  na 150.  I actually liked the large lecture, but that is only because the course was taught well. If they material was not taught well then it would have been bad. 151.  As Dr. Bennet has a very strong Southern accent, I had hard times understanding him. I am an international student from South part of Turkey. I will be teaching in the North part of Turkey. (There is a distinct accent difference between South and North of Turkey like the U.S.) For this reason, I can understand his situation, but, it is better to just try a little bit to speak formal English, in other words a more global English. Dr. Mccord was my favorite. 152.  Time management on some they would go long about once a week. 153.  Please, please incorporate the lecture into the labs. I can watch the lecture online and read a power point slide. 154.  I enjoyed the class as a whole. Although the material is tedious, I learned a lot from this class. I also enjoyed the professors that taught the class as well. 155.  See ya next year brah 156.  Harder examples for better homework preparation. 157.  Sometimes it was to hurried 158.  Overall great lectures, nothing special ideas. 163.  none 165.  The labs were really good 166.  The lectures sometimes seemed rushed, but we had a lot of material to learn and not mush time. Over all the lectures were fine I liked having printed out notes we had to fill in. 168.  lectures were very beneficial to the students who paid attention in them 169.  Some people can be loud and distracting. 171.  N/A 172.  I have some anxiety issues, especially with large crowds. I know that is silly but I have been diagnosed with an anxiety condition. For me, online lectures and lecture quizzes(instead of clickers) would have improved my grade tremendously. 173.  Actually go through how your found the answer instead of just saying "solve for this and you get this answer" because how am I supposed to understand that while learning the new material? 174.  Time management seemed to be a problem sometime. Most of the material was taught effectively but sometimes due to lack of time or having to hurry I feel like I missed some key information. The lectures are not always as interactive as others. Perhaps making all of the lectures more interactive (videos or volunteers) would help students pay better attention in such a large lecture. 177.  The lectures seemed a bit rushed. 179.  Good lectures. Large crowd but still involves each individual student. Learned a lot 180.  I thought the lectures were well done, but would be more helpful if the lectures related more to the homework 181.  They should ask if we have any questions at the end of some slides and maybe answer one or two of them. 182.  all good 183.  focus on teaching instead of just finishing slides 0n powerpoints. 185.  Focus on teaching the material instead of just getting through the slides. 187.  nla 188.  N/A 189.  There would be no need to reduce lecture size, unless it was down to around 30 people to make it a more intimate lecture. However, that is illogical with the amount of first year engineering students there are. 190.  None. 191.  I thought the lectures were fine. For the large number of students, I think you guys are doing the best that can be expected. 192.  Good at explaining problems that were of the same difficulty on the homework. 193.  They were great and very funny at times 194.  The lectures were OK, however, the labs seemed more beneficial when it came to content. 196.  Try to stick with the time frame. There were time lecture did not get completed because we ran out of time 200.  Hearing different voices kept me entertained and did not put me to sleep 203.  Should be able to request certain lecture videos instead of just a live feed 208.  I would like to see more questions that must be worked by the students. 209.  Lectures are very good 210.  Smaller lectures would be better 211.  Easy to follow and understand 212.  Overall a very effective and positive learning style. 215.  It was to easy to space-out during lectures 216.  Very well taught even considering lecture size. Questions were always adequately answered and material was always clear. 218.  go slower on lessons near the end of the semester 219.  - 220.  Lecture is good 221.  I feel that for the amount of students that need to take the EF 151 course the lectures are very well formatted. 222.  Very fun and interesting class and set up so that the student can easily do well if they try to work through all the online homework. 223.  Sometimes I think it goes a little quickly 224.  None 226.  No suggestions. 227.  The examples/demonstrations are wonderful and helpful in remembering different concepts. 228.  The follow along notes are very helpful 229.  I feel a large lecture makes it hard to ask questions even with the text/email submissions 231.  I like the how in the OIT recorded videos I can speed up the lecture. It actually helps me understand the professors more. If the clickers were not involved in our grade, I would have preferred to watch the OIT videos of class online. 232.  There was too much going on for me to follow. 235.  It was too many kids to ensure quality learning. 236.  I loved the interactive things that you incorporated in class. 237.  Make lecture sizes smaller. 239.  This was my favorite class this semester and I felt I learned the most from it. 242.  I thought the professors did a great job with how the lectures are right now 244.  The lectures are pretty big. But overall Ok. 245.  Enjoyable lectures 246.  N/a 247.  Very good 249.  none 251.  Sometimes concepts are not explained as thoroughly as they should be, and I have to look up info online 253.  Bennett and Schleter are the bomb when together. 255.  wonderful class to begin my college career with 256.  Loved lectures, but we seemed to run out of time quite a bit and go over. 258.  Lectures were really great. Having interesting examples made the class entertaining. 259.  It was really hard to grasp physics concepts in such a large class. I felt that the professors had little time to explain the steps of solving the problems and instead had to rush through the examples. 260.  I really enjoy the lectures. The professor's make the material easy and fun to learn. 261.  maybe try to do slightly more complex examples 262.  More examples and less irrelevant material i.e. Funny videos 263.  The lectures were very thorough for any information needed for homework or exams. 264.  Lectures could go a little slower 265.  None 266.  Class was great overall and I am looking forward to next semester. 270.  I would move a little bit of a faster pace. 274.  I really liked the lectures, especially the way the homework was presented. 275.  Try to allot more time for the last lessons of lecture do you don't just throw it at us while people are already leaving 276.  I liked the lectures and they were taught well, but sometimes they were too fast. I felt like I didn't fully understand the material. 277.  More visual demonstration could help understand concepts better. Rather than having everyone in one big lecture, separating into maybe two or three lecture could reduce distractions since our class size was huge. Having multiple professor explain the concepts help better understand them. 278.  The lectures overall were usually fine but the professors weren't always on the same page which made it confusing sometimes. 279.  The lectures have all been very informative. 284.  I really enjoyed lectures and felt like I learned a lot from them. I thought the pace, at times, was a little bit fast, but for the most part I was able to comprehend what was going on. I also like the guided notes we were provided. 285.  Boring at times but lectures were an enjoyable experience overall with the terrific trio 286.  None 287.  I enjoyed large, group lectures. 288.  i got much more out of the online because i could pause if you went to fast. 291.  More focus needs to be put on which formulas to use in which situations. 294.  Informative and entertaining. 296.  Can't think of any suggestions right now 298.  None! 299.  More example problems that are similar to the homeworks would be helpful. 300.  In lecture we were shown HOW to find the answer, but only sometimes was the math involved displayed completely. It might be more effective to future classes to FULLY work out at least 2 of the examples for a concept. 301.  Maybe have fewer slides and go a little bit slower. I found myself rushing to get the notes down instead of trying to comprehend what was actually happening. 303.  I wasn't aware lectures this large existed, but I enjoyed the atmosphere and being in AMB auditorium. I sat on the front row every class so I never had any distractions, but for some people, the large class may be an issue. 306.  The visual aids you all use are a great tool for relating the material to real life. 307.  More clicker questions. 308.  They were very helpful. 309.  Good class hard material 310.  Sometimes they got off track and we did not finish all the material in the allotted amount of time. 311.  I liked the lectures alot 312.  More desk space would be better. 315.  Good 317.  Ef was the most interesting lectures I had. I enjoyed watching them in AMB. 318.  I loved the lectures and loved having three professors teaching. I wish there were a lot more online examples as well as more online links and references to obtain more information. I loved lab, but wish it was more geared towards helping learn how to work some of the homework problems. 319.  Lectures were great. Sometimes a bit long though. Demonstrations kept interest and attention of students 320.  I really enjoyed the on-stage experiments. 321.  I thought the lectures were very well done as there were 500 students in the discussion. 322.  None 323.  None. 327.  Helpful in learning the topics, especially when homework problems were explained 330.  n/a 334.  Useful information but hard to ask questions 335.  N/A 338.  Maybe there were not many questions emailed in but it seems as if that wasn't used a lot. 340.  I liked the flex fridays 341.  n/a 342.  Lectures were fun and entertaining. 343.  Sometimes the equations are not even written and we have to try and it figure it out and I struggle with this class so make sure to go more in depth. I know we are short on time but maybe a tad slower. 345.  The size of the lecture definitely distracted from my learning. It was hard to pay attention and stay attentive. I feel as though I would've been more prepared and succeed more in a smaller class/lecture environment. 346.  none 347.  I liked lecture, but it was hard to ask questions. 348.  very well put together and organized. 349.  they just need to be more one on one 351.  n/a 353.  I learn a lot from this course! 355.  Lectures were best presented as a team. Demonstrations of concepts in lectures made them entertaining as well as interactive. Biggest difficulty with lectures so large is students run the risk of falling deep behind because concepts were not understood upon first presentation. 356.  Good. I like it. I just don't learn well from video lectures. 357.  Good lectures 358.  I felt like sometimes the lectures would run a little fast and we would never complete one full problem of a difficult type. We would try a really simple problem and then start a hard one like it but move on before finishing it and I think I struggled a lot because of that. 359.  N/a 360.  i like the lectures now, I feel the should all be flex friday though, where you can get it online and participate but i want to be able to go back through the whole process as many time as i want, answering questions and all. just incase im having problems with a certain concept, i can rewatch it. or incase i didnt understand how you got the answer you did, or maybe im brain dead from all my other stuff and cant remember something i heard in lecture relating to a clicker and want to go back through it. just an idea, i know you have the online lectures already, but its nice to be hands on with it. 361.  I thought the way the material was presented was very good 366.  none 367.  At first i was skeptical of the way the Ef151 lecture was set up, but considering how many students need the class. It seemed like an efficient way to handle it. The large class size also made a lot of resources available that otherwise might not have been. 368.  N/A 369.  The lectures are very big, and much of material is taught very fast with some of the examples not worked out fully. The atmosphere of the class is good, but with such a large class, it is hard to get questions on specific parts of the lecture answered right away. 371.  I thought they were very well run and helpful. The material was sometimes complicated enough that the proper amount of explanation could not be covered in the time, but for the most part the lectures were very good. 372.  I think that the current class format works effectively given the size of the engineering class. However, I do strongly believe that it would improve understanding for many students if the lecture size were decreased and if the lecture covered the conceptual information and only some worked problems. That way, the remaining lecture materials could be taught in lab, so students would gain a broad understanding and then learn how to apply the material to problems with the help of someone more easily approachable, such as a TA. 373.  The lectures were great and very engaging honestly yall made it fun!!! 374.  Love lecture! It is the bright spot of my week. 376.  Clicker questions minimize learning and take up too much time 378.  none 379.  With how many students there are, I think the current format is the best because it gets the most information to the greatest amount of people at any given time. It wouldn't be very different to me if I was sitting among 100 students or 1000, I would take notes the same way. Might as well have more people getting the information at the same time. 380.  Smaller lectures would allow for more interaction 383.  ;) 386.  If possible, please don't say pesky algebra, I got stuck on a few when you said that. 389.  The lectures were good, maybe a little too fast paced. 390.  None 393.  slow down on some topics that often cause trouble 394.  I think the way they are set up now is pretty perfect in efficiency. 395.  none 397.  none 398.  I feel like if there was a possibility to have more time for the lectures then i could have understood some of the concepts more, but the class as a whole was great. 399.  I loved flex friday's because I could pause the video, take notes and really try to understand the concept without having to just move on. It would be good to have that and then like a period where you could just ask questions about the lecture. Like a discussion period. 403.  I enjoyed having the option to look at past lectures in video format. 405.  N/A 406.  N/A 407.  Good 408.  huge and a bit intimidating, isn't personal and doesn't teach directly, hard to manage time and ensure the confidence level of the student 409.  N/A 411.  I actually felt like my EF 151 lectures were the best out of all of my classes. The material was very well presented and relevant to the exams and homework. 413.  I can't keep attention in classes much bigger than 30. 414.  Having the online lecture was so beneficial because it makes it possible to go back and relearn. I think for EF 151, it would be best to do online lecture and have TA 3 days/week. There isn't much difference in watching the lecture live and watching it online, but more time to ask questions with TA would help and it would make scheduling much easier. 415.  The lectures were actually pretty nice, though it made it a bit difficult to get in depth answers to questions because of the time constraints and size of the class. 416.  I hate when the professors did not adequately time out their lecture and rushed at the end. Sometimes they would go over an essential information in one minute left of class basically no one would understand the slide and they continued to do that over several lectures. 421.  I really enjoyed the lectures and I feel that even in a big environment I was able to learn very well. 423.  I love lectures online because I can take my time understanding the concept. Lectures seemed to be very fast, so I got lost easily. On flex Fridays, I took my time to understand the material. 424.  Do clicker make up day 425.  They work pretty well. I don't like the constant switching of who's teaching 426.  N/A 427.  The overall lecture content is very informative and engaging with several examples and demonstrations adding to the effectiveness of teaching. One aspect that might detract from the experience, however, is the overwhelming size of the class. Small details and the intricacies professor-student interaction are lost with the mass approach to teaching the class, and it is significantly harder and sometimes more intimidating to establish a beneficial relationship that can not only enhance student understanding, but also the interaction that can give instructors the feedback they need to improve teaching methods to effectively turn their knowledge of the subject into understanding and application by the pupil. 429.  N/A 430.  I feel like it would be helpful if the subject matter was taught a little better before examples were worked. I never really knew what was going on in the examples. 431.  The team-taught lectures and clicker questions are fantastic. 432.  If there were sections of lectures depending on how fast paced it is. Those who have taken years of physics before are in the same class as those who have never taken it before, making it unfair to both. A fast paced and more advanced lecture to those who need the advancement and a slower paced and more beginner lecture for those who need the help 434.  keep the live stream and give more days that people can watch online and keep a good participation grade. 437.  TA presentation would be more effective, but the curriculum has a ton of information to cover, and seems to require the non-stop slideshow approach. 438.  Good 440.  A new thing, but I liked it. 441.  I think that the large lecture to cover most material and then the small class taught by the TA's to focus on certain areas is very efficient for this level of material. 443.  When presenting a subject such as Physics, I think it would help to teach in a traditional classroom setting, especially for those students who are new to it. The lectures were ok for me seeing as I took physics in high school. 444.  It would be helpful during exams to have lighting in the back of the auditorium. It is very dark and harder to work. 445.  I thought it was well thought out and organized 450.  None 453.  ... 454.  I like there being a large group in which everyone is in and then slitting up into smaller groups for lab. 455.  Material was always presented well, lecturers always worked well under a time crunch. Sometimes it moved too quickly. 457.  None really 459.  I think the lectures should be almost completely online and the time we come to class should be utilized to focus on difficult aspects of the material and examples. 460.  I took a physics class in high school but it was more science-physics (like magnets) and less math-physics. A lot of the other EF students I talked to have already taken like AP physics or something, so I felt like I struggled a lot more than other students in this class. The lectures were good, but it was hard to learn the material, have a few examples, and then go do the homework. The tutoring really saved me, though. 461.  The size of the lecture is not a big preference for me, especially with the 463.  You should consider smaller class sizes. Although I realize that could be difficult, there is a big problem with people talking or playing on their phones which is distracting to those of us trying to pay attention and if there were less people the professors could more adequately account for this. It would also be helpful to people who have to work while going to school if there were more schedule options. 464.  The material that we learned on Flex Friday videos was always the material that I was most comfortable/tested best on. 466.  The lectures always seem to be rushed at the end and thus hard to follow. Better time management would be beneficial. 467.  Try to slow things down. 468.  More thoroughly present the material. I've had trouble keeping up with what we do in class. 469.  Really enjoyed this class and the teachers. 473.  None 474.  I found that I learned better when I was able to stop the video and digest what was just said before moving on. In lecture I felt like there was so much material that a lot was missed. 475.  Dr. McCord was awesome, and inspires me to be a female engineer. 476.  The lectures always felt very rushed. 479.  Possibly move a little slower. 481.  Excellent lectures, very well conducted! 483.  ok 484.  I like them. 485.  I think that the current set up is good. 487.  I enjoyed the lectures. 490.  I don't think the size of the lecture is a big deal because the labs were a great time to ask questions if I had any. 492.  make less problems so you can spend more time explaining what you did 493.  Great job on making the lectures interesting! Enjoyed the class. 494.  N/a 495.  I enjoy the lecture. As for class size, I don't feel it matters. I am learning the same thing as I would in a small classroom, so I like the big lecture hall. The teaching style is very effective and if people have questions, the email/text process seems effective enough. I've used it and I'm very satisfied with the answers I received. 496.  I really like your use of volunteers to make the class feel more personal and interactive even though it is so large. 497.  none 499.  N/A 501.  I enjoyed the layout of the current lecture setup. It in beginning it was overwhelming, however once I figured out that the professors provide plenty of resources on the EF website such as videos from lectures, PDFs of our notes, solution videos, additional web-notes, I enjoyed coming to lecture more. I believe it would have been more enjoyable if I had 504.  Very informational and also entertaining 505.  I liked how the class was structured through out the week. 506.  Great class 508.  Working out problems for us was great! 510.  This class is very organized and the lectures are great. 511.  I thoroughly enjoyed this semester's EF class. 512.  Lectures were good most of the time, stinks when they run long or the professors ran out of time. 515.  While I always enjoyed coming to lecture, I found the flex-friday videos just as helpful. The lecture notes were WONDERFUL. I have always struggled with either taking far to many notes or not nearly enough, so those packets were a life saver. 517.  The lectures themselves are very well performed and have adequate examples or demonstrations. Most of the instructors also seemed motivated to teach. 518.  good 519.  Sometimes we ran out of time. Managing time more to finish all the examples would help. 520.  high quality 521.  na 522.  I know that time runs out quickly in a 50 minute class, but sometimes the professors talk way too fast for me to even understand what's going on. Especially Dr. McCord! The only thing I can say is to slow down!! 524.  n/a 525.  They were good. No complaints. 527.  I thought the lectures were really efficient in helping out such a large class. 530.  Each professor had a different way of engaging us and so I felt that was probably the best for the class to absorb the most material. The lecture size really doesn't matter as much as the presentation to me, and I think that it's better to have the professors do the lecturing than the TAs. 533.  More examples 534.  Better management of time so that all practice problems are explained thoroughly. 535.  I actually really enjoyed the lecture. Keep it up! 538.  No 540.  Overall I enjoyed the lectures, this has been by far the largest size class I have attended. Personally I would prefer a small lecture but the large lecture still proved to be effective for my learning style. 541.  The lectures were helpful and were great at introducing concepts. 542.  go over the last module better 544.  I personally love the way the class is set up. I believe it is the best possible way for a class to be ran with the amount of students in engineering. I did not mind the large lecture, and the handout notes were extremely helpful. I cannot say enough good things about the class and the way it is ran. 545.  The pace was way faster then high school..haha. But it was still fun. 546.  good but large size 547.  Lectures felt fine to me. 549.  Pretty helpful as a whole 552.  none 553.  The only thing that I think needs improvement in the lectures is the use of time. Several times it felt like we were taking too long to go over the easier material at the beginning of the lecture and then having to rush through all the hard concepts and examples that I had the most trouble understanding at the end of the lecture period. 554.  i thought they were effective 559.  N/A 560.  The videos really helped when I couldn't understand something in class or couldn't keep up. 561.  I felt like they were very well done. It was nice to have three professors; it kept it interesting. The demonstrations periodically done were nice as well. 562.  Too large to grasp anything 563.  none 564.  They were all taught very well. 566.  I do not think that the team lectures make much of a difference either way, but I still thought that they were helpful. 569.  Having team taught lecture format is very helpful because it lends itself to different teaching and learning styles. I would highly recommend retaining this format.

Flex Fridays

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

50% (220/436) Very good (1) 28% (120/436) Good (2) 14% (61/436) Average (3) 4% (18/436) Marginal (4) 2% (9/436) Poor (5) 2% (8/436) N/A (0) Avg: 1.74, NZAvg: 1.78, sum=760, cnt=436, nzcnt=428

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

45% (195/436) None (0) 29% (126/436) A few (1) 14% (63/436) Most (2) 12% (52/436) All (3) Avg: 0.94, NZAvg: 1.69, sum=408, cnt=436, nzcnt=241

How many 'Flex Friday' videos did you watch?

7% (32/436) None (0) 14% (63/436) A few (1) 23% (101/436) Most (2) 55% (240/436) All (3) Avg: 2.26, NZAvg: 2.44, sum=985, cnt=436, nzcnt=404

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

16% (70/436) Definitely (1) 20% (87/436) Probably (2) 41% (179/436) Probably Not (3) 18% (80/436) Definitely Not (4) 5% (20/436) Don't care (5) Avg: 2.75, NZAvg: 2.75, sum=1201, cnt=436, nzcnt=436

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

135.  It was a good idea, but it made me feel like I could just push off the lecture until the last minute. As well as skip through it to find the answers. 137.  A great idea but in college I want to be taught by an actual professor. I learned enough on the computer in high school. 138.  I think they are very helpful on busy fridays. 139.  N/A 140.  A nice break from lecture all the time but really took the teaching into you own hands. 142.  Great for the major, allowed less stress on some of my test days. 143.  Is good if I have appointments, but i prefer actually coming to lecture. 145.  i would suggest making videos for every lecture in the same format as the flex Friday videos but still having class. 146.  I liked the flex friday approach 147.  I think its a good idea, especially for students who have busy fridays. 148.  na 150.  I liked flex friday, now only if my other classes did flex friday too! 151.  Flex Friday is definitely a good option to learn the material. However, it is better to be able to balance the frequency of them. Only 'Flex Friday' by itself is pretty good. Other Flex days may risk the students while learning the material. 152.  Nice incentive but it should be a come to class, or don't come to class. The required work doesn't really make it advantageous. 154.  The Flex Friday videos were not as effective as the lecture, but they did help. 155.  It was great 156.  Flex Friday is great. 157.  none 158.  Might be a good idea, but still remains to be considered. 161.  Hard to judge how successful it was for all students, but as for me it worked out very well. No lapse in understanding the material. 163.  none 165.  I didn't learn much from the Flex Friday lectures. 166.  I like them and when you go over the answers to the flex Friday form during lecture it is a nice incentive to be there in person. 167.  I learned from the videos, but I definitely feel that in person lessons were more effective for me. 168.  the content in the flex friday lecture were very detailed and easy to learn from 169.  It felt like an incentive to not do the Flex Friday work in my opinion. 171.  N/A 172.  I love flex friday it is the best of both worlds. Excellent idea. 173.  Great idea if it includes less homework than usual. 174.  I did not like having to answer tho questions online even if I went to lecture. I know it would be hard but taking a tally of attendance somehow could be used instead. 176.  Extending flex friday to all lectures would be good because it would allow students to decide if they need to attend lecture in person or not. At the same time, it would also decrease the severity of missing a leccture due to being sick. 177.  This should be extended to every class day. 179.  A good idea, all students want Friday's off. However, if flex Friday was for every day, I feel incentive to go to class would decrease. 180.  I felt like i personally did better with flex friday lectures than i did normal ones. 181.  Awesome 182.  none 183.  I just hate how if you go to class, you still have to do the videos. 185.  N/A 187.  I prefer the video lecture option, because so much material is crammed into the in class lecture and considering the time constraints there. I feel the videos would work better considering you would not have such strict time constraints. 188.  N/A 189.  Went to all lectures, because of personal tendencies, but I can see where it is a necessary, needed break for people. 190.  None. 191.  I thought Flex Friday was awesome!! It was a great relief 192.  I enjoy flex Friday but feel it should be used sparingly at times for more arcane topics. 193.  Good way to reward student's hard work throughout the week 194.  This was beneficial in my case, because I was able to do the work on my own time and learn more effectively. 196.  Some of the videos contained information that was not in the lecture so if the videos could be revised at time that could help 208.  I like how I can take it at my own pace, I find I lose concentration during normal lecture 209.  Flex Friday is nice 210.  I liked having a day to complete lecture at my own pace. 211.  Great for many people if they cannot come or don't want to 212.  I loved the option of getting a break to do this lecture at my own time over he weekend 216.  I liked being able to take a morning off when needed, even though I usually ended up going anyway. 219.  - 220.  I went to all of them 221.  I liked flex Friday because I was able to have more of Friday to myself and could spend the time as I wish, however not having to go to class held me less accountable and I typically wouldn't spend as much time going over the material as I would have been exposed to during a regular class. 222.  I liked flex friday because it gives you a chance to get some more sleep on a friday. 223.  Loved flex Friday tbh 224.  I would have taken advantage of this quite a lot and it was a functional alternative to attending lecture. 226.  No suggestions. 227.  Great idea!!! 228.  They are a nice relief on fridays. 229.  liked the idea a lot especially because you could know beforehand what would be covered and decide to go or not. 230.  It was hard to find the motivation to watch the videos on Friday/over the weekend. I personally found it better to be at the lectures. 231.  It would be nice if the flex friday videos had an option speed them up or slow them down. 232.  I liked being able to take on the concepts at my own pace. 234.  Good for those going home on weekends 235.  I liked it because I was already doing well in the class. 236.  I loved being able to sleep in late a Friday. 237.  It's convenient if I'm in a jam and I can't afford to go to class. 239.  I liked it a lot. 242.  I really enjoyed getting to learn from watching videos instead of going to lecture 244.  The videos that we watched on flex Fridays made the most sense to me. I followed along a lot better than when attending the large lecture. 245.  I like the idea, because students have to be responsible for themselves. You probably don't want to try and apply it to the class for all lectures because the rate of failure would probably go up. 246.  N/a 247.  Good 249.  none 251.  worked pretty well 252.  Keep it up 255.  flex friday should have a longer than 50 minute lecture 256.  none 258.  I really enjoyed the Flex Friday option. It was a great treat on Friday's 259.  I liked Flex Friday because it gave me extra time on Fridays. Sometimes it was hard to convince myself to watch the videos, but looking at the worked out problems on the videos did help. 260.  I really like this approach because if students need extra time for something else that day it is a great way to give them that time. 261.  I think its effective 262.  I liked flex Friday's because I could pause the video or rewatch parts I didn't quit understand. 263.  It allows students to relax a bit more on Friday and not worry about attending a class. It is good occasionally, but too often and the students may get lazy. 264.  Flex fridays helped me learn more since there were less students. 265.  Has a bad effect, people dont watch videos as much 266.  Flex Friday works great because attendance is optional. Having every lecture like this one would cause a decrease in participation in the class. 270.  I enjoyed the flex fridays! I though they were very good. 271.  Flex Friday was very beneficial to me. it gave me the opportunity to slow down a lecture and go at my own pace when I needed. 273.  none 274.  Flex Fridays are good as a break from the normal routine, and I believe they should remain that way. 275.  Have a way of letting flex Friday get Kate credit if you miss the deadline 276.  I liked them a lot. 277.  Flex Fridays are good because students can come or not whenever the upcoming concepts is hard or not. Students can learn at their own pace or come to the lecture with fewer people in class. 278.  I liked the Flex Friday lectures because you can rewatch the parts that you struggle with. 279.  I really liked being able to relax on Friday, and watch the lecture when I felt like it. 284.  I loved the flex Friday approach. I was able to go back and watch the videos however many times I wanted. Also, the videos seemed extremely well paced. Lectures always seem crunched for time, but the flex Friday videos were perfect. 285.  Great 286.  None 287.  Flex Friday made Friday's awesome. 288.  My favorite part due to it was on my time 291.  Flex Friday is a great concept, I wish that all the lectures had videos that could be reviewed for addition help. 294.  Very nice for busy schedules. 295.  I personally loved this concept. This particular class was my last class of the day and sometimes I had 2 hours free before it. I also work a job and had to leave early from lectures to catch the bus. Being able to leave after my first class and watch the lecture during lunch break worked wonderful for me, I was able to go to work yet still participate in class. 296.  I feel like it was better to actually attend the lectures, seems like I understood the content better when I went to lectures. 298.  I think it's a great idea. 299.  They were great! 300.  It's a great approach, as I myself took advantaged of the extra time on my Friday mornings by completing homework and occasionally studying for tests/quizzes in other subjects. However, I found that although the video lectures were helpful, I understood live lectures in greater depth and detail. 301.  I liked watching the videos bc I could stop and rewind if i missed or didn't understand something 303.  It's definitely nice to have the occasional break from class for 'Flex Friday'. The 110% for completing it before class time was great and I took advantage of that. I do not think having it every friday would be beneficial, though. 304.  I think Flex Friday worked very well 306.  It's nice to have the option once in a while, but I prefer the live lectures. 307.  I like it and that it hopefully weeds out some of the other students. 308.  It was a nice break from class but was still helpful 309.  Nothin 310.  Its great !!!!!!!! but not for all the lectures. 311.  None I liked them 312.  Flex Friday videos aren't as interactive as lectures. 313.  It was very efficient, instead of an hour lecture it amounted to about 20 minutes with my understanding of the concepts equal to the lectures. 315.  Good 316.  While many students enjoy not having to leave their dorms, other students take advantage of the opportunity and do not learn the lecture like they should. If every lecture were a "Flex Friday," grades overall would almost definitely drop. It would be nice to have the option, but realistically it would not be beneficial for less motivated students. If TA's taught lecture material, there are more chances for one-on-one questions and explanations. 317.  I like having the option to not go to class on Fridays in case I want to go out of town or something like that. Personally I prefer going to the actual lecture in person thought, so this semester I never missed a lecture because I never had an excuse not to go. 318.  I loved Flex Friday! I would go to class and watch the lecture videos at home and it was such a huge help! I loved how each section had its own questions with it and it helped me learn the material so much more. 319.  Flex Fridays are great, however I think that you should have traditional lecture Monday and Wednesday. 320.  They worked well to give students a break. 321.  I thought Flex Friday was helpful because it gave us a hint on what was going to be on the test. 322.  None 323.  I really enjoyed the Flex Friday videos. It helped me concentrate better. If the videos would be extended, I would want to have the meeting time serve as an opportunity for the professors to review the material further. 327.  it is a good idea as an occasional thing but if it were to be every lecture its benefit would be lost. 329.  Good idea, made me not have to stress if I woke up late and gave me extra time to work on homework if I needed to. 330.  n/a 334.  Very useful and rewarding 335.  On the following Monday have a quick review over the Flex Friday. 338.  Flex friday is very helpful considering fridays are busy days with my other classes. 340.  I liked it so I could sleep in or work on other projects that were due on Friday. 341.  n/a 342.  Great alternative to lecture. 343.  I like them 345.  Flex Friday was good. Sometimes you don't want to go to class and sometimes you're just busy. It sometimes is hard to learn the material after though. 346.  none 347.  loved it 348.  i never stayed back for flex friday because i would have been heavily distracted. i feel this may be the case for many student and result in lower grades and incentive to do well. 349.  good approach 350.  I think applying the Flex Friday concept to all lectures would be a good idea, especially considering if a student is missing lecture because he is sick since there is a significant lag in when the clicker questions are asked in lecture and when they're asked on the video. 351.  its a nice break where the people who already understand the topic can just answer the questions given but for the others they can still attend lecture if they need more help or just want to be taught about it. 353.  Na 355.  Flex Fridays are fine on easier concepts and allows students the chance to work together to understand concepts. However, flex fridays lack the opportunity for professors to address common mistakes as a whole. Large groups of students may go unsure of a concept because of a difficult video. 356.  Nice to have the option, I find it better to attend the actual lecture. 357.  Love them 358.  I really liked the flex friday because I could go back and watch the lecture as many times as I wanted and go at my own pace. And they would work out every problem to its extent. 359.  n/a 360.  said it in the other one. 366.  none 367.  I really liked the flex fridays. Its so hard to stay focused and awake in lecture on a friday. The lectures with a lot of shorter videos are easier to stay focused on versus the a few long videos. 368.  N/A 369.  I will come to the lectures anyway. In person lectures are better than online for me. 370.  Flex Fridays were great, but there were a few times that I almost forgot to do them. 371.  Flex Friday should be used for a nice break every other Friday to reward student. Although flex Friday should be used for the less challenging concepts because the online videos, I find, are often not as informative as the live lectures. 372.  The Flex Friday approach represents a welcome break from the traditional weekly routine, but its application to every day of lecture presents problems. It can be easy to get distracted while watching the videos, and sometimes the content can be unclear. I preferred Flex Friday lectures, because they generally covered concepts I had already learned in high school. For the most part, I have attended all non-Flex Friday style lectures, because I wished to receive the participation credit. Generally, I felt that I could be more productive by not attending lecture, but I wanted the points. I would move toward a system where lectures are still given in the flesh, but the participation credit would stem from an online worksheet containing similar questions to the lecture. In this way, students could choose to attend lecture if they were unfamiliar with a topic and would probably need to ask questions, or they could simply answer the questions online for their participation credit. Either way, the student still participates, but it allows more flexibility for the already demanding schedules of engineering students. If such a system had existed this semester, I would not have attended many of the initial lectures on familiar concepts like kinematics, work, circular motion, energy, and momentum, but I would have attended the lectures on topics I had not yet been exposed to, such as cross-products, torques, moments of inertia and the like. 373.  I would say that I like the fact that clickers are required and that forces students to attend class, if you made those extra points or incentive for people if you made all classes flex classes. 374.  If flex Friday were an online class where we could choose to go to class, it would help weed out those that aren't serious even faster. 378.  Flex friday's gave me an excuse to miss lecture but I wasn't able to learn as much I would have if I went to class. 379.  Flex Friday was good, however there is something to be said about actually being there and being able to watch the lecture in person. For one, you can't email in questions to be immediately answered during a Flex Friday. On the flip side of that, it is easier to collaborate with other students to help make sure you all understand it during Flex Friday. 380.  If you watch the videos it's pretty close to being exactly the same as going to class 382.  I feel like some of the concepts in the flex lectures were the most difficult topics we did all semester. 383.  cool 384.  Very effective for that every-once-in-a-while break with other classes going on, but having professors teach in person is still effective. 386.  I liked it, not sure if it was to my benefit or not. 388.  I like the option of Flex Friday. 389.  I liked Flex Friday a lot because I could go at the pace I wanted to and make sure I understand the material. 390.  It made it easier when I was travelling with the Pride of the Southland. I attended every other lecture and enjoyed the smaller size of the class. 391.  Great Idea, however forcing kids to come to lecture would be better for their overall understanding of the material 392.  It was very nice to be able to have many Fridays "off" and be able to watch the lecture and complete on my own time, but I wouldn't want it to be an every day thing. I feel like actually going to the lectures and sitting next to people helps to understand topics in more depth than just watching an online video. 394.  I think its a good opportunity for students that don't necessarily completely understand the topic to come in while the students that do understand have some time "off" 395.  I enjoy attending lecture. I would like to have a chance to receive the extra credit for the questions if I attended the lecture. 397.  none 398.  I liked them because they slowed down the lecture, but if all the lectures where like that then I would have been very far behind. 399.  Kind of already said my opinion above. Large scale, fast pace lectures are just hard to pay attention in, focus, and really learn. 403.  Awesome concept, but there is always the problem of kids not going to class. 405.  N/A 406.  N/A 407.  Good 408.  good for sleeping in and not going to class, not as in depth but better than going into class 409.  N/A 411.  I feel like they were a great supplement to the lectures, but as a replacement to lecture? I'm not sure. Once a week or so on Friday was good enough. 412.  It was nice to have an easy Friday from time to time. 414.  I loved it. It forces you to really think before answering the questions and you can go at your own pace. 415.  I loved the flex Friday concept. Although I got all of the lecture questions finished and watched all the videos, it was easy to forget. I don't think all lectures should be like that but having it on Friday means students have time to watch the videos if they forget on Friday. 416.  i found that it was very helpful to pause the video when i needed extra time to understand fundamental concepts and it was beneficial going at my own pace. In addition the lecture was already prerecorded so the professors did not skip part of the lecture like they actually do in class. 421.  Although I loved the Flex Friday approach and did all of them with great timing, I do not think this should be for all lecture. I feel that some people would (and have not) watch(ed) the video's completely but only to get the required questions out of the way. However, allowing a break from having to attend a large lecture is nice, and some people are able to get the lecture out of the way quickly to begin there homework ahead of time. So, keep Flex Friday, but do not make this an every-lecture option. 423.  I think Flex Friday is great. It gave me the opportunity to leave earlier to go home and I could watch it at my convenience. Missing lecture didn't hurt me because I didn't miss the clicker questions. 424.  Maybe add one more, but not more than that. 425.  Flex Fridays are great, although most people just use them because they are lazy 426.  N/A 427.  The flex Friday approach is a very useful tool and adds variety into the class. It allows students to gain precious time during what would normally be lecture and therefore plan out a more efficient schedule for the day and get much more accomplished. One problem, however, is that in the videos we miss out on some of the visual cues in a live lecture and can run into technical difficulties with the videos themselves that can hinder some aspects of the lecture. While the videos are well put together, they seem to lack the same energy and fluid coverage of material that the live lectures have, especially in the use of voice and narration. 429.  N/A 430.  I like it because when I had other subjects to study for, I could put that lecture off until Sunday. 431.  The Flex Friday lectures was a great idea. It offered a break from attending lecture, and yet it also provided good videos on the material. 432.  I frequently used the lecture videos as supplemental help, but since I have not taken physics before, I cannot yet depend entirely on myself to learn. However, others who are comfortable with the material might benefit from flex Fridays 434.  they are awesome...I think college students should be given the freedom to chose whether or not they take the lectures online or go in person. Everyone has different learning styles 437.  Online videos with questionnaires make me want to skip to the answers to fill out the forms, to less interrupt whatever it is I'm busy with at home or socially. Sitting in a lecture forces me to be a good student. 438.  Keep Fridays only 441.  I really like the approach because it gives us a day to relax and do the lecture at our own time; however, it definitely should not extend past just Fridays because the only reason I was able to do them was because I'd take my time over the whole weekend. If every lecture were video, it would be very hard to stay caught up. 442.  I liked having the option to do Friday's from home since we have EF everyday, but knowing myself, if we had a flex Friday more often, I would never come to class and I learned better in class. 443.  Online videos should not be used all the time because there are some things you picks up better without being distracted to find answers to the Flex Friday questions. 444.  I thought it was a good option to allow different learning styles. 445.  I liked it because I had quizzes every friday for Calculus and would use the extra time to study for that. 450.  None 453.  I think general participation and understanding would fall even though the option would be nice. 454.  It was good to not have to go to class if I had a test later in the day and then do the lecture and questions on the weekend. 457.  I like it, the questions forced me to stay tuned in 459.  I thought this was a very effective approach and allowed for accommodation of student schedules and the different weekly requirements of each student's routine. 460.  ♥ ♥ ♥ ♥ ♥ ♥ ♥ 461.  Even if all classes were a Flex Friday, I would still come to class because I learn better that way. 464.  I loved them, and hope they continue in EF 152 466.  I believe the Flex Friday approach is a good option to have every couple weeks as a break, but if every lecture was available online this way I believe students would be more likely to slack off in watching them. 467.  I think they should stick to Fridays, or people's grades would suffer. 469.  I liked Flex Fridays because I was usually more productive on those days and could get a lot done including homework. 470.  I treated it as a mandatory class day 473.  None 474.  I found that I learned better when I was able to stop the video and digest what was just said before moving on. In lecture I felt like there was so much material that a lot was missed. 475.  I like going to lecture. 478.  I enjoyed the Flex Friday approach, mostly because it allowed me to get information from class from the comfort of my own warm bed. 479.  I think it is perfect as is, no less, no more. 481.  It allowed me to watch the videos on my own time when I had the time to do it. 483.  ok 484.  Honestly that gave me an excuse to slack. 485.  I really like Flex Friday. 487.  The way it was set up worked well enough. 490.  I think that it is a nice break during the week, but I think if it was offered every lecture a lot of people would never attend a lecture during the semester. 492.  it was alright 493.  I do enjoy the flex Friday approach, yet I noticed that I didn't learn as much during these lectures simply because I wasn't as motivated to pay attention; I just wanted the participation points. So maybe offer some sort of bonus for those who attend the Flex Friday lectures to act as a motivator to attend. 494.  N/A 495.  The 'Flex Friday' concept is a good one because it gives the responsibility for the information to the student. Whether we learn what is going on is up to us, and therefore teaches us responsibility. In all honesty, if 'Flex Friday' was every lecture, a lot more people would be doing poor, so I don't think it should be every lecture. 496.  Flex Friday is a nice break, but towards the end I found myself getting lazy about actually watching the videos with the intention of learning. Too much of a good thing would definitely be a bad thing in that manor. 497.  none 501.  I liked Flex Fridays because they helped me be more responsible for my own learning. However, I am the type of person who physically has to be in a classroom to learn so it would have been really difficult for me to learn as much as I did this semester if all the lectures were presented this way. 504.  Easy to reference back to 505.  They are a cool concept once in a while. 506.  I just went to class 508.  This should definitely only be a Friday thing. 510.  Flex Fridays were very beneficial for our busy schedules and the lectures on flex Fridays were smaller because many people didn't come and I felt it was more helpful. 511.  It made my schedule work out very well. 512.  Useful sometimes, but not entirely necessary in my opinion. I liked going because it helped me focus on learning the material. 515.  It was extremely helpful for me to be able to pause and replay parts of the flex friday videos that I did not understand. Howe 517.  Flex Fridays are literally the best thing since melted Swiss cheese. I didn't have to fight the morning parking, wake up uncomfortably early, or even be on campus until at least 2 on a flex Friday. Praise be to whoever suggested this. 518.  good 519.  I personally did not take advantage of Flex Friday - I learned much better from attending lecture. However, the option for other students is nice. 520.  nice for destress 521.  na 522.  I really liked Flex Friday because it gave me a lunch break on Fridays and not having to go to class was awesome. 524.  n/a 525.  Do more of them! They were my favorite part of the class. 527.  I really enjoyed the Flex Fridays because I didn't have to go to lecture, but I know some people could abuse them by not attending lecture or watching the videos. 530.  Flex Fridays were an absolute blessing if you had events you wanted to go to or tests you needed to study for in the mornings. However, I went to most of the flex Fridays in person because then I could get the lecture over with in an hour instead of putting it off and doing it slowly. 534.  Flex Friday lectures explain the concept well. 535.  I personally didnt like flex friday because I would just skip to the end of the videos and not learn anything. 536.  Great break from lecture but if they were more often, no one would come to class. 538.  enjoyed it very much. 540.  Flex Friday's are a nice treat, I did attend all of the lectures but enjoyed the relaxed environment without as many student in the class. 541.  The videos were very slow and took a while to watch. I think Flex Friday concept would not be good for actual lecture, because no one would actually come to the lectures. 542.  it gave us a nice break on friday 544.  I really enjoyed Flex Fridays. I do not think they are necessary but they were definitely convenient and a nice option to have. 545.  Flex friday is the best thing in EF. 546.  good idea to give students a break 549.  I think there should be a clicker option for attending the class so if you attend you don't have to do the video questions 550.  They're great. The content reserved for the flex Friday lectures should be the relatively easier content 552.  none 553.  Flex Friday lectures were a nice reprieve every once in a while but I think the atmosphere of being in an actual classroom with the professors there to answer questions and thoroughly explain things is pretty vital to learning the material well. 554.  I thought they were good because i could work on the homework immediately after and have a better understanding of the concepts. 555.  It is easier to come and learn from the lectures where questions are generally answered. 558.  I think if the TAs taught the material it would provide more of a one on one approach and help people better understand the materials. 559.  N/A 560.  I didn't think they were as helpful as the regular lectures. 561.  It was nice to be able to have down time on Fridays and be able to do that lecture at my own pace and when I had the time and focus for it, which was rarely on Fridays. 562.  Good overall 563.  Great idea! I think some form of online notes by either pictures of the notes filled out or videos should go up after every lecture! 564.  I enjoyed the flex friday lectures and hope they are continued in EF 152. 566.  Personally, since I was busy with work from other courses, I did not feel the same incentive to put much effort into learning flex friday material. I would have definitely not made as much of an effort in learning course material if all the lectures took a "flex" approach. 567.  Obviously the material covered in Flex Friday is not as effectively taught as a normal lecture but the convenience can help some students. I would say that the materials saved for Flex Friday should be the easier concepts in each module that don't need as much guidance to understand. overall I was very appreciative of flex friday. 569.  I enjoyed the option of watching the video lecture as opposed to attending the normal lecture because I was able to pace myself through the material.

Clickers

Rate the overall effectiveness of the clickers in lecture.

28% (124/436) Very good (1) 46% (200/436) Good (2) 18% (78/436) Average (3) 5% (22/436) Marginal (4) 2% (10/436) Poor (5) 0% (2/436) N/A (0) Avg: 2.06, NZAvg: 2.06, sum=896, cnt=436, nzcnt=434

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

82% (356/436) Yes (1) 18% (80/436) No (0) Avg: 0.82, NZAvg: 1.00, sum=356, cnt=436, nzcnt=356

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

83% (361/436) Bookstore (1) 7% (29/436) Friend/Family (2) 7% (31/436) Already owned (3) 2% (9/436) Other (4) 1% (3/436) Did not buy (5) 0% (0/436) Used laptop (6) 1% (3/436) Used phone (7) 0% (0/436) Used tablet (8) Avg: 1.34, NZAvg: 1.34, sum=584, cnt=436, nzcnt=436

General comments/suggestions on the clickers:

135.  There are pretty cool to use. 137.  All good. 138.  n/a 139.  N/A 140.  Loved the questions at the beginning of lecture 142.  N/A 143.  Don't like them, too expensive for a glorified remote. I like the idea the professors are coming up with to use our computers as clickers. 146.  Clickers were good at points and a pain in others 148.  na 150.  There should just be an app for this. 151.  This is the best device for evaluating attendance I have ever seen. I will apply the computer version, which you tested, of this technique in my teaching life. It is better to prevent Texas Instruments company making lots of money from students. 152.  Good judge of class understanding/engagement. 153.  What's the point? 154.  None 155.  Boooo. I paid 60 dollars for a radio with buttons on it because it affected my grade 156.  I dislike the clickers for the most part. We should be able to use an app on our phones instead. 157.  none 158.  Good way to get involved in the lecture. 163.  none 165.  None 166.  They are a good way of taking attendance. 168.  clicker questions were fun 169.  None 171.  not a fan,think it weighs to heavy on grade. 172.  I can't stand clickers. I lost my clicker and never had enough money to get another. My participation grade is dreadful even though I often attended lecture. 173.  Wastes too much time. The clickers end up taking time out of learning the actual material. 174.  I liked them. the fact that if we got 100% we would get to leave class kept me clicking. 177.  I liked using the clickers, and it is a great way to take attendance. 179.  Good way to keep people coming to class. 180.  I had one, but it got stolen, so i didnt have one most of semester 181.  Good way to keep students involved. 182.  none 183.  they are helpful but difficult sometimes. 185.  N/A 187.  n/a 188.  N/A 189.  N/A 190.  They help encourage you to pay attention during lecture. 191.  They are great. 192.  Sometimes the clickers feel like a waste of class time. 193.  Good way to survey everyone 194.  Less clicker questions. 195.  The clickers would cut out from time to time, but the 50% of participation for 100% of the grade made that not a problem. The online clicker-like program we used for one of the lectures worked extremely well. 196.  N/A 209.  Clickers are fine 211.  None 212.  Great way to get attendance 216.  Good way to keep class attentive 219.  - 220.  Meh 221.  I liked that it gave an incentive to go to class and that it kept us more engaged 222.  none. 223.  Keeps focus tbh 224.  Clickers were overpriced for the effectiveness in lectures. 226.  No comments. 227.  More time to answer the questions correctly! 231.  They are accursed objects 235.  It was straightforward. 236.  I like seeing the percentage of right and wrong answers. 237.  GET RID OF THE CLICKERS PERMANENTLY. THIS IS COLLEGE NOT A GAME SHOW. It discourages students from thinking through the problem and instead promotes guessing an answer just to get points. 239.  No comments 242.  clicker questions are great 243.  My only issue with the clicker was my excessive amount of sick days this semester resulted in me not getting full credit. 244.  The clicker questions definely challenged me. Which is good. 246.  N/a 247.  too easy 249.  none 251.  none 252.  n/a 255.  clicker was not good 256.  none 258.  Opening clicker questions to class were always fun 259.  The clickers helped keep us engaged and definitely promoted class attendance. 260.  My clicker stopped working later in the semester and that caused me to loose points. I think that the clickers should not be worth any points and they should be voluntary. 261.  annoying to keep up with 262.  N/A 263.  They helped with participation and the system was very good. Not having to answer every question, but setting a number of questions that must be answered for full credit. 264.  Clickers were good since they helped with questions 265.  None 266.  Go over how to use the clickers before the beggining of the school year. 270.  Clickers kept me involved! 273.  none 274.  The clicker questions sometimes were worded in a confusing way. 275.  Clickers are a good way to keep students interested 276.  The clickers were a good way to better understand the material. 277.  Clickers are good for learning common mistakes in learning difficult concepts. It also allow for better attention to the lecture. 284.  The clickers kept me engaged in class and kept me for day dreaming. Also it brought so laughs as well. 285.  $50 for a clicker that I can scratch the screen with just my fingernail? Garbage engineering job. TurningPoint needs gorilla glass 286.  None 287.  I got an email saying I hadn't been using a clicker all year. 288.  did not feel necessary for the class. 291.  clickers are so helpful! more clicker questions! 296.  I feel like the clickers were not very effective since the questions were not worth much, and the penalty for missing questions felt too small, too. 299.  N/a 300.  Continue current usage 303.  The clicker questions helped a lot to help understand the conceptual parts of the materials learned in lecture. 306.  It was a good challenge to have to answer questions about the material we'd just learned. It really made me think about it and I think it sunk in better than if I didn't have to apply that knowledge right away. 307.  None. 308.  Eh 310.  Clickers are a dirty scheme. We already pay enough we shouldn't have to pay another 60 dollars to have something to respond to questions when everyone has a smartphone. 311.  None 312.  The clickers were a helpful way to maintain the students' attention. 315.  Good 316.  Occasionally, even if I pushed the button within a few seconds of the question being posted, my answer did not submit. I know it did not affect my score much, it was just very frustrating. 317.  I think the clickers area a good idea. Sometimes they take a lot of time thought. 318.  The clickers are super helpful! I wish we would receive full credit regardless of if we got the question right or wrong. 319.  Don't make them worth so many points, especially the difference between correct and incorrect answers. 320.  The clickers did pretty well. 321.  I hate clickers. But it is a good way to see which students need help and which students are actually learning the material. 322.  None 323.  I really liked that the clicker questions had a threshold for the grade, so that when I got my wisdom teeth removed I didn't have to worry about my participation grade. 324.  The clickers helped because the questions were helpful. 327.  Good way to check for attendance and give students feedback on their knowledge of the material being presented. 330.  n/a 334.  Good use for attendance and data 335.  N/A 338.  It's nice to have a participation grade. 340.  I liked how that was the way we took attendance. 341.  n/a 343.  Clickers are fine 345.  The clickers kept my attention and helped me think a little more in lecture. 346.  none 348.  sometimes the clicker questions wasted time but overall they were useful. 349.  it might be a good idea to display your answers on the website 350.  Having the clicker is a great resource. 351.  They are not very great. I feel there only purpose is to keep people from skipping class 353.  Na 355.  Clickers encourage participation and allow professors to get immediate feedback but are rather expensive when they are used for only one class. Other methods may be more appropriate. 356.  Good, more time to answer questions. 357.  Good idea 358.  n/a 359.  n/a 360.  feel it should be online 366.  none 367.  This was the only class that actually allowed enough time to answer the question. 368.  N/A 369.  Good idea. 370.  My clicker stopped working about halfway through the semester, when I got a new one I registered with blackboard but I forgot to register it with the EF website. It would be nice for future sections of this course to not have to register it twice with the system, if possible. 371.  They provide more participation and focus during lecture. If they were not present the class would be less interactive and attention of students during lecture might be less. 372.  According to my previous statements about in-class participation credit, use of the clickers can be useful to the instructors to gauge student understanding of a topic, but I do not believe it should be the method by which participation credit is gained. 373.  I love them again forces students to come to class as well as participate and apply critical thinking! 374.  Very effective. Easy participation points. 376.  Too way too long to answer and explain and took too much time away from example questions 377.  I think the flex Friday method of submitting answers was more effective for me personally because it gave me time to think about the answer. It was nice being able to have the professors go over the answers afterwards, so i have mixed feelings. 378.  none 379.  The clickers are a good way of gauging the class' understanding of a given topic at a given moment, it can also be used for logistical things like attendance. 380.  It was good to get credit for attending lecture 382.  I should have just used my phone and saved my money. 383.  cool 386.  clicker questions really helped me understand concepts 388.  The clicker questions were very helpful. 389.  If there was a little more time to answer the clicker questions that would be good. 390.  Very effective 394.  Sometimes the responseware servers would go down when trying to answer a question resulting in me getting an incorrect answer 395.  none 397.  none 399.  Better explanations as to how to get the answer rather than just telling us the correct answer. 401.  the Website goes down a lot and I couldn't submit clicker questions because of that. 403.  None. 405.  N/A 406.  N/A 407.  Good 408.  use them more, they were good for engaging 409.  N/A 411.  Generally alright. No problems. 414.  I don't think clickers are very effective because I always run out of time and end up just guessing 415.  Clickers are kinda cool, but having to purchase them is definitely a pain. 421.  I think these are a good idea to ensure that students are paying attention, adding a little comical relief to each lecture, and the grading system for the clickers are very fair. 423.  The clicker questions made me think during the lecture instead of just listening. 424.  should be able to use phones. 425.  Clickers are a good assessment tool 426.  N/A 427.  The clickers are good for class involvement and can add some fun to the course (especially with some of the 'for fun' questions, such as GBO, the Great Bearded One). 429.  N/A 430.  I am terrible at paying attention in class so I usually did not know what was going on and I would just make an educated guess on the clicker questions. But, I guess they were good because they are the main reason I came to lectures. 431.  Clicker questions are helpful in encouraging student participation in lectures. 432.  good for taking attendance, could be costly for those who do not need it for any other classes 434.  they are very expensive and it stinks to have to buy another thing for classes but I think they are good in concept 437.  I like that you get to see which areas we're struggling with... but that information is hardly addressed given that there is only time for doing lectures, not so much discussion. 438.  Helped 441.  Questions were good and I enjoyed the fun ones. 445.  They kept me involved 450.  None 453.  ... 457.  A little more time to think on math questions please 461.  None 464.  My clicker would change channels, and then not submit my answer, which was frustrating. 466.  N/A 467.  I like using the clickers. 469.  None 470.  Sometimes the clickers fail to submit answers 473.  Sometimes it wouldn't submit the answer in time. 474.  I think they do their job of keeping attendance. I did not have enough time to process the information to answer in any kind of correct manner. When I would visit it later after having time to process it, I knew how to answer. 475.  I like that it is only 75% of the time 476.  They would be more useful in teaching the class if we were allowed more than ~3 seconds to try to figure out an answer... 478.  The clickers were effective in keeping me focused on the lecture. 479.  Not a huge fan of clickers. I do not think many points should be deducted if we do not answer the question correctly. 483.  ok 484.  I love the clickers. 485.  Having the clicker questions count for a grade is not really good. 492.  waste of money 494.  N/A 497.  none 499.  N/A 501.  The clickers are great because they helped me to focus more in lecture and pay attention to the important detail. It also helped me assess myself and let me know what I should study more extensively. 502.  The buttons on the clicker are impossibly small and close together. 504.  The questions like, "Where is _____ today?" were funny but irritating because you're not likely to get the full participation credit. If you need 75% for full participation, those questions are likely to bring a student's average down. Not significantly, but it's rather dumb. 505.  They have there uses. 506.  Great 508.  More concept related questions, less worked out problems. 511.  Provide them to the class and then return by the end of class. 512.  Clickers are good, they help me focus. 515.  I liked the engaging aspect of the clickers, however I don't think they were necessary. Although, I have heard from other classes that they get full credit for answering clicker questions and extra credit for getting the correct answer, this would have been nice. 517.  Clickers were probably the most expensive course material, didn't help me learn anything, and only counted for some obnoxiously low part of my score. Make clickers optional, make them extra credit, make them anything other than required. 518.  good 519.  Clicker use was done perfectly. They help check attendance along with quickly testing what we have learned. 520.  none 521.  na 524.  n/a 525.  N/A 527.  I thought the clickers provided good practice for the class and the early dismissal provided good incentive to answer correctly. 530.  A nice way to engage/synthesize the material. 534.  N/A 535.  Solid, pretty indifferent. I helped me focus more. 538.  no 541.  Caused students to collaborate during lecture. 542.  give more time to answer on the first question. 544.  I think the clickers are necessary for large classes. I enjoyed the random clicker questions throughout the lectures. They helped keep me focused and thinking. 545.  Nothing much. 546.  good way to test knowledge 547.  I lost mine midway through the semester, and couldn't afford a replacement. It could instead be an optional extra credit thing. 549.  I think it was helpful 550.  They're okay 552.  none 553.  They are way to expensive for way to little benefit. 554.  they made me stay focused 558.  They were kind of fun to use. 561.  Sometimes there wasn't enough time to process and/or calculate the questions, but I understand that the lectures are on a time crunch and the taught material is more important to get to rather than take extra time on the questions. 562.  Easy way to judge participation 563.  none 564.  none 566.  Nothing to say. I do not think they impact the class much either way. 569.  Clickers are the by far the best way to record attendance for such a large class.

Labs

Rate the overall effectiveness of the EF 151 labs.

32% (140/436) Very good (1) 43% (187/436) Good (2) 18% (78/436) Average (3) 5% (23/436) Marginal (4) 2% (8/436) Poor (5) 0% (0/436) N/A (0) Avg: 2.02, NZAvg: 2.02, sum=880, cnt=436, nzcnt=436

Rate the overall effectiveness of your EF 151 TA.

61% (264/436) Very good (1) 26% (114/436) Good (2) 8% (37/436) Average (3) 4% (17/436) Marginal (4) 1% (4/436) Poor (5) 0% (0/436) N/A (0) Avg: 1.58, NZAvg: 1.58, sum=691, cnt=436, nzcnt=436

If you had any interaction with the lab/workshop technician (Michael Allen) please rate his effectiveness.

34% (149/432) Very good (1) 16% (68/432) Good (2) 2% (8/432) Average (3) 0% (2/432) Marginal (4) 0% (0/432) Poor (5) 47% (205/432) N/A (0) Avg: 0.73, NZAvg: 1.40, sum=317, cnt=432, nzcnt=227

General comments/suggestions on labs:

135.  Some of the activities seemed to confuse me more than help me. 137.  Some of the labs were very hard to follow. Please make the labs a little more clear. 138.  n/a 139.  N/A 140.  The labs tended to be difficult and the TA did not do much to help. 142.  N/A 143.  Labs are good, puts the equations into perspective. 145.  Michael Johnson kills. love him 146.  Sometimes i would finish really early with my work since I knew it very well but my TA would never let me leave even after he said all my work was correct. What educational value will i get from having to sit there and wait till class is over when i usually head right back to my room and do the homework for the next night. 148.  na 150.  Give them more structure. 151.  This has been my first experience with a lab class in whole of my life (25 years!). Maybe, I expected a lot from this class and gave a low rate for my TA. However, I can honestly say that she was not really so willing to teach us. She was just doing her job. Maybe, this was what she was required to do, I don't know. But, I must say that she was responding satisfying answers to our questions, which was the best thing she was doing. 152.  Uploading work from labs into the website is redundant. Mr. Allen was extremely helpful. 153.  I learned more in lab than lecture. 154.  I enjoyed the lab projects. Also, the labs provided more details that applied the lectures previously learned. 155.  Great 156.  None 157.  none 158.  Great labs, learn a lot from it! 163.  none 165.  The majority of the labs were pretty good. 166.  Good 167.  They helped me understand some of the concepts from some lectures better. I also could ask my TA questions about the homework if I was confused about something. 168.  Michael in room 102 did really good at explaining concepts and made sure we understood the material and he was eager to help 169.  Michael Johnson is the man. 171.  workshop needs more material. i know it's not the professors' fault ,but workshop is way to small for the number of students. 173.  None 174.  Michael Allen is the man. He helped me with everything I needed on the final project. I feel like he would go to the moon and back for students. The labs seemed trivial at times. Maybe making the labs more important or less like busy work would help students pay attention more. Lastly, Chris did everything in his power to help me understand material. He is a great TA. 176.  Michael was super awesome! He was patient and was a huge help in designing my final project. 177.  The labs seemed a bit unhelpful and unrelated sometimes. 178.  Michael Allen was very helpful when working in the workshop on our project. 179.  Good way to see the concepts learned used in real life. Helped to visualize difficult concepts. 180.  Labs went well, and were sometimes helpful, but would be better if it was more related to homework that was due. 181.  Needs more guidance. The only help we can get is from our TA. 182.  none 183.  Good use of time and helpful. 185.  N/A 187.  n/a 188.  N/A 190.  I felt the labs were useful in applying the concepts learned in lecture to real world applications. 191.  If it weren't for the attendance points, I would not have gone. 192.  The format works for explicating topics. 193.  Fun and easy way to understand concepts 194.  They helped me understand the content. 196.  If the TA's could be briefed about how to go about the recitations and what the answers are to the mock exams that would be great. 209.  Labs are alright 211.  None 212.  I had a hard time grasping most labs. 216.  Did not really reinforce concepts or teach me much, but it was fun to be able to get hand on experience 218.  labs were very helpful 219.  - 220.  Michael is good 221.  It was nice to be able to convene in a smaller setting and discuss and explore the topics presented in lecture in a smaller setting 222.  none. 224.  Didn't hate lab, but also did gain anything from it. 226.  No comments. 227.  Michael Allen is awesome and very helpful, so so glad he is a new member of the EF team! 228.  MIchael Allen was a huge help when we were in the shop. My TA (Chris) stayed after class on his own time to help me with concepts on multiple occasions. 231.  I often had trouble understanding what the problems were asking despite being able to understand what our homework problems ask for. Also there was not enough time to properly cover the material and problems. 235.  One member wasn't present in my final project group which was unfair for my group. 236.  I loved Steffy as my TA she was absolutely amazing. She was always excited to teach and she was very engaging. 237.  Don't do as many online worksheets. 239.  The labs were very well put together. 242.  the labs were a great way to learn one on one 244.  My TA was average,and the only reason I say this is because she didn't explain things too much. I got the feeling sometimes that she didn't really care if we learned the material or not. She's a nice person, but could use improvements on teaching. 246.  N/a 247.  some lab is not useful 249.  none 251.  The labs were close to zero help in this course. It would be more helpful to just go over lecture content in lab. 252.  n/a 255.  great TA 256.  none 258.  My TA Michael Johnson was the best. He was extremely helpful and always made class interesting. 259.  I think it may have been helpful to have the TA's actually "teach" some of the harder topics in a classroom setting. Some topics needed clarification that I could not get from my teammates. 260.  I really liked my TA. The TA helped make anything that was unclear in lecture make more sense. 261.  informational 262.  Labs where my favorite part of EF151 263.  The labs were very useful and my TA knew what she was talking about and could always help with any question related to the class. 264.  Labs were fun and helpful 265.  . 266.  I liked how groups switched every module. 270.  Nothing. 273.  none 274.  I really liked how the labs were set up, but I think we should have done more hands on activities. 275.  Labs are very helpful 276.  The labs were good at integrating the material. 277.  Labs are the best time to ask question about concept we learned. Our lab did get out of place, so some lesson was not as reinforced as other lessons. More group work could help us learn some more teamwork skills 278.  The labs were usually helpful, but sometimes we weren't presented with all of the correct answers which makes it hard to compare your work. I really like the practice tests before test day. 279.  Michael Allen was great when I needed things in the workshop. Laurel was an awesome TA. She was excellent at teaching the class and keeping us involved. 284.  I honestly left labs more confused. The TA often seemed trumped but questions and his way of explaining things just confused me. I think I would have benefited more from labs if they were just like flex Friday videos showing how to approach applicable problems. 285.  Good way to further understanding of lectures in a smaller setting. 286.  None 287.  Laurel is an amazing TA. 288.  enjoyed it overall 295.  My TA (Andrew) was awesome! He was very helpful and knowledgeable and he always helped to explain things to us. Michael also was awesome and helpful. 296.  Some of the labs did not explain concepts well, cannot think of specific examples though. 299.  The labs were great and very helpful. 300.  Make the questions simpler to establish a fundamental understanding, then build on these fundamentals up to exam-level questions. 303.  Michael is a great addition and was more than willing to help when I had questions or needing things for the final project. 306.  Lab was fun. 307.  I think there should be more of them and more in depth with real world scenarios. 308.  Labs didn't help much. Kind of confused me. 311.  Great 312.  Let's students pick lab groups. 315.  Good 316.  Labs provide great opportunities for me to ask questions that I have after homework assignments. My TA was very helpful. 317.  Some of the labs were not very interesting but most of the time the worksheets helped me understand the material better. I liked that lab usually got out early too. 318.  I enjoyed the labs. I love working in teams and I love the problem solving approaching skills we obtained. I wish lab was more geared towards lecture or homework problems. 319.  Labs were good to get hands-on experience. 320.  The hands-on part of the lab was very helpful. 321.  None. 322.  None 323.  None. 324.  I wish we did more stuff in the labs to go off the lectures, I didn't have/get much help from my TA in trying to figure things out. 327.  Good way to make the classes smaller and give students more personal attention. 329.  My TA, Chris, was very good at explaining things and knew when we were having problems and so he would explain it a different way 330.  More explanations on what we are supposed to accomplish and goals. Especially in regard to the final project. Personally I felt as if I were guessing on what the specifics were in the project. 334.  Good examples 335.  Having more hands on activities. 338.  Labs conveyed the concept of what we were learning very well. 340.  I should pick a later time in the day to go next semester. 341.  n/a 342.  Labs helped understand concepts from lecture. 343.  Really liked my TA! 345.  The labs were fun. 346.  none 347.  learned a lot in lab from my lab teammates 348.  my TA was awesome. 349.  they are very good helps with hands on work 350.  I enjoyed having a small lab class. Dividing the students into groups at the beginning of the semester was a great way to get to know other students majoring in Engineering. 351.  n/a 353.  Na 355.  A lab's success depends on the TA's ability to teach well. Therefore labs may be ineffective for some students. 356.  Stephy and Michael Allen were both awesome! So helpful and really nice. 357.  Informative 358.  I wish we switched around more. I didn't get a chance to work with most people in my lab. I was with the same variation of 8 people the whole semester. 359.  n/a 360.  Michael was a sweetheart. Made sure we understood the material before we moved on. 361.  All with the labs went good. Michael Allen was a good help I would suggest you have him in there again 366.  none 367.  The labs were crucial in my understanding of the material. My TA was very knowledgeable and really knew what he was doing. The workshop technician was very helpful and always helped me find the best available tool for the job. 368.  N/A 369.  Labs are set up well. 370.  Tayler and Michael were great. Both of them were very helpful and knowledgeable in their respective areas. 371.  The labs were very helpful and provided good practice on the concepts learned in lecture. 372.  The labs were sometimes useful, but I believe they should focus even more upon working through problem types that we'll appear on homework as well as tests. Engineering physics is essentially a math class, and, in learning math, one of the most tried and true methods for long-term understanding is to work numerous problems. I firmly believe that this would be one of the most effective ways to improve test scores and comprehensive understanding of the material. 373.  ABSOLUTELY AMAZING! I loved the labs it allowed us to connect with other students and complete challenging projects together!!! 374.  Really wish we could have more time to ask questions. There is a large time constraint because the problems are pretty difficult compared to some of the homework. 377.  I wish some teaching was incorporated into the labs to reinforce the concepts 378.  none 379.  The labs were effective, they covered the topic we were currently learning and more often than not really helped with cementing my understanding of it. 380.  Very helpful to have a group to work with 383.  Very helpful 386.  interaction with other students helped me grasp certain topics 388.  Michael is the best. 389.  The labs were good. 390.  None 394.  Did a good job showing students the concepts with hands on activities. 395.  none 397.  none 399.  My TA was very helpful and I never minded or thought twice about going because it always helped me learn each concept better or enhance my level of understanding. 403.  None. 405.  N/A 406.  N/A 407.  Good 408.  labs were good but i always felt like i had no clue why or what i was doing 409.  N/A 411.  Usually were very helpful. I felt exam reviews were not as relevant as they could have been. 414.  Chris was really able to explain things to me that I wouldn't have gotten otherwise. 415.  I thought they did a great job of reinforcing the concepts taught in the lectures. 421.  The labs that were held on Tuesday and Thursday were a bit hard to handle. There were many times were I didn't understand what we were doing and I felt as if some of them were a bit too difficult although it still was related to what we learned in lecture. I feel that on these lab days we should have projects that are simpler, or have an online worksheet (like the homeworks) that we can work out with a few classmates that is due for a completion grade/participation. It was still a good lab lecture, I just feel that it could be improved. 423.  I thought the thought put behind the labs were great, but the way it was carried out wasn't. 424.  Good TA. Very helpful. 425.  Labs were a good way to meet people. 426.  N/A 427.  There were some labs which were fun and engaging, but generally some lacked energy or excitement in the material. While my TA was in the first year of teaching and tried to engage us, the TA sometimes was not very helpful or might get confused on a certain detail or question we asked. Moreover, the changing of assigned groups was good for variety and working with different people, but there were times when I had a really great, dynamic group and times when my group was more of a burden than a help in working through the lab. One suggestion might be to let the students from their own groups, although to encourage interaction and interchanging between these groups to forge the most effective teams that suits the needs of each individual. 429.  N/A 430.  NA 431.  Mike was awesome (D102). 432.  really helpful to have demonstrations shown in lab, helped enhance the material taught in lecture 434.  Labs were fun 437.  Lab TAs can do a good job making the material appear less threatening, with the right attitude. 438.  Helpful 441.  They were pretty fun and helpful. 445.  They helped 450.  None 453.  Enjoyed practical applications of concepts 454.  The labs were very enjoyable and they provided a great way to apply what the we had learned in the lectures. 455.  Lab content felt like busy work sometimes. 457.  none 459.  Please let students choose their own groups, at least for projects. After being in the class for a 1-2 modules we understand who we work best with and who has the same general conceptual knowledge. I'd like to choose groups because I felt that I was paired with people who I did not mesh with and it ended up with me and another student doing most of the work. If we were able to choose our groups and the same scenario came about at least it would be a fault of my own for choosing that group. 460.  I wasn't a big fan of labs. My teammates were always pessimistic and my questions never really got answered. I usually left confused because my TA had another session after that so I couldn't ask her questions. 461.  None 463.  A few of the labs seemed trivial, such as the scavenger hunt. That time could have been better spent. Beyond that the labs were fine and as an additional note I would like to say that Michael J does a great job. 464.  It was the students I was with that made the labs effective, not really my TA 466.  Labs are useful for reinforcing knowledge from lectures. 469.  None. 473.  I think there needs to be more time 474.  It might be a good idea to have sometime where TA reviews material instead of the majority of the time being group oriented. I do not learn that well being pushed to find answers that I am not sure how to get yet. It feels more competitive than a time to learn. 475.  Michael Allen is the man. 476.  My TA was tremendously helpful!! 478.  The labs really helped me to get one-on-one help from my TA about questions I didn't understand from the lecture. 479.  I do not believe that the TA's are much help with learning the material. 481.  The lab helped me understand what was went over in the previous lecture if I did not understand it. 483.  ok 484.  I love Michael, he's awesome, and Laurel was pretty cute so I paid attention. 485.  It was good, but it would be better if it reviewed the lecture more, especially before an exam. 487.  I enjoyed the hands on work. 490.  Tayler was an excellent TA. 492.  Michel Allen was awesome and the labs helped 494.  N/A 495.  My TA, Chris Harder, is such a good teacher. I'm thankful I got him because if I ever did not understand a concept, he would explain and show me ways to find an answer, but he would make me think at the same time. His style is very effective with me. Mr. Michael is very effective. I've spoken with him only a handful of times, but he is very helpful and kind, and you can tell he, like the others in the Engineering Fundamentals Department, wants everyone to succeed. When we asked him a question about our project, he helped us troubleshoot and come up with ideas to improve our project; it was nice having his experience and wisdom as a resource. 496.  Michael is awesome! He was extremely helpful and so kind and patient through the entire final project process. 497.  More hands on experiments. 499.  N/A 501.  In the bringing of the semester, I hated going to lab. Lab made me feel less intelligent than I thought I was, and I found it extremely difficult to approach my TA because during lecture she assumed we understood a lot of things without her explanation. I had never taken physics because this semester so I felt like I did not belong in that class at all. However, as the semester went on, lab proved to be crucial because it helped bring the concepts we were learning in lecture to life. It also made the ideas applicable. In addition, lab also helped (almost forced) me make new friends, learn to communicate my ideas, and adjust my study habits. 502.  Andrew was the best TA. 503.  Mallen is a boss! 504.  Some labs seemed irrelevant like the build-a-roller coaster-out-of-plastic-tubes lab 505.  They help facilitate the learning experience. 506.  Good labs 508.  All lab projects in workshop instead of just one. 510.  I felt that the labs were not consistently helpful because I would have to blindly work through material I had not learned or reviewed enough yet. I think a lesson by the TA at the beginning of lab would be helpful. 511.  Further helped my knowledge on the topics. 512.  I liked labs, they were good. They helped expound on the topics in lecture. 515.  The labs were very helpful to me if there were a few topics I didn't understand. Laurel was always willing and able to help. 517.  Laurel was a pretty awesome TA. 10/10 518.  good 519.  Labs were great, they put the material learned in lectures into real world examples. My TA was also great, he made learning fun and helped students often. 520.  good 521.  na 522.  My TA was awesome this semester. Shout out to her!!! 524.  n/a 525.  Give more workshop hours for final project early on. 527.  The help for the TA was very good, but I feel that labs were ineffective in helping me really learn in the course besides the practice exam before each exam. 530.  Both my TA and Michael Allen were immensely friendly. At first I got a bad vibe from my TA because I think she was a little stressed on the first day of class, but I came to like her a lot and she was very helpful. I do feel that some of the later module labs could have been better arranged. There were some topics that a lot of people had trouble understanding that lab covered minimally, and I relied on lab to help me grasp how to apply class concepts. 534.  Was able to assist me when I was working on my project. 535.  The labs seemed kind of a drag to me. The only time they seemed affective is when we had a test and the review 538.  no 540.  My lab section was very informative if you sought it out, during the regular sessions the TA seemed to rush through the material to get everyone in and out asap. He was extremely helpful outside of class with questions about homework and material. Michael Allen is overall a great workshop tech, very helpful with suggestions and instruction on how to use the equipment. He should teach a basic wood shop class if he doesn't already. 541.  This is where I learned how to put the concepts into practice. 542.  labs were very helpful and i had a great ta 544.  The labs were a good place to review and apply what was discussed in lecture, but sometimes my TA was not great at explaining things. 545.  It definetely improved my math and crictical thinking. 546.  fun way to learn material 547.  The lab time would be better used as a recitation session to work through homework together and with the TA, as a way to gain familiarity with the material. My Calculus II class has us turn in homework, work through examples from the homework, resolve any issues we have, and then we take a short quiz. That setup would work wonders here. 549.  The labs were the most helpful 550.  I would have benefited from doing more difficult practice problems as a class 551.  Michael Allen helped me many many many times with many parts of my final project PLUS addition questions over proper usage of tools PLUS questions related to personal projects. 552.  none 553.  I really liked the labs and my TA, definitely enhanced my understanding of all the concepts. Not much else to say. 554.  they helped reinforce what we learned 558.  I think we had a lot of tasks to do in the time given so they was a bit of trouble. 559.  N/A 561.  I liked how the lab groups changed after each module; it gave us students a chance to get to know more of the students in the class and each time the dynamic of the group changed. It was cool to see how different people think and go about problems. My TA was the greatest; he was so supportive and informative. 562.  More helpful than lecture 563.  none 564.  Labs were very helpful. 566.  I do not think that these helped me personally in any way. It seemed as though they would go smoothly if I already knew the material, but if I did not already have a good understanding, I would come out of the lab with much less confidence in my ability to comprehend the material. However, I would say that this is probably due to the way that I learn as an individual, rather than a lack of inherent virtue of the labs themselves. 567.  Labs were a strong reinforcement of materials for me. I found them very helpful and I also found that they needed more critical thinking. 569.  I wish the labs weren't so early in the day, other than that they were helpful.

On-line Homework

Rate the overall effectiveness of the on-line homework.

35% (151/436) Very good (1) 45% (198/436) Good (2) 14% (62/436) Average (3) 4% (16/436) Marginal (4) 2% (8/436) Poor (5) 0% (1/436) N/A (0) Avg: 1.92, NZAvg: 1.92, sum=837, cnt=436, nzcnt=435

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

Average: 10.7 Max: roughly 2 per assingnment Min: 0.5 Count: 436 Data

How did you generally work the homework?

60% (260/436) By myself (1) 30% (132/436) With one other person (2) 10% (44/436) In a group of three or more (3) Avg: 1.50, NZAvg: 1.50, sum=656, cnt=436, nzcnt=436

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

24% (105/436) Very Helpful (1) 22% (97/436) Helpful (2) 51% (222/436) Necessary, but a pain (3) 3% (12/436) Unnecessary (4) Avg: 2.32, NZAvg: 2.32, sum=1013, cnt=436, nzcnt=436

Rate the usefulness of the intermediate value checks.

56% (243/436) Very good (1) 29% (125/436) Good (2) 10% (44/436) Average (3) 4% (17/436) Marginal (4) 1% (4/436) Poor (5) 1% (3/436) Did not know about it (6) Avg: 1.68, NZAvg: 1.68, sum=731, cnt=436, nzcnt=436

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

135.  This one made it easier for me to figure out how to solve the problems. 137.  Pretty good compared to others 138.  I like the unlimited tries. 139.  It is way easier to put answers in and your answer doesn't have to always be spot on. 140.  I liked this homework MUCH better than other systems, it provided feed back in order to help and told you the value of the problem as you tried which was also helpful. 142.  Much better than the others. 143.  Its far better not only because it is free, but because it is highly customized toward physics. 144.  it seems to work better 146.  I feel like it's a better system then turning in homework. 147.  I think it helps much more than others. 148.  it was helpful to have multiple tries and hints as to what was wrong (ie. wrong units, off by a factor, etc) 149.  its certainly better than the my(class)lab series 150.  This homework system if way better than the ones I use in chemistry and math. 151.  This system is great. I cannot really say any negative things about the system. It really teaches the material perfectly. 152.  All online homework is painful, however other than the questions themselves the software is fairly user friendly. 153.  This was so frustrating because the homework was very difficult. There was little references or examples and the lectures were fairly useless in helping with the homework. I don't need to see people work the problems, I need the concepts explained. 154.  The homework system applies all of the lessons taught in lectures to real world problems. It is beneficial because you are able to use the knowledge rather than just studying it. 155.  Good 156.  It is better than other systems. I like it a lot. 157.  A lot better. Group of its own 158.  Works pretty well, still there some parts needs to be improved. 160.  It is more effective since it tells if you are only wrong by a certain factor. 161.  The homework was extensive but did a phenomenal job covering all aspects of the curriculum. This left little excuse for poor exam performance base on not seeing examples before. 163.  Better 164.  It's more helpful. 165.  Much better than most homework systems because of the 2% off for every missed problem. 166.  It is the best online homework system I have ever used. I like it very much. 167.  I really liked the 110% before due date bonus, it really motivated me to do the homework sooner. 168.  this homework system was the best because it gave you a lot of help options that taught you what to do and guided you through the homework 169.  The value checks helped A LOT! 170.  I have never used a homework system like that before, but I really liked how it worked. 171.  i rather like it in comparison to most others I've used. 172.  Homework system is excellent especially compared to something like webassign. 173.  This system is very picky about rounding. 174.  I generally DO NOT like online homework. But, this homework was not bad as far as online goes. It was the right amount of tricky but I am kind of salty at how much there was. It helped though so I cannot complain. Overall good job with the online hw. 176.  It was good. The homework was always really hard. 178.  I thought the homework system was set up to be most beneficial for students. 179.  I like it, especially the 10% extra credit for doing homework early. Gives incentive to do it yet still allows time to do other necessary work without really harming your grade. 180.  I liked it. It was helpful. 181.  It's a good system, but some of those problems seem way too hard. 182.  much more picky 183.  best one and favorite one. 184.  I've never had homework that took as long as this homework. 185.  The homework system is far superior to the other systems that I have used. 186.  better 187.  average 188.  N/A 189.  Good, especially the IVT's so you learn the process systematically. 190.  I prefer it over Mastering Chemistry or WebAssign. 191.  This was the best homework system I have ever experienced. 192.  It is a helpful and non-stressful method as the point deductions are small to allow experimentation. 193.  Decent 194.  The formatting was terrible. 195.  I haven't used any other than just turning them in, so I'm in love with this one. Getting immediate feedback on whether I did something correctly or not is great. 196.  It is a very good process and the fact that it lets you try multiple times is great 197.  Definitely better than WebAssign 200.  Better than Webassign and the rest 203.  I like it much better because of its ability to take close answers. Just wish their was a practice another version or something to help on hard problems 204.  system is good a lot of work though 205.  It's better than webassign 207.  better than webassign 208.  This is better than web assign. Much better. 209.  This homework is much better than other online homeworks because it only deducts 2% for each wrong try and it has hints and intermediate value checks. 211.  This is the only homework system I have ever used, so I don't know 212.  Much better. It gives feedback which I appreciate 213.  This format was much better than any other that I have used. 214.  Πκ 215.  I like the feedback 216.  Very easy to use, no complicated commands or answers. 217.  I like it a lot more than Webassign. 218.  very similar to other classes 219.  The system was fine, the homework was hard 220.  Much better 221.  It was much more interactive then the other online homework systems I have in other classes, and I felt as though it was able to provide me more feedback when I entered in a wrong answer, as it could often detect an error, such as being off by a certain factor. I also enjoyed being able to pull up the statistics for the homework assignments and also the interactivity that the online discussion board brought. 222.  I liked this homework system the best except for the portfolio it made the homework take longer but also probably helped with learning material. 223.  Better 224.  I wasn't a fan whatsoever of the online work system. It became more about getting the answer than learning the content since there were so many assignments on top of other hwk. 225.  A lot more effective at making me work for the answer, but made me want to chuck my computer out the window often 226.  It is fairly similar to WebAssign in that is an online system which lets you view your assignments at anytime before or after completion. 227.  It's a good system especially since we have access to the discussion boards to ask questions! 228.  The best. I like the multiple tries, 110% early bonus, and the intermediate value checks. 229.  Very similar for other physics classes 230.  It was challenging but the hints helped. 231.  Much better 232.  It was generally good. 233.  The best by far 235.  It was good. 236.  It is the best 237.  It's better than WebAssign. You guys should tell the math department at UTK about your grading program. Your grading program allows an answer to within 1%. WebAssign requires EVERY. DECIMAL. PLACE. - otherwise it's wrong. 239.  It's a lot better than web assign. 241.  I like it a lot. Much better than mastering physics. 242.  this homework system was way more efficient and easier to use 243.  I liked it much more because of the notes board and the intermediate value checks.Because that way I was at least able to have a starting point if I completely didn't understand the problem. 244.  The only other online homework assignment I have used is Webassign and it's a pain. You have to be almost exact with the answer, unlike the EF website where you have a range of 1% on each side. The EF website is much better. 245.  It's a lot easier because I can find out what my answer is without having to wait, but it can be difficult if you input something wrong on your answer 246.  N/a 247.  Better 249.  I like the best 250.  It was the best system out of the rest of my classes. 251.  Far and away the best and most useful 252.  It was above most other systems I have used 253.  Very good system. 255.  very helpful unlike webassign 256.  I haven't used other online homework systems. 257.  Good 258.  It's my favorite by far. Mastering Chemistry was terrible. 259.  I really like the online homework system. It works a lot better than most systems I have used. I like that the grades automatically go into our average. 260.  I really like the homework. It is effective for learning the material. 261.  better 262.  Good 263.  It allows room for error, such as rounding one digit wrong and this is definitely helpful after working out a long problem. It is much better than any other online system I have used. 264.  It is easy to use. 265.  Definitely helps more with the hints 266.  Well this homework system was much better than anything I've ever used, so great! 267.  Best 269.  I like the instant feedback. Answers in the back of the book are hard to keep you honest, and waiting for teachers to grade doesn't help learn. 270.  It was very responsive and accurate. 271.  I believe it is effective. On webassign there exists a function called similar problem and they walk you through a problem similar to the one you are experiencing 272.  the homework was effective because there were hints and discussion boards to help us when the problems were tough 273.  a little harder to navigate 274.  This is the best system I have used! 275.  It is a lot more vigorous 276.  The homework was very difficult, but I like the discussion and hint options 277.  This system work really well. It has a leeway when typing the answers in. Also, have the discussion board helps when I am stuck on a problem. 278.  It's good- I like that we have a lot of tries and the hints are usually very helpful. 279.  Much better than others 280.  Webassign 281.  This homework system is much better than other systems I have tried. The clues weren't very helpful but the discussions helped quite a bit. 284.  Having the option to complete the homeworks for 110% credit saved me at times. If I were to have done the assignments completely by myself I never would have finished. I learned a lot from them though 285.  Way better than having to pay $60 for a subscription to some trash website that will mark you wrong if you use 3.00 except their accepted answer of 3.000 (WebAssign). Thank you very much 286.  I like the extra credit portion of the homework system. 287.  Much better than homework for other classes because their are a lot of learning opportunities. 288.  its better than webassign and mastering chem 290.  It's average 291.  the system is very similar to other homework systems in use and has no problems. 292.  I liked it a lot. 293.  Better than web assign 294.  Much, much better than webassign. 295.  The system was fine. The amount of homework was a lot. 296.  I feel like it was very good compared to other systems, since there was a small penalty for missing it, but usually I understood the questions once I found the correct answer. 298.  It's much better. 299.  This is a very great and fair system, possibly my favorite. I liked how we could get extra credit for working ahead. 300.  As far as explanations for incorrect answers go, it is better than WebAssign (no feedback) but not as good as MasteringChemistry (some VERY detailed explanations) 301.  I liked how the homework dates were set up and the late penalties that were set. Most other systems just don't let you complete it if you don't get it in by the due date, which just adds stress. I also loved how we could get 110% for doing it early, bc I usually try to stay ahead on my homeworks. 302.  I like it so much better than webassign. 303.  Much different than anything I've used. I love the opportunity for 110% because it allowed me to miss some questions, learn from my mistakes, and still achieve good homework grades. 304.  I prefer the way the EF homework system works over other systems 305.  Fine 306.  It is way better. Very interactive. The intermediate value checks are a huge help, and the discussion section is great especially if you can't make it to the tutoring room while the TAs are there. 307.  This one offered hints which is very helpful. 308.  Very helpful. 310.  Really different. I like this system a whole lot more. The weighting is so much better. By making the weighting 20% you make sure people learn the material through practice. Also you help out the people who have to work to understand the material 311.  Good 312.  This homework system is much better than other systems because it has all of the resources (lecture notes, discussion, hints) in one location. 313.  The best I have used. 315.  Good 316.  The hints, discussion board, and intermediate value checks are all very helpful. 317.  I like this homework system better than chemistry, but other than that it is very similar to other systems I have used like webassign for math but this one is slightly better because there are hints and the questions are funny. 318.  The homework system is AMAZING! The homework was so hard and took up way more time than it really should have, however it has enabled me to learn so much! I wish there were more questions on the homework though. There were not many questions and they were so hard that if you got stuck, it was very hard to move on. I simply wish that there were over thirty to forty problems per homework but a lot of them were conceptual or easy and then progressively get harder and harder. 319.  I think the homework system is amazing. Found it very helpful and more user friendly than others. 320.  This homework system worked much better than most other online homework systems 321.  I thought it was very tedious, but there should be more hints forsure. The hw is a lot of harder than the tests. 322.  It's a lot easier to access 323.  It's more user friendly and I liked the format. 324.  I like it a lot better than most homework systems. 325.  Much better than programs used by other classes 326.  I like this a lot better than using webassian. 327.  It is the best homework system I had to use this semester. 329.  Way better than webassign and Pearson mastering website 330.  I like it since it is fairly lenient towards mistakes and has a margin of error. 331.  accurate and provides help such as the discussion board. 333.  Haven't ever used online homework, so never had to get the questions right to move on 334.  Same concept 335.  You are giving hints if you need them. It helps when you are stuck and gets you a starting point. 337.  The worst part is how hard or long it can get but it was definitely necessary for me understand. 338.  It's more challenging than other homework systems but still helpful. 339.  Better 340.  This system was a lot more intensive. 341.  It was more helpful in finding the correct answer than other homework systems such as mastering chemistry. 342.  More helpful with hints. 343.  I like it because there are hints and checks provided. Also if you get it wrong it sometimes gives you a hint. I liked the homework system 344.  Great 345.  It's very easy to use. I like it much better than the Chemistry systems and WebAssign math systems. 346.  I like how there can be multiple correct answers and how it gives you suggestions if you have gotten something wrong 347.  it takes FOREVER 348.  it seemed very user orientated and the discussion board was very very useful. It was nice that you all designed the problems and they arent just general problems. 349.  very different 350.  I like it much better than other homework systems, such as WebAssign. 351.  It was similar to EF 105 but quite different to chemistry because there were never hints. 352.  It is better in the way it gives you hints and has a margin of the correct answer 353.  The first online HM 355.  Exceptional tool! Best homework system I have used. Provides students opportunity to practice without fierce punishment. Very helpful. 356.  Compared to mastering chemistry and my math homework program, this was the best. the format is simple and clear and is the most functional of all the systems i've used. 357.  Better 358.  I like how if you'e not done by midnight it doesn't completely go away. I actually strongly agree with the homework system in this class. 359.  Gave hints 360.  It is a lot more than most I have had, hard to keep up with at times, Id rather study independently to help myself understand the concepts butter in general. 361.  I like it. It has a good layout and is simple to use 363.  Good system. I like how we were given a lot of time to complete the homeworks even with points deducted because it usually took me several days to learn the material. 364.  It is about the same. 365.  the best 366.  This is by far my favorite homework system. It is very effective in allowing me to learn all of the material. 367.  At first it seemed skeletal and odd, but after using it for awhile, I came to appreciate the simplicity. 368.  I really prefer the system that is used to other systems I have used. 369.  There were plenty of problems, yet not many of the problems on the homework seem to be the same as on the test, and it can make studying for them difficult 370.  Definitely better than WebAssign. 371.  It is very good, and I didn't have a problem. 372.  The actual homework system is well made and functions with very few bugs or errors. It is much easier to read and understand than WebAssign and MasteringChemistry. 373.  very easy to use and was user friendly! 374.  I haven't used any other homework except my chemistry class and they are very similar in fashion. 376.  It is good 377.  Best homework system I've ever used. Very well done. 378.  none 379.  I liked the hints and the intermediate value checks, they didn't hold your hand but they could provide help if you really needed it. It also helped that the answer system had feedback such as "off by a factor of 2", because sometimes simple math mistakes like that happen and it was nice to know that I wasn't any more wrong than that. 380.  It's good to have unlimited tries and the intermediate value checks. 382.  Much more helpful. With longer problems, it's easy to get hung up on long questions and the homework helped you through it. 383.  Better 384.  It's different but I like that it only penalizes you at very small increments. 385.  Its more helpful and easier to use than Web assign for sure 386.  I like how interactive this system is, really helped me understand the concepts. 387.  Better 388.  It is so much better than webassign and masteringchem. 389.  The homework system is much better than the other systems I've used. 390.  I appreciate that there is no rounding mid-problem (looking at you, chemistry). 391.  Having used Webassign in the past, the EF 151 online hw is by far a better system to use. 392.  It is much better than other systems I have used this semester. 393.  good, often pesky 394.  The system allows for some error in rounding while things like WebAssign want exact answers all the time. 395.  This homework system is a lot better than the other systems I have used. 396.  The HW is too long to a point that a lot of students do it to get rid of the pain not to learn. A lot of students do the HW without understanding it. 397.  It makes sure that you stay on top of your understanding of the concepts. 398.  It was a lot easier to use than Mastering Chemistry and Web assign. 399.  I have never had anything like it! I really liked the way it was all set up though. I liked that it was paperless, had hints, the opportunity to correct wrong answers, and even the multiple due dates. Great process even though it was a lot of homework! 400.  It's a lot more helpful than most. 401.  It's about the same. 403.  N/A. More effective than turning in a physical copy every lab. 404.  This homework system was a lot of work, but I feel that it really helped me to grasp the material. I did not have to cram for tests because I had already learned the material on a fairly deep level from lecture and working through the homeworks. 405.  I like it because it really is tailored to helping each student learn the material. 406.  It works well. 407.  Very nice 408.  better, it is easier and simpler 409.  Better than most others used 410.  Very good. 411.  Way less glitchy, way more helpful. The best homework system I've used yet. 412.  A lot better than the homework system for Calculus. 413.  Im not a fan of the strictness of work shown. It was frustrating for me as Id much rather turn in the work that i free hand in my notebook 414.  It's very frustrating. BUT the homework is harder than the test, so if you put the work in on each homework, the tests are doable. 415.  The only other one I've used is WebAssign. The only real difference is, on WebAssign, you get 5 tries, but no penalty for a wrong answer. Both are pretty good though. I don't really prefer one over the other. 416.  probably one of the best homework systems. It is the only on line homework system that does not require any extra learning of new software and does not make me want to rip my hair out of my folicles. 417.  Most effective. 419.  I like the way webassign works a little better but the system was fine 420.  Much better than WebAssign except for the few times when rounding in calculations rather than using exact numbers would yield an incorrect answer 421.  I feel this is similar to WebAssign, but even better. I enjoyed having the hints, the help from the discussion board, and I liked how the system helped get towards the right answer if we were a little off. This is a great homework system and I enjoyed using it. 422.  efficient 423.  I like the homework system because instead of just telling me I'm wrong because of a sign, it will give me that hint. 424.  It is very well organized. 425.  Very different. Gives you multiple tries 426.  This homework system was definitely more challenging than others I have used. 427.  I think that is a very useful and easy to operate system. While it doesn't have to editing and resources of web assign, the system is more forgiving of slight mistakes than web assign's request for an exact, perfect answer. 428.  This homework system has a discussion board that allows you to ask questions or view questions that others have asked. This homework system also allows you to complete assignments late for a deduction in your grade. 429.  N/A 430.  Its a very good system. I like the multiple tries and the hints 431.  It is alot more time-consuming and difficult. However, the assignments do help to solidify material taught in lecture. I also like the hints, intermediate value checks, discussion boards, and additional 110% credit opportunity when completing assignments early. 432.  very organized 433.  Its easy to understand and I like that its online. 434.  it is better 435.  So much better. 437.  WebAssign that I use in Math 141 has a "Practice Another Version" option on most problems, which shows you every step in completing the problem. In math it hasn't been too tremendously helpful, but in EF 151, the questions are so much more complicated than it seemed in lecture. Seeing a step-by-step would be massively helpful. I have a friend who covered this class in high school, who helped me a ton. I only did well on my first two tests because I had someone there to tell me step by step how to get the answers on the homework, steps that once shown can be understood and remembered. 438.  Haven't used others 439.  It is a very good system. 440.  It definitely helps a lot when it comes to units or guessing what you did wrong. Most other systems do not tell you that. 441.  I liked it a more than any other system I've used so far. It was user friendly and seemed to have the ability to do a lot. 442.  Pretty much the same. I like that there wasn't much of a limit on the amount of tries you had and the discussion board helped a lot. None of my other homework sites had that. 443.  I never really had a consistent online homework system in any classes I have taken. It really helped to have the discussion board at times to point me in the right direction. The extra credit time with the homeowork is something you should definatly keep, especially since the subject is physics and one mistake is significant to finding a solution. 444.  I prefer turning in hard copies of homework so that work done can be evaluated as well as the final answer. 445.  It is the best system I have ever used 446.  I liked that you had multiple tries to get it right and it gave suggestions if you got it wrong 447.  Nice, but should not be allowed to use enter to submit the answer as it can cause more simple mistakes in my and two of my friends cases. 448.  The IMV checks and to discussion section were extremely helpful compared to other homework methods. 449.  I like it. 450.  No comment 451.  Unlike other systems, this hw system deducts point depending on the amount of tries. 452.  Best homework system ever! 453.  More user friendly 455.  Superior an all ways. 456.  I like it better than most 457.  It is the only one besides webassign, so it is amazing for me 458.  Pretty good. The hints were helpful. 459.  It's nice being cause it provides necessary feedback to solve a problem when you're having trouble. 460.  Much better than webassign; I love the hints, intermediate value checks, and discussion. Very interactive. 461.  By far the best homework system I have ever used. 462.  It was very effective in teaching me the material and how to use it. 463.  This system seems to work well. 464.  I've never used any other system like it. 465.  This homework system is probably the best I've used. 466.  I like this system because it gives immediate feedback so you can go back and check what you did wrong. 467.  I like how it give you clues and hints. 468.  I enjoy the system used, because you know immediately if you got the answer correct. 469.  Worked great. 470.  Very time consuming 471.  It is good, but can be very picky on how it wants the answers 472.  Best one compared to the ones I have used. 473.  Much better than MasteringChem and Webassign 474.  I have used a math homework system that seemed to help me learn better. I would give you different values but the same problem and if you needed help it would give you a step by step way to solve it. Then it would give you a new set of numbers to solve it without help. It would cycle until you learned it without help. 475.  So much better. This website actually works, and has lots of great resources and is easy to navigate. 476.  I didn't like the homework system much, but it was easier to use than WebAssign. 478.  I like the EF 151 homework system significantly better than other systems I have used. The hints and discussion board make it so much easier to get help on questions I struggled with. 479.  N/A 481.  Useful because it give you some leeway on your answers, and also some hints. 482.  Good, wasn't too picky with answer format. 483.  ok 484.  I love the homework. 485.  It is a lot better than blackboard. 486.  It is a lot different in that early completion rewards you with extra points. I like the system but I could not say its much better than the other systems I have used. 487.  It is the most well organized online homework system I've used to date. 490.  I like it a lot more than any other system I have used because of the discussion board. 491.  much better than masteringchemistry or webassign 492.  better than webassaign but still a big pain 493.  This is by far my favorite homework system because of the readily available help resources. The homework helped me understand the material a lot better because the problems were so much more difficult than those on the test, making me think more. 494.  All of my classes online homework was fairly similar and I liked the way they worked, 495.  This is my favorite homework system because of the feedback, discussion board, and the thoroughness/ease of using it. 496.  This system is SO much better than systems in my other classes. "Mastering Chemistry," is an absolute pain. 497.  I prefer WebAssign. 499.  I liked it better. 500.  Very different 501.  The homework system was not the most effective tool for me. Often times, the questions were over my head and I didn't know where to start. I had wished that there was a "dummy version" of the homework before the actual homework. I needed there to be a little interactive portion with graphics and blank variables that I had to identity. This would have helped me truly understand the concept before trying to apply something I don't understand to real world problems. The online homework was very hard. It was also frustration because somethings, I was making algebra mistakes not physics mistakes, but i had no way of knowing. All I was shown was the frown face, and the whole time I would think that I am just not understanding physics. I worked with a group of 2 of my other friends, however none of us had taken physics, so we were not also helping each other understand the ideas. The whole online homework was really just a guessing game for us. We spent most of our time being concerned with finishing it on time than actually understanding it because of the frustration. 503.  Fine 504.  Definitely the best 505.  It was very well done. 506.  Much better 508.  Much better. 510.  I really enjoy the discussion board, and think the homework system is great. 511.  Very well programmed. Was a delight to use. 512.  Very good compared to any of my other classes, just kind of hard at times. 513.  This system, though more time consuming and times hindering other work, in long run it was very effective in learning material by applying it to practice. 514.  It's a lot better because I've never had homework where I knew if I got the correct answer or not. 515.  The online homework system was fantastic. The 110% credit was comforting as well as a great motivator for me. Perhaps the most useful aspect was the discussion board. 517.  This is probably the only online homework system in five years of schooling that I've actually liked. It tells me when I'm making stupid mistakes and how I'm making them. ("Check your signs!" & "You're off by a factor of 2!") The intermediate value check system is also extremely helpful, even if I only discovered it 2/3 through the semester. Webassign and MyMathLab expect the final product in perfect form. If you don't show people how they went wrong, they won't get better, which is where the hint system comes in with EF151's homework. I can't complain. 519.  I prefer the online homework for this class over other classes. The tips given when you make a simple mistake (off by a multiple of two, etc) help save from headaches. 520.  very tasteful of your knowledge 521.  na 522.  I like this homework system a lot better than my other homework systems. 523.  I like how there is a discussion board because a lot of time students that have the same questions others are wondering too. Also, it doesn't give you the answer like Webassign does, so it makes you have to learn the material. 524.  n/a 525.  Better than most. 527.  It is leagues better than WebAssign and everything appears to be very accurate and helpful when mistakes are made in the system by the user (wrong answer tells why it was wrong). 528.  It served a good purpose and worked well. There was help if you needed it and the questions were not too hard or impossible. 529.  This one was pretty great I love the discussion board it helps me understand some problems. The hints are kind of useless sometimes but other than that it is a nice program. 530.  The EF homework system is awesome compared to a lot of the services we use in other classes. It's very nice to get pointers/feedback about the state of your answer as well as actively keep track of attempts and point deductions. 531.  good 532.  Haven't used any other online homework systems. 534.  The homework system worked out very well because it gave us a lot of practice to better understand the problems. 535.  Very good. I was a lot but it helped me learn the material 536.  It's the best system because it isn't confusing. 537.  I prefer the webassign format. The current homework system was challenging, however I feel as if I learn the material better when I am redirected to a tutorial or similar problem. 538.  Love it, I actually thought the homework was fun. 540.  Very effective homework system, the amount of work was a bit daunting but well worth it. 541.  This is the best homework system I had all semester. 542.  it is much more intense because there is no one to help if you get stuck 543.  Liked this one a lot better than others. 544.  This homework system was by far the best online system I have ever worked with. 545.  Homework takes way too much time, I can't do any other homework monday and wed. 546.  the homework in this class was extremely hard 547.  Far better than the one used in CS102. Good overall. 548.  Runs so much more smoothly. 549.  It's better than mastering chemistry barely 550.  Vastly superior 552.  better for sure 553.  The EF homework system was by far the best one I used this semester, way better than Webassign or Mastering Chemistry. 554.  they worked much better than my other online work (mastering chemistry) 555.  It is similar to other systems, but you have to figure out the units yourself. Also, it is harder to enter somethings, like scientific notation, on this system. 557.  Easier to use. 558.  I did not like how there was a percent taken off if you got the question wrong. That was a pain to deal with, but understandable why. 559.  The best system I have used so far. 560.  Good, but I like WebAssign better. 561.  I like it much better than WebAssign and Mastering Chemistry... 562.  Can be frustrating at times, but good feedback 563.  A lot better than Web Assign used by most math courses. 564.  MUCH better than WebAssign and Mastering. 566.  I like it a bit less than webassign. I like the interface and the way that the problems are divided better than webassign, but I really enjoy webassigns use of other versions of homework problems. 567.  I found this system fairly effective at its job. 568.  The best system in UT, period, but intermediate value checks should not require units, or if they do should give you how to get the right ones. 569.  This is by far the best homework system I have used. 570.  Great

General comments/suggestions for improving the homework system:

135.  A couple of times, I got an answer the wrong way but it was still right. That made it hard to learn how to sole the problems 137.  More intermediate value checks would be nice. 138.  After so many tries, another hint would probably be helpful. 139.  N/A 140.  Post links to the problems from the textbook. 142.  Include a try based hint system. 143.  Less of it! Lol! But seriously it was good, no improvements I can think of off the top of my head. 146.  I'd like to see some sort acceptable units before entering in an answer so I don't mess up my answer, and questions that had very large answers i always missed once because my answer was correct but i didnt input it properly. 147.  They're good as they are. 148.  na 149.  there was just too much time that could be spent on homework 150.  No Engineering paper 151.  I read one comment in of the questions. A student was saying "You said that we were not required to have the textbook, but, you write look at Page.... for .... Example in most of the hints". This is not the real sentence, but, this is what I can remember. I think, his statement is true. I don't mean to tell you that you should change these hints and put more helpful ones. Instead, in the first lecture or in the syllabus, you can say that we will need that textbook in order to be able to have benefit when we do our homework. Thus, everybody should understand that having a textbook is almost an obligation, it is more than a necessity. 152.  The questions were either very straight forward or exceedingly difficult or tedious to the point of frustration and not learning. Questions should aimed at building the skill set of the topic and not how well one can convert from micrometers to smoots per KWh. or atlas partial credit for no units. 153.  Perhaps make it progress from easy to hard 154.  The homework system is very effective all around. 155.  Make it less hard 156.  None. 157.  none 158.  Try your best to make it more clear. 163.  none 165.  I believe it's a great homework system. 166.  Use only units that are common. Having to figure out what a gaga-beard-second was was annoying. 168.  do not take off points if units missed just make them try again 169.  None. 171.  need more intermediate value checks but other than that great. 172.  I think it is exceptional. 173.  The only help available while doing the homework was the discussion board. Everything else, like the hints, rarely helped. 174.  The intermediate value checks were helpful on average. Sometimes the hints were kind of vague and cryptic though. I really used the discussion section most to help me with HW I could not figure out. KEEP MAKING STUDENTS PROVIDE UNITS. Providing units helps a tremendous amount with understanding and keeping track of what has to be done. 178.  Providing an option for students to work a similar problem with a solution would be helpful in students being able to better understand and replicate homework answers. Even if the option was not available until the students correctly answered the homework question itself, I think this would be helpful when studying for the exam. 179.  None. 180.  I think the homework should be more related or corelated to lectures. The lecture things seemed easy, but homework was significantly more difficult, and was expected for us to do on our own. 181.  Keep it simple so students can better understand the concepts. If you want us to do crazy difficult problems do them in lecture or lab, don't make us spend an hour trying to figure it out for ourselves. 182.  none 183.  many times I would do the right process but still be unable to get the right answer which was beyond frustrating. 185.  There is too much homework to do each week for it to count for 20% of the overall grade. In my opinion, the required homework assignments should be about half as long as they currently are with the option of completing the entire assignment. There is almost no way to keep up with EF homework and labs along with all other classes, work enough to pay bills every month, and sleep for more than 2-3 hours per night. About halfway through the semester it becomes too much to handle, and once you get behind on the EF homework it seems futile to even continue doing it. 187.  n/a 188.  More IVC 189.  Have 2 a week, instead of 3. It gets pretty overwhelming. 190.  None. 191.  It's perfect. 192.  I would recommend that there be a try limit on problems instead of a point deduction system. 193.  Good way to understand material 194.  Different formatting and maybe easier questions that touched on more topics. 196.  If we could do mock problems during homeworks, that could help us to better figure out how to work them if we are having trouble. 203.  Use less "recommended text book" hints 204.  none 209.  Home is good as is 211.  None 212.  It was very hard but prepared me for tests. 216.  Adding the difficult questions that really tested knowledge of subjects really helped me get s grasp on what we were learning 218.  the way the system took units could be a bit refined 219.  - 220.  None 222.  none. 224.  Have one weekly assignment about the length of 1.5 assignments over all of the content taught that week. This would have worked better for me and I would have understood the material better this way as well. 225.  Have a tad more tolerance for some answers 226.  No comments. 227.  On the intermediate value checks don't include units with that. 228.  none 231.  Having it give a warning if you did not give units on a problem which requires them so that you do not miss it for forgetting to type them in. 235.  None. 236.  more intermediate value checks. 237.  Tell the UTK math department to pull their heads out of their butts and give them YOUR grading program. 239.  It's a good system. 242.  Homework really helped me learn the material 244.  The hints were sometimes not helpful at times. However, the homework did help with understanding material, but at some times the excessive amounts of homework kept me from sitting down and just looking at notes and studying the concepts instead of problems. It was useful though. 246.  N/a 247.  Good enough 249.  none 251.  Found the strict format of paper homeworks to be unneccesary time drains 252.  n/a 255.  none 256.  none 258.  The homework system was great because the discussion board and the hints were extremely helpful. 259.  I love the immediate feedback because it allows me to immediately learn from my mistakes. Sometimes it was annoying having some many parts to one problem. I really enjoyed the questions. I wish that some of the test reviews were available in homework form so I could get immediate feedback on those as well. 260.  I think that the homework system is very good and effective for learning the material. 261.  none 262.  None 264.  Add more hints and hints shouldnt display see textbook problem. 265.  None 266.  A little more detailed explenations in the discussion board 270.  More concept problems. 271.  providing more assistance 273.  none 274.  I think it is awesome, but sometimes the hints were a little confusing. 275.  Put more intermediate value checks 276.  I like system, but I think it would help if some of the homework problems were worked out in class or lab. 277.  It would be nice if after the student have done the homework, there would be a part where the problem is worked out. That way students could compare their work and see where they may have made a mistake. I like seeing where I mess up in my work to get decimals off of my answer. Also, link having similar to the units button where it shows all of the general equations could be helpful. Sometime we would need equations from pass modules, and it is tedious to look them up again. 278.  I honestly think we're given too much homework in this class. As engineering students, our course load is already extremely heavy and to have up to 3 homework assignments a week with 20 problems each gets to be a lot to handle, especially with all the different parts of each question. 284.  some tutorials would be nice 285.  None 286.  None 287.  N/A 288.  not as much 290.  I think the homework should be less extensive and that we should, instead, do projects to learn the material. I find it easier to see the physics in action. It makes it seem more useful and gives me a willingness to learn it instead of it being a bunch of numbers and formulas on a page. I also feel that points should not be taken off when you're missing units or accidentally type the wrong unit in. I personally can say that about a quarter of the points I lost were due to missing or incorrect units. I still think it should register as incorrect and the units should have to be included for you to get the points for that question, but I whole-heartedly feel that students losing points over something that simple. Lastly, when it comes to the possible hints, referencing problems from the book isn't a bad idea, but I feel like some hint should be there for individuals who don't have a book 291.  The homework given was so much more in depth than the information presented in class. Either the subject should be fully covered in lecture or the homework should reflect what was presented to us. 294.  Discussion board was very useful. More intermediate value checks would be helpful! 296.  No suggestions 299.  None 300.  Improve the "incorrect" feedback system mentioned above; Add a button that shows from which a section/concept/book chapter/etc. a question is derived. (Ex. Clicking on "Book" button would display what chapter and section (and potentially an example) in the recommended textbook that would be useful for solving the problem) 301.  Make the homework questions more similar to the test questions. 303.  Helped overall further my understanding of the materials learned in lecture. 306.  More intermediate value checks, and hints associated with them 307.  Possibly a "Practice another version" option. 308.  Nope. 310.  Keep it the exact same. By making the weighting 20% you make sure people learn the material through practice. Also you help out the people who have to work to understand the material. Convert other classes to the same weighting scale. 311.  Not really 312.  Don't automatically put zeros for grades that haven't been entered yet in the grades section of the website. 314.  We were often given hw problems with material we didn't covered in lecture. 315.  Good 317.  For some questions the hint would be to look in the recommended textbook at an example problem and I didn't get a textbook. So for those questions I would prefer an actual hint. 318.  The homework needs to have more links to examples. They also need video links for each one. Checks are there but I feel like there needs to be a lot more as well as more conceptual questions just like the first couple of questions you will see on a test. The first couple of questions need to be super easy and then slowly get harder and harder dealing with the same type of questions. 319.  Some hints told to see optional textbook instead of providing actual help to those who do not have that textbook 320.  The value checks were great for making sure I was on the right track for solving a problem. 321.  None. 322.  None 323.  I really liked that the try penalty was only 2% so you could keep trying, and that we could finish it early for extra credit. My only complaint would be that if you made a type with the units, you would still get counted off. Other than that, it's my favorite online homework system I have used. 325.  none 327.  Possibly include solutions to similar problems when you complete one. 330.  n/a 334.  none 335.  N/A 338.  Not quite sure why there are two thumbs. 340.  Some of the homework were a bit long. 341.  Less homework questions. 342.  More ivc's! 343.  Have no penalty for the first time you get the answer wrong. Half the time I got ones wrong was because I entered it in wrong or accidently put wrong units when I knew the right ones 345.  I feel like sometimes the homework is a bit overboard and distracts from the students learning. 346.  none 347.  make it shorter and to the point 349.  less amount it takes up a lot of time 351.  n/a 353.  Na 355.  Provide example problems once initial deadline has passed. This allows students struggling with problems to see examples without being exploited. 356.  None really, its very well structured and i love the humor. the problems are hard but necessary. 357.  More hints 358.  n/a 359.  N/A 360.  It's a lot and some of the problems took me an hour for one at times. I understand having to do the problems, i just feel it shouldn't be so many at a time and maybe have extra problems to work for extra credit instead of the 110% early. kind of like for when you are really having trouble with a moduel and you could use a buffer on that specific test you do the problems and it adds to your exam or something like that. 361.  Making sure that the hints are not confusing, that was the case with a few of the problems 366.  none 367.  The workload was necessary to understand the material. However, having 2 sections due on one night was sometimes hard to accomplish. 368.  N/A 369.  Make the problems more test oriented. Make the time to get the homework done a little more reasonable. 370.  IMC's regarding pages of the textbook almost never matched up with a relevant problem. removal or change of those would probably help alot with the system. 371.  It worked very well, but the homework took a very long time to write everything down. 372.  More intermediate value checks would be extremely useful, because they essentially walk the student through the method for solving a particular problem type and sometimes aid in understanding why the problem is solved using that method. I and most of my peers would agree that being required to write down all of the homework in the convoluted four-step format is unnecessarily time-consuming and should only represent a strong suggestion for the more difficult problems with many steps to keep track of. This frequently doubled or even tripled the time it took for me to complete the homework compared to when I didn't bother to write it down. Finally, I have come to the conclusion that the recommended textbook was a drastic waste of money when considering its uselessness in understanding the problems on both the homework and the tests. I believe this to be a result of the majority of the problems presented in the class not stemming from the book. In almost no circumstances was an example from the book ever useful to me for understanding the homework. For someone who typically relied on textbooks in high school for improving understanding of the class material, this has proved an unexpected barrier to my understanding. 373.  This helped a lot and allowed for me to constantly focus on the class! with homework being due it forces students to really focus constantly on the material and not just when there is a test! 374.  I really like the homework. It helps study so much. 378.  none 379.  My main qualm with the system was that I would sometimes forget to put units on my answer. I realize though that units are important, but maybe instead of counting it as an entire wrong attempt, have a small dialog window pop up saying something like "You don't have units with this answer, do you still want to submit?" 380.  Maybe have more intermediate checks 382.  Consider adding some more intermediate value checks. I remember a few questions that didn't have them that could have used them. 383.  ;) 385.  Needs more options to help figure out where you went wrong if you get an incorrect answer. 386.  overall good homework system 388.  Update the hints. 389.  Maybe having more hints to help if you really get stuck. 390.  Consider adding more intermediate value checks. I understand how it can be like a crutch, but because there was such little time in lecture for multiple examples, this way I knew for sure I was doing the correct thing. Furthermore, I felt like that because of the velocity of the class, I was a little slow on picking up concepts because this was my first time taking a physics course. While other students may be reviewing, I was learning practically the entire semester, and while not unmanageable, I feel like my confidence would have been a lot better with more IV checks. 392.  Maybe have general solution videos to help explain/guide students on more difficult problems/ after they have gotten the answer wrong a certain number of times. Also, more intermediate value checks would be nice too, it helps to see where in the process we messed up and easier than posting a question in the discussion board. 394.  I believer no improvements are needed. 395.  none 397.  none 398.  I spent so much time trying to do the homework I didn't have time to do anything else for the class. 399.  I understand the hints about textbook examples work for those who have the textbook. However, it was completely optional to buy so I do not believe it was fair for sometimes the only hint to be "see textbook example 5.1." I think there should be an additional one if that is the case. 403.  Please provide more hints than what to find in the recommended textbook. Some students did not buy them. 406.  N/A 407.  Good 408.  make it less intense, and easier to teach to yourself 409.  N/A 411.  Maybe more intermediate value checks/hints? I felt those helped me greatly when working alone 414.  I would like more intermediate value checks, or hints that would kind of prompt you to the next step. OH and on a lot of the problems, if you couldn't get A you couldnt get B-E. I think we should be able to "give up" on A and get the value to use for the other parts Or have it say "if you can't solve A, use v=3" for the rest or something like that 415.  N/A 421.  Doing the homework on paper was really stressful. However, working this way allowed me to learn the material better, and I feel that my test grades would not be as high if I didn't write it down. However, may we do not need to have such a strict structure that takes 10 minutes just to write the first three sections down. 423.  I think it's a very good system. 424.  One free be on missed questions. 425.  The homework was good for me in the beginning, but later on when things got more difficult, I found it hard to keep up because if you didn't understand one concept, it was hard to complete the problems because they kept building on each other and they required answers from the first part. 426.  N/A 427.  The introduction of an equation editor would be beneficial, as it would make answers appear neater and introduce the possibility typing parts of equations or more complex answers that might be nasty to calculate accurately. However, this isn't necessary since the design of the problem can easily overcome this. 429.  N/A 430.  NA 431.  The homework system is fine as it is. I only wish the format in which the homework must be completed was not necessary; that's what consumed the most time. 432.  homework was a little too time consuming, found myself just trying to finish it at times instead of trying to utilize it to learn 434.  none it is great...maybe more help videos explaining some questions not fully explained in lecture. 437.  "Practice another version" from WebAssign 438.  Give tutorials for help 441.  I thought it was very efficient. 443.  Try not to give unreasonable problem that would not happen in real life. 445.  The questions were very difficult for me 448.  Teach more examples in lecture that are similar to the homework questions. 450.  Less 452.  More intermediate value checks. 453.  The hint system: I would prefer the textbook being required if those examples will be referenced instead of a generic explanation or formula 455.  None. 457.  none 458.  None, I thought it was effective. 461.  none 462.  More intermediate value checks 463.  The intermediate value checks could be improved. 464.  Not taking off for missing units/wrong units 466.  N/A 467.  Make lectures reflect the homework more. 469.  none. 471.  none 472.  I do understand the importance of units but some of the conversions from crazy units were a little unnecessary it seemed. 473.  None 474.  I feel like the homework was very difficult and I had not guidance. The tutors were always so busy and I found it a waste of time to dedicate time to sit and wait for them to help. It might be useful if there were videos / or step by step guidance. I would have learned it better if there was resources and instructions when I was really stuck. Sometimes I would spend 2 hours or more on one problem. That was not very beneficial to my learning. 475.  additional stuff for concept versus math. 476.  Sometimes it just felt like a lot of busy work, rather than anything to help prepare us for an exam or lab. 478.  I would suggest providing more Intermediate Value Checks. 479.  N/A 483.  ok 484.  None I love it. 485.  Better hints? It was pretty good. 487.  Offer more multiple choice conceptual questions along with the normal problems. 488.  Wish the homework would have intermediate checks for all the questions 492.  less problems 493.  The homeworks were definitely very long and took a while to complete -- maybe cutting down the homework amount by having only 3-4 parts per problem. 494.  N/A 495.  None, I love it! 496.  More intermediate value checks! Also, less hints suggesting referral to a text book, because I don't know of anyone that even had it to refer to. 497.  none 499.  N/A 501.  Add an interactive section to the homework that simplifies things down and gets to the heart of the ideas. This piece can also be optional for those students who are already advanced in physics. 505.  Make it more interesting but not cheesy. 506.  It was really good 508.  Walkthrough videos for the statistically troublesome problems. If the student gets the units wrong, tell them the correct units. 510.  I really appreciated the hints, but was annoyed when they said to refer to the textbook which I do not own. Perhaps these specific problems could have a link to that problem of the book. 511.  There were a few bugs here in there. Try to make more user-friendly. 512.  The homework system itself was good, just hard. 515.  None 516.  Having hints provided after missing the question would be helpful (just to guide us in the right direction) 517.  Honestly, I don't think you can. It's fair, balanced, easy to use, and offers a lot of help. 518.  good 519.  The homework is good how it is. 520.  none 521.  na 524.  n/a 525.  None. 527.  Maybe more intermediate value checks? Maybe a practice problem for some of the more challenging problems? I'm not sure. Overall, it was very well done. 530.  Units are definitely necessary. Do not take them off whatever you do. Messing up units is something that could be incredibly detrimental to your career later and it's great you guys force us to do it correctly at this point. I do wish there was a way to give up on a problem and seek the answer after a certain number of tries has passed. There were some problems that I could never get right no matter what I did. 534.  N/A 535.  Nothing really. Maybe not take off points for forgetting units though. 536.  It's great. 538.  no 541.  The hints could be a little more helpful with what the first step will be. Otherwise great platform 542.  don't double up homework assignments 543.  Very good overall 544.  It was very helpful in giving feedback, accepting close answers, and providing the intermediate value check and discussion board. I learned a lot from mistakes I might have made. 545.  Please give equations or units that we didn't cover during the lecture. Like small details. 546.  maybe lower the difficulty and provide more helpful ways to find the solutions when you can't figure out a problem 547.  More EF community interaction. 549.  Some of the homework was absurdly difficult and had no material covered in class pertaining to it so I didn't complete it all 550.  I sometimes got a question wrong because of a non-numerical typo, this seems a little unfair 552.  maybe have a TA who's job is to be available for live questions from say 5-8 for homework help that can be accessed from the website 553.  It's fine as is. 554.  they were a pain but they helped me better learn the material 558.  I would say make the percent error larger. 559.  N/A 561.  I'm not very tech savvy, but it was easy to use and operate. The discussion board was nice to have if I really got stuck I could usually find where someone had asked a similar or the same question as I had. 562.  more intermediate value checks 563.  none 564.  none 566.  The "show solution" feature of webassign, which shows an example solve of a problem similar to the one I am working on, helps me find where I am making a mistake or where I have inadequate understanding of a concept MUCH more quickly than this system. This is probably amplified by the fact that I work alone, so whenever I get a problem wrong, I have to start from square one on every problem, which takes a considerable amount of time and patience. However, the homework system as it stands helped me understand how to apply the principles taught in lecture more than anything else, so it is already very helpful. 567.  Certain sections I believe had too much homework. The hints were helpful most of the time but I believe more hints should be made. (afterall they represent interaction between instructor and student) Sometimes when stuck on a problem the hints were what made me rethink the problem in a different way. 569.  Some of the hints reference the recommended text book, which can be unhelpful if you don't have the book.