EF151 Spring, 2016 Feedback

Lectures

Rate the overall quality of the EF 151 lectures.

40% (57/141) Very good (1) 41% (58/141) Good (2) 13% (18/141) Average (3) 4% (6/141) Marginal (4) 1% (2/141) Poor (5) 0% (0/141) N/A (0) Avg: 1.85, NZAvg: 1.85, sum=261, cnt=141, nzcnt=141

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

33% (47/141) Very good (1) 45% (63/141) Good (2) 14% (20/141) Average (3) 3% (4/141) Marginal (4) 5% (7/141) Poor (5) 0% (0/141) N/A (0) Avg: 2.01, NZAvg: 2.01, sum=284, cnt=141, nzcnt=141

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

55% (78/141) Very good (1) 38% (53/141) Good (2) 6% (8/141) Average (3) 1% (1/141) Marginal (4) 1% (1/141) Poor (5) 0% (0/141) N/A (0) Avg: 1.54, NZAvg: 1.54, sum=217, cnt=141, nzcnt=141

Rate the effectiveness of having a team-taught lecture.

50% (70/141) Very good (1) 34% (48/141) Good (2) 13% (18/141) Average (3) 1% (2/141) Marginal (4) 2% (3/141) Poor (5) 0% (0/141) N/A (0) Avg: 1.72, NZAvg: 1.72, sum=243, cnt=141, nzcnt=141

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

21% (30/141) Weekly (1) 33% (47/141) Monthly (2) 28% (40/141) Rarely (3) 6% (8/141) Never (4) 5% (7/141) Tried them, didn't use them (5) 2% (3/141) Tried them, had problems (6) 4% (6/141) Didn't know about them (7) Avg: 2.63, NZAvg: 2.63, sum=371, cnt=141, nzcnt=141

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

13% (18/141) Very good (1) 11% (15/141) Good (2) 23% (32/141) Average (3) 6% (9/141) Marginal (4) 4% (6/141) Poor (5) 43% (61/141) N/A (0) Avg: 1.49, NZAvg: 2.62, sum=210, cnt=141, nzcnt=80

Which lecture format do you think you would prefer?

40% (56/141) Large lecture (current format) (1) 43% (61/141) Smaller lecture (~100 students) (2) 13% (18/141) Lecture content incorporated into labs and presented by GTAs (3) 4% (6/141) All lecture content as online videos (4) Avg: 1.82, NZAvg: 1.82, sum=256, cnt=141, nzcnt=141

General comments/suggestions on lectures:

571.  No Flex Fridays, but videos posted of problems explained more often 572.  n/a 573.  none 575.  It is good. But as it is a very big class, sometimes when I cannot understand just one thing in the middle of the lecture, I cannot clarify it in class (because its too big). 577.  The lectures are fine, I just can not stay awake in the morning. 579.  I like the videos. They are helpful if I don't understand something in lecture I can rewatch in the video. 581.  Dr. McCord and Dr. Scheleter are both amazing teachers that care about their students' learning. I really enjoyed the lectures. 582.  none 584.  It is too large for me, and I get easily distracted. 585.  maybe do a little more involving students in examples. 586.  587.  lectures go so fast, try to be slower please. 590.  Good overall, although sometimes things were a bit rushed and there wasn't a very clear explanation for certain example problems. 591.  The lectures were fantastic! This class was top notch! 592.  I think the information was well presented and was definitely one of my more enjoyable lectures. 593.  Flex fridays are where its at. 594.  Make them with real life examples everytime you lecture. it makes it more understandable. 595.  N/a 596.  I like the lecture videos online, it really helped me. 597.  Lectures were pretty good overall. Obviously smaller lectures are usually better but I had no problem with the size of our lectures this semester. 599.  n/a 600.  N/A 601.  I liked the lectures. You guys make it fun. 602.  Maybe explain exactly where some numbers come from instead of just writing them to save time. 604.  The lecture was always presented in an understandable way, however, the homework questions were mostly much more difficult than what it presented in lecture, so maybe using the lab for homework help would be more beneficial. 606.  I would prefer a smaller setting classroom and more challenging problems in class, because the Lectures are not enough to help us figure out homework. 607.  none 609.  I really enjoyed this class and the professors/GTA's that I met. I really learned a lot and found this class very useful. The only gripe I have is having 4 exams during the semester and then a final. Having three exams and then a final might be a better solution. After finishing the final project, the lectures for module 4 seemed a little ecclectic and rushed so I didn't learn the material as well as I did the previous three modules. Other than that I was really happy taking this class. 610.  Large lecture works fine but also posting videos online for students who might have missed class or might need to go at a slower pace is useful. 611.  none 612.  Good class. 614.  McCord is an awful professor and has a very undesirable teaching style 620.  I think the lectures went good. I think the material is presented nicely and gave me a sufficient amount of material to complete homework. 621.  If possible, find a video that relates to every lecture's lesson to entice audience. 623.  none 624.  They were good 625.  I liked the format and the content. Also, I loved the note format, how they were half filled. 627.  Lectures were great except for the time usage. They were effective in explaining material but it seemed too much time was spent introducing a simple topic (at beginning of lecture) and not enough time spent explaining complex problems (usually at the end of the lecture) 628.  Lecture was good I thought. If we had done more homework examples I think it would help 631.  The concepts are taught thoroughly but how to incorporate the concepts mathematically and how to implement them into the homework was a rough transition as there was never enough time to be given examples on how to use the math part of the concepts. 632.  I wouldn't change a thing personally. 633.  Overall i wasnt bad, I personally stil had to teach myself 635.  I feel lecture should be optional if you watch it online. 637.  using the same variables and notations for equations during lecture and lab would be more effective than using each professors/Ta's own. 638.  Participation grading really hurt me 641.  I love attending lecture. The content is always interesting because the professors make the materials fun and intriguing. 642.  N/A 643.  I really enjoyed the lectures. I thought the material was presented very effectively. Hard material was made much easier to understand. I really liked having two professors teach at the same time. 645.  Demonstrations were helpful. 647.  None 648.  The lectures were pretty good, the only time I ever had problems with the lectures were when the notes were messed up due to printing or something. Try to make sure the notes aren't messed up before printing all 200 sets of them. 649.  none 650.  I think the lectures were good. They seemed well structured and very organized. Some of the more practical demonstrations such as the bicycle wheel and rotating platform helped to further my understanding. 651.  I feel like students would benefit from lectures more if variables were labeled on the notes whenever there was a formula. They would not even need to be explained in lecture most of the time; just having them on our notes would suffice. There were many instances where I had no idea what to plug into an equation (which usually looked rather simple) because I did not know what the variables meant. 652.  N/A 653.  I like the class. I would like more examples to be done lecture and fewer homework questions. I would also like more structured labs. 654.  I enjoyed the lectures and found them very helpful. A smaller class would have been nice in order to receive more person feedback. 655.  N/A 656.  I liked the lectures but I wish that there were harder examples because I felt that the lectures didn't fully prepare me for the homework and I had to spend a lot of time looking back on the discussion boards for help. 657.  Lectures were good, I enjoyed the interaction between the professors and the students. 659.  I thought they were the most fun lectures I've been in. 660.  Examples in class that are more similar to the homework problems. The examples from class never helped me with homework or test really. Lecture only ever gave me formulas to work with. 662.  n/a 663.  A big class is less personal. 664.  They were very good. 665.  The lectures were always rushed, and caused less absorption of the material, at least for me. I understand that seeing demonstrations in person is useful, but I find that the time would be better spent working examples in class. Also, a lot of time is wasted on joking around from professors, and while it makes you more personable, it ultimately takes away from time that could be spent reinforcing the material. 666.  I don't really have any suggestions here. 668.  I liked the way the class worked. I really love the website for EF and i wish all departments would use websites like it. I love that you can see all your grades in an instant and you can never not know how you are doing in the class. I also love that the website has a "class rank" system because i really feel like seeing where i am in the class increases my work ethic in the class and makes me want to do better. 669.  The class is too in depth for most people to be able to fully learn and understand the content with the current class size. If you want your students to be able to really learn the content we need smaller class sizes so students can have more 1 on 1 time with their professors 670.  I'd say doing more applications or problems that are similar to the homework problems, so we get more confident with what we learned. 672.  More concepts in class 673.  The practice problems in lecture were a little fast-paced for me. 674.  NA 675.  The way the Dr. McCord and Professor Schleter taught the course made coming to lecture exciting and humorous. On a side note, I have been wanting to read/watch Hitchhikers Guise to the Galaxy after the falling whale lecture. 677.  Dr. McCord and Dr. Schleter combined for a great team! Really enjoyed these lectures. 678.  I liked the lectures and really didn't have a problem with them. I liked the clicker questions. 679.  I thought the lectures were good. 680.  N/A 682.  Felt that the lectures needed no improvement. Team lecture keeps students interested and entertaining, and examples are often fun and interesting. 685.  Because it is such a large lecture, it can be hard to ask questions and the pace can be a bit fast and hard to learn and comprehend the material. 686.  none 687.  The class hardly goes over problems that we have to do on the homework. 691.  More Bennett Please. Also try and work more challenging questions in lecture so that students will not struggle so much when doing the homework. 692.  None 693.  More jokes with Dr. Benner and Dr. Shleter. 695.  I really enjoyed EF 151 Lecture, my favorite class in the way the lecture is handled. 698.  Time seemed to be an ongoing issue. 700.  Lectures were action packed, and with McCord and Schleter splitting the lecture they had a good yin and yang going on. McCord was upbeat and very energetic. While Schleter was more laid back and had a good sense of humor. Both McCord and Schleter were excellent sources of knowledge before, after, and during lectures they could answer most any question asked. The only criticism I could offer for Dr. McCord would be that sometimes she came across impatient. I know she is just trying to get us to "wake up" and think, but sometimes I felt like we just didn't understand the question, or didn't know the subject material well enough to answer the question. I'm not trying to take anything away from Dr. McCord's lecturing ability, or imply that I didn't think she did a good job. I thought Dr. McCord offset professor Schleter perfectly. 702.  I really liked the lecture format; I feel that I would not notice a difference if it were a small lecture vs a large lecture (I think a lecture format is a lecture format, personally). However, I really disliked the lecture room that EF 151 was held in this semester. I just do not like the layout of the PHY 415 room. There is less room for demonstrations in the front of the class, and I do not like how it can be difficult to see the powerpoint slides if one is sitting up close to the front because they are show so high up on the wall. 704.  The lecture format was great as is, but problem is my attention span, so that was my downfall in the end. 705.  I loved being able to get two different teaching styles if I did not understand one. Also, being able to see the demonstrations helped my understanding. 706.  It can be difficult trying to concentrate and learn in such a large lecture hall when you're used to smaller class sizes of like less than fifty students. 707.  I think lecture as a whole was pretty good. I think it would have been better to see more real life demonstrations in lecture though. 708.  There needed to be more optional lectures. 709.  I think the EF format is very effective. I feel I learned quite a lot. 710.  I prefer being in a smaller class setting. 711.  Lectures were effective overall; time should be managed better so that we can complete all of the notes.

Flex Fridays

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

43% (61/141) Very good (1) 28% (40/141) Good (2) 18% (26/141) Average (3) 6% (9/141) Marginal (4) 2% (3/141) Poor (5) 1% (2/141) N/A (0) Avg: 1.91, NZAvg: 1.94, sum=270, cnt=141, nzcnt=139

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

45% (64/141) None (0) 26% (36/141) A few (1) 18% (25/141) Most (2) 11% (16/141) All (3) Avg: 0.95, NZAvg: 1.74, sum=134, cnt=141, nzcnt=77

How many 'Flex Friday' videos did you watch?

4% (5/141) None (0) 21% (29/141) A few (1) 23% (33/141) Most (2) 52% (74/141) All (3) Avg: 2.25, NZAvg: 2.33, sum=317, cnt=141, nzcnt=136

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

13% (18/141) Definitely (1) 15% (21/141) Probably (2) 44% (62/141) Probably Not (3) 23% (32/141) Definitely Not (4) 6% (8/141) Don't care (5) Avg: 2.94, NZAvg: 2.94, sum=414, cnt=141, nzcnt=141

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

571.  It just doesn't work well enough. These concepts need to be explained in person. 572.  n/a 573.  Having attended all Flex Friday's it was like a normal lecture day. 575.  It gives us a break on Fridays which is good. I just think that maybe there should be a little less clicker questions for Flex Fridays. 577.  Flex Friday gave me the opportunity to catch up on all of my other classes. 581.  The Flex Friday is a great way to start the weekend, but I found myself searching for the answers given in the quizzes of the lectures, rather than actually learning the information. I attended a few Flex Friday lectures in class, and found it to be much more effective for me. 582.  I like having them on Fridays. It king of acts as a reward for making it through the week. You are still getting the material, but you have the option of getting it while in your PJs in bed! 584.  It was nice not going to class, but I did not learn as much as I would in lecture. 585.  none 587.  None, Perfect ! 590.  The questions were sometimes a bit weird even after attending the flex friday lecture but they were good for extra points. 591.  I thought this approach was amazingly refreshing! I think all of the lectures after the first two or three weeks should use this approach. It does many things right. The only drawback I see is in the failure of students without motivation. It creates a smaller lecture for those that want to attend and lets students that are better in an online environment accomplish the same thing. It also allows you to maintain or increase the class size while still advertising as small lecture format. 592.  I think it was a good way to change things up. 593.  Great idea 594.  Do a quiz at the beginning of the next lecture to see how well they know the material that was covered over the video. 595.  n/a 596.  I really like flex friday because I can go back and watch the videos again. 597.  Flex fridays are definitely a nice break but probably not as effective as having a real in person lecture. 599.  n/a 600.  I like the fair responsibility aspects of the Flex Fridays, but I feel like it brought my participation grade down as I could never seem to make above a hundred on any of them. The high try penalty was a tough-y. 601.  It was kind of nice being in lecture with only 30 other people around. 602.  Enjoyed no class, but didn't learn it as well. Was nice because I could pause and go at my own pace. 604.  Very helpful, I hope it continues 606.  It's a nice idea when a student is busy with other stuff and needs a break but should include more challenging examples in it. 607.  a good treat but should not be used all the time. 609.  I prefer in class lectures because I am more focused on the material, however having one lecture a week online frees up my time from having to walk 20 min to class and then walk back. I've had online only lectures in my math classes, and although I did well in them, I can't remember much of what I learned. In my opinion I would keep flex Fridays but keep them only to one day a week. 610.  It's a good idea to do for some days but not all days because some students would just try to get the answers and not watch the videos. 611.  Flex Fridays were a good relief from the normal classroom environment, but they should not become the normal way to give a lecture. I, personally, gained more knowledge from attending the lectures than with videos alone. 612.  Great idea. 613.  Sometimes I could not see what was written 614.  Good idea but hard to learn at home 617.  went anyways 620.  I can see how the Flex Friday can be a nice and useful tool for students, but I think it kind of goes out of the way and makes things a bit more complicated than they ought to be. In my opinion, there should just be class. 621.  Effective when used sparingly. Fridays are fine, definitely would not expand to other days of the week. 623.  none 624.  It was nice to not have to go if I didn't want to. 625.  I like flex friday, but I don't want it to replace normal lectures. It is a good chance of scenery occasionally, but I wouldn't want it to replace the traditional format. 627.  Breaks up the monotony of going to a large lecture every day 628.  The questions I feel didn't relate that much and were hard. Plus the 110% deadline should be on the end of the day of lecture instead of lecture time for the people who go to lecture. 630.  I think if you made all lectures "flex", students would become more lackadaisical and feel like it's not important to attend lecture. Giving them the option on Friday though makes for a good relief nearing the weekend. 631.  I saw it more as a Friday that the content was not important. And the grade didn't hurt my grade as much. So it was more a time to slack off and didn't push me to excel at comprehending the subjects taught. 632.  I feel like Flex Friday lectures were easier to understand, because I could go at my own pace. 633.  Its good as an occasional thing, however since i had a 9 am I always went to the lectures anyway. 635.  I like that if I don't understand something I can just rewind the video as much as I need instead of stopping the whole class. But you should add a questions comment section to it. 637.  its nice not having to go to lecture. 638.  A good option, but might of made me lazy 641.  Love this option. I don't think all lectures should be flex though. 642.  N/A 643.  I really enjoyed the flex friday approach. I think that they should be available for all lectures in addition to going to class for lecture. I utilized the lectures as well as the videos on Friday. 645.  It's very convenient. 647.  They really teach me things just like the regular lecture does. 648.  The videos were good but sometimes the questions asked below the videos didn't directly relate to the video which was very annoying. 649.  none 650.  Flex Fridays were a good thing but making every lecture like that would not end well. I often found myself struggling more on the issues covered during flex Fridays. I did not attend many of the lectures so I had to watch the videos and I felt they were not as effective as an actual lecture. So I think flex Fridays should be provided in moderation. 651.  I like how there were videos so if I needed something reexplained after I attended lecture I could just watch the video until I understood it. I found the non-Flex Friday videos that were just a recording of lecture a lot less helpful than the flex Friday videos. I think if would be beneficial if all lectures had Flex Friday style videos to go with them regardless of whether attendance is mandatory or not. 652.  they are very effective 653.  I like the option to view the videos on my own time, but I did not learn near enough by watching than I did in lecture. 654.  I liked having time to do the lecture at my own leisure but when I had questions it was a little more difficult to work through them. 655.  N/A 656.  I loved the Flex Friday aspect because it allowed me to miss Friday's when I had drill with the National Guard without being penalized for not doing the clicker questions. 657.  Flex Friday is a good concept. I enjoyed being able to "attend" lecture from my own home and still gain the knowledge. 659.  I liked it because if you needed to you could study for other stuff instead of going to a 50 minute 10:10 class. 660.  I feel like it would be nice for flex friday to be every friday considering I got as much out of the videos as I did out of actual lecture. 662.  Flex Friday is a good incentive to stay motivated and push through the semester because you know you have a break that day. I do not think it should be every Friday because it can be easy for a student to get off track from not watching the videos. 663.  If all lectures were posted online, skipping class would be abused. 664.  Good idea but probably best if everyone just shows up and learns in person. 665.  NA 666.  I honestly love the flex friday approach. I definitely would not recommend doing it for all lectures. I feel like that option might promote laziness in a lot of students. 668.  Liked it, but i always procrastinated watching the lectures so it wasnt very effective to me. 669.  Gives students less reason to want to attend class and learn 670.  Giving clicker questions on Flex Friday for those who want to improve their clicker grades. 672.  good 673.  I like the flex Friday option, but I'm the type of person that has to drag himself to class to do well. 674.  NA 675.  Although it is a great thing to have and allows for the students to learn at their own pace, it would not be a good idea to have it everyday due to it allowing the students to 'skip' lecture and possibly not learn the material at all. 677.  I liked it because there were only about 50 people that showed up on Flex Fridays and the smaller lectures were nice. 678.  I don't think it should be an all-the-time thing. Then people wouldn't show up and become lazy. 679.  I think it is something that should be continued. 680.  N/A 682.  Flex Friday was a nice change from the usual workload, it made my Fridays more relaxed and allowed me to get other things done in lecture time. 686.  none 687.  It was alright if i needed to see the video anyways there was not much reason to not go to the lecture. 690.  The Flex Friday approach works very well, especially with the required questions for each slide. I think it offers a good check on whether you grasp the concepts. 691.  I like the idea but I would still rather be there in class because I know I will be able to learn better if I am actually there in person but I do not want to speak for all students. I chose to go based on personal preferences. 692.  None 693.  Not as affective but convienient. 695.  I like flex fridays, but I wouldn't increase the amount of them we have. 698.  None 700.  'Flex Friday' presents a catch 22. While it is nice to be able to miss the lecture period in order to meet with other teacher's classes or take care of something, it definitely is not as good as sitting in the actual lecture. You can't replace the value from attending lecture, sitting in a quite environment and removing all distractions. Not to mention the ability to ask questions as the lecture progresses to better understand the material. I personally think that grades would probably slip some in the class if more lectures were like 'Flex Friday'. 702.  I really appreciated the flexibility of this concept. Personally, I find attending lecture to be a more effective learning approach, but for some students, the 'Flex Friday' approach is great. 704.  Awesome idea. 705.  Flex Friday really helped out when I had an overbooked schedule because it allowed me to plan my day how I needed to. I would not suggest extending all lectures to be flex just because for the difficult concepts, the in person demonstrations were very helpful and being able to ask a question on the spot kept me from forgetting it. 706.  Flex Friday was good it gave us a break where we could learn the material on our own and pause the videos and re-watch certain parts if we didn't quite understand the first time. 707.  I think flex Friday is good occasionally, but I don't think it should be offered more than it was. 708.  This approach allowed me to get my work done at a more reasonable hour. 710.  I enjoyed it because I learned the same amount. 711.  Keep this approach

Clickers

Rate the overall effectiveness of the clickers in lecture.

38% (53/141) Very good (1) 35% (49/141) Good (2) 18% (26/141) Average (3) 6% (8/141) Marginal (4) 3% (4/141) Poor (5) 1% (1/141) N/A (0) Avg: 1.99, NZAvg: 2.01, sum=281, cnt=141, nzcnt=140

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

57% (80/141) Yes (1) 43% (61/141) No (0) Avg: 0.57, NZAvg: 1.00, sum=80, cnt=141, nzcnt=80

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

58% (82/141) Bookstore (1) 5% (7/141) Friend/Family (2) 30% (43/141) Already owned (3) 4% (6/141) Other (4) 0% (0/141) Did not buy (5) 0% (0/141) Used laptop (6) 2% (3/141) Used phone (7) 0% (0/141) Used tablet (8) Avg: 1.91, NZAvg: 1.91, sum=270, cnt=141, nzcnt=141

General comments/suggestions on the clickers:

571.  More clicker questions? 572.  n/a 573.  Don't like getting points off when I get the wrong answer. Especially because it takes me a little bit to grasp a concept. 575.  Its fine. 577.  Clickers are a good addition. In another class we had review days were the clicker points are counted as extra credit and I think that that concept would be great in EF too. 581.  I love the use of clickers; it forces students to pay attention, which is good. 582.  none 584.  I like the clicker system. 585.  none 587.  at the end of the semester the clicker questions were not that much. 589.  I hate clickers. 590.  Not super effective, but kept students interactive. 591.  This technique was very useful to me. I thought it was a great way to reinforce the lecture without slowing the pace of the lecture, down for questions. 593.  bland clicker content 595.  n/a 596.  None 597.  I enjoyed the clicker questions in EF a lot actually, more than other classes. 599.  n/a 600.  Fine. clickers are handled well. Grading system for clickers is extremely fair. 601.  You guys handle clicker questions well. 602.  Good on concept questions. Always remembered answer, 604.  Good 606.  Their a good idea because they Require people to think. 607.  none 609.  It's great being presented material and then a follow up question that covers what you just learned in class. Great way to keep you awake and not mindlessly copy down lecture notes without retaining anything. 610.  Clickers are a good way to make sure students are awake during class. 611.  none 613.  Answered most the timme 614.  None 617.  liked them a lot 618.  only one point should be missed for a wrong answer 620.  I like the idea of clickers and their uses. They definitely kept me involved during lecture. 621.  - 623.  none 624.  N/A 625.  I like clickers, sometimes I feel like people talk too much after clickers though. It is quite annoying when people don't stop talking after clickers. 627.  Really good idea to only have to count 75% of clicker responses. There is no possible way to get every question correct and have that be the grade 631.  They did not help in learning material. I saw them as a way to show I was there as it didn't affect me if I didn't get the correct answer. 632.  N/A 633.  I loved them. 635.  Clickers are very overpriced and I feel online questions about the lecture would be better for everyone to see how much they took in about the lecture. 638.  Wish these weren't part of the class 641.  I think clickers should be participation. Not for an actual grade. 642.  N/A 643.  I thought the clickers were a good approach. It is a great way to take attendance. The questions were usually rather challenging but this made grasping more difficult concepts easier. 645.  Good way to learn concepts. 647.  None 648.  Clickers were fine. 649.  none 652.  N/A 653.  I like having the clickers to test my knowledge on the information I just learned. I also liked that I had the opportunity to make a 100 and still miss answers. "70% rule" 654.  N/A 655.  N/A 656.  I love the clicker questions and think that the way they are implemented is very effective. 657.  Clicker questions helped me understand the concept we were learning that day. 659.  i don't like them because it is mislead for how many classes you attend. 660.  Clicker questions seemed very unnecessary to me, I believe like one question at the end of class to take attendance would've sufficed. Considering they did not help with the learning factor. 662.  n/a 663.  Clickers make me think on the spot. 664.  They were a good grade. 665.  Either make clickers use everyday, or not at all. I attended most of the classes, but many times we didn't use clickers. However, when I missed a few classes each of those days had clickers. This makes it seem as if I had little participation in the class when in actuality I was there most days, but the days I attended generally did not have clicker questions, hurting my overall participation grade. 666.  Great!! 668.  I like that they ask questions in lecture and then give feedback on the answers. 669.  expensive but they help you learn because you get involved 670.  N/A 671.  very expensive!! 672.  good 673.  The clickers were great. They kept me paying attention during lectures. 674.  NA 675.  N/A 677.  I liked it, but lost mine. 678.  I liked how many clicker questions we had, they kept me alert 679.  I like the use of clickers. 680.  N/A 682.  Clickers are necessary, otherwise students get bored and unmotivated to come to class. 686.  none 687.  Alright 690.  This is a great way to check if you grasp the concepts 691.  ugh. 692.  None 693.  They helped alot. 698.  Some questions were not correct or timed poorly. 700.  Sometimes it'd be nice to have more time to work out the questions asked if they required calculations. Granted this could increase the chances of a future class attaining the 100% on a clicker question...... 702.  I really enjoyed having clicker questions in class; these help me stay engaged and know if I understand the material being presented in class. 704.  There were actually a decent amount of clicker questions and i loved the funny ones. 705.  The clickers were great. I don't know why but they made me feel like I understood the topic when I got the right answer. 706.  I like the extra credit they provide. 707.  I think clicker questions made a huge difference in my understanding of course material. 708.  The clickers were okay, but the idea should be tweaked a little bit. 710.  The participation grade is nice. 711.  Students can learn at their own pace, but do not format all lectures this way. Students would get behind faster and easier.

Labs

Rate the overall effectiveness of the EF 151 labs.

29% (41/141) Very good (1) 30% (42/141) Good (2) 26% (37/141) Average (3) 9% (12/141) Marginal (4) 6% (9/141) Poor (5) 0% (0/141) N/A (0) Avg: 2.33, NZAvg: 2.33, sum=329, cnt=141, nzcnt=141

Rate the overall effectiveness of your EF 151 TA.

46% (65/141) Very good (1) 32% (45/141) Good (2) 13% (19/141) Average (3) 6% (8/141) Marginal (4) 3% (4/141) Poor (5) 0% (0/141) N/A (0) Avg: 1.87, NZAvg: 1.87, sum=264, cnt=141, nzcnt=141

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

47% (66/139) Very good (1) 19% (26/139) Good (2) 2% (3/139) Average (3) 0% (0/139) Marginal (4) 1% (1/139) Poor (5) 31% (43/139) N/A (0) Avg: 0.95, NZAvg: 1.38, sum=132, cnt=139, nzcnt=96

General comments/suggestions on labs:

571.  TAs need to be picked more carefully 572.  n/a 573.  Found it helpful to have the concepts learned in class reviewed in a smaller group. Easier to ask questions 575.  Ok 577.  The labs were fun and interactive, there isn't much I would like to change except for the inclusion of more group projects. 581.  I found the labs to be helpful. However, the 'reviews' of the last two exams actually made me more confused than helped me. It felt very rushed, and we were scrambling just to get the answers submitted online. 582.  none 584.  Lab has good content, but it is not a fun time when other people in your group don't help with the work. 585.  none 587.  Labs are not important. I did not learn anything from it. we only go there and do some problems similar to the ones in class. Also, what we do in labs are immaterial and does not help in any way. 589.  I liked them. 590.  They were ok, but got boring sometimes. Too much writing writing and calculations and work involved. I would have preferred to have just all hands on experiments. 591.  The labs were a very fun part about the class. It really showed me the potential for real world application of what we learned. Michael was very helpful and awesome at what he does. He was very helpful for bouncing ideas off of or showing ideas for doing things with the tools available. I would say to add more funding for this portion, as there could always be more tools and materials. My TA was really great at instructing us for the lab. 592.  Even though I like the applications of what we are learning, I just feel like lab felt kind of useless sometimes. I think more time reviewing work would be more beneficial. 593.  The workshop is nice 594.  Great and went over what we did in lecture. 595.  n/a 596.  My TA is nice and helpful. 597.  Sometimes the labs seemed a little different than the material we learned in lecture. 598.  My TA was great but the labs were terrible, they were miserable to sit through and the only labs that I ever learned anything in were the review days the wednesday before the tests. 599.  n/a 600.  I learned the most during lab periods. My TA (Tayler) basically taught me everything I know about EF and she was so patient and kind. 601.  Roller Coaster day sucked but I understand why we did it. 602.  Very helpful 604.  They weren't helpful at all, I would rather spend that time doing something that would actually help me with the course. 606.  Very good, TA and Michael are very reliable and informative. 607.  none 609.  I enjoyed labs and they helped solidify my understanding of the material. My only suggestion is the timing of the final project and 4th test. Having three tests and the final project in between the 2nd and 3rd test seems more manageable. 610.  Labs are where I learned the most and made a lot of friends. 611.  Tayler was a fantastic TA. She was always willing and able to help with any questions I had. 613.  Sometimes Helpful 614.  Good 618.  Michael Allen was AWESOME! Very kind and always welcome to help. Never seemed frustrated about helping multiple students. 620.  I thought lab was kind of useful, but mostly not. This had to do with most students not showing up or caring about what was going on in lab. I had an interaction with Michael a few times in the workshop, very helpful. 621.  My TA rarely showed us how to work through problems on the board. I knew he didn't want to give us the answers, which I completely understand, but just telling the student to "try a different approach" is not an effective teaching method. 623.  none 624.  Connor isn't that great at explaining concepts. 625.  Lab was great, however I sometimes feel that the format was confusing (online forms, attendance, participation). 627.  My TA was okay. Anytime I had a question though it was answered basically with a riddle. I understand trying to make us think of the answers on our own, but sometimes it just doesn't happen and a simple explanation would have been helpful 628.  The only thing I had a problem with was when we did the roller coaster. Our hose and like everybody's was kinked. 631.  Connor was not very helpful in teaching concepts. If I did not understand the concept and would ask for help I would be directed to the notes and told to more or less figure it out. I would never receive an answer on how to perform a concept and he would ask me questions to "make me answer my own question" but he does not know how to do that. I would be more confused after asking him then before. He was more focused on socializing with classmates then helping. 632.  Labs were sometimes helpful and other times not as helpful. 633.  I learn more from the labs than the lecture since i apply the things i learned to the activities at hand. 635.  None 638.  A little easy 641.  Loved lab. 642.  TA did not help explain any of the course material. He explained it in very confusing ways and was not very helpful when asked a question. 643.  I thought lab was a great way to get some more hands on experience with the material covered in lab. I really enjoyed my TA, Rachael. I think she was very good at explaining the material. 645.  Some of them were a little too hard. 647.  None 648.  Sometimes the lab work was way to confusing. We would just spend the hour or so stressed out rather than actually improving our understand of the concepts. 649.  none 650.  The labs were good, but I often found myself slacking off in labs because they did not feel very serious. They delay like they could be skipped without any detrimental effects. 651.  Connor was really nice and tried to be helpful; however his explanations were usually confusing. The labs were usually too long, as I was only able to finish a couple throughout the semester regardless of which group I was in. It seemed to me like this was a problem for nearly everyone. 652.  N/A 653.  I enjoyed the final project, but I didn't like all of the labs. Most of the labs felt like I was wasting time. Connor was great! I liked his laid back style, but it would be nice to have a little more direction from him at times in the lab. 654.  Mr. Allen was extremely helpful during my final project. 655.  N/A 656.  I wish that there was more instruction in the labs because if we didn't fully get the concepts, the labs were not as effective. 657.  It felt like some labs were not tied to the material that we were learning in lecture. Labs were good overall though. 659.  They were fun 660.  The labs were always very confusing and I never understood what I was doing. So, the labs would stress me out excessively but then have no similarity to the test in terms of what was required of you. 662.  n/a 663.  The labs and staff are incredible.. My TA Taylor was amazing. 664.  Too long 665.  The labs were very vague on what to do. 666.  Our EF lab grades (for the most part) are attendance or participation grades. I feel like it would motivate a lot more students to do the labs more thoroughly if the lab assignments actually counted for a grade. 670.  N/A 672.  good 673.  The labs were neat and the GTA was great. 674.  NA 678.  I feel like most of the time, when I had questions, my TA would kind of skirt around the question rather than giving me a direct answer. But my TA was nice and easy to approach 679.  The labs were a little helpful. 680.  N/A 682.  Rachel was an INCREDIBLE TA. I have not yet had a professor or TA that made their classroom such a comfortable and fun environment while still being able to teach so much so effectively. I would often leave lecture confused or with incomplete notes due to our time constraints, and Rachel's instruction and lab work would clear things up often. Test reviews were invaluable, and she greatly assisted me and my group in the design process of our final project without helping too much. Overall one of the best parts of this class. 686.  none 687.  They were solid 690.  Lets have more labs where 691.  I really enjoyed having Rachel as a TA. She was very knowledgeable and always knew what to do and how to put us on the right track to finding our answers. She did an exceptional job and any students in the future would be lucky to have her as their TA. 692.  The labs being outside of standard MWF times prevents students from taking other classes during the 12:20 - 1:10 time slot. Please make the labs the regular length that start/end at the times that the rest of the university has to abide by. 693.  Labs were a bit boring somtimes, but mainly were fun. 697.  Michael is awesome! He goes above and beyond to help the students in the work shop. I definitely appreciate it! 698.  None 700.  It was nice to meet more people as the labs were switched up throughout the semester. But, it would also be nice to get to know other students better by spending the entire semester in the same lab group. 702.  While labs were sometimes helpful in supplementing the content covered in lecture, I often felt that they were not as effective as they could potentially be. 704.  Labs were a good way to meet with other students in the class and broaden my help area. 705.  During lab, we would usually work on one really difficult problem that rarely ever would pop up again on either tests or homework. 706.  More time allotted because sometimes I felt like we had to rush through the rest of the labs if a student had an in depth question that the TA had to stop and explain. 707.  I liked lab as a whole, but at times I felt as if my TA couldn't explain some of the material to our class. 708.  These were okay, but they were sometimes monotonous 710.  Some days were better than others 711.  TA's should be more effective in explaining lecture content

On-line Homework

Rate the overall effectiveness of the on-line homework.

28% (39/141) Very good (1) 38% (54/141) Good (2) 24% (34/141) Average (3) 8% (11/141) Marginal (4) 2% (3/141) Poor (5) 0% (0/141) N/A (0) Avg: 2.18, NZAvg: 2.18, sum=308, cnt=141, nzcnt=141

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

Average: 70900 Max: too much Min: 1 Count: 141 Data

How did you generally work the homework?

76% (107/141) By myself (1) 21% (30/141) With one other person (2) 3% (4/141) In a group of three or more (3) Avg: 1.27, NZAvg: 1.27, sum=179, cnt=141, nzcnt=141

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

27% (38/141) Very Helpful (1) 18% (26/141) Helpful (2) 50% (70/141) Necessary, but a pain (3) 5% (7/141) Unnecessary (4) Avg: 2.33, NZAvg: 2.33, sum=328, cnt=141, nzcnt=141

Rate the usefulness of the intermediate value checks.

48% (68/141) Very good (1) 26% (36/141) Good (2) 17% (24/141) Average (3) 4% (5/141) Marginal (4) 2% (3/141) Poor (5) 4% (5/141) Did not know about it (6) Avg: 1.96, NZAvg: 1.96, sum=277, cnt=141, nzcnt=141

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

571.  It works well enough. Has its flaws 572.  It is one of the better systems I've used. 573.  The intermediate value checks helped a little but sometimes I still couldn't understand/get the answer. I would like some time in lecture or lab asking questions about homework that wasn't understood. 575.  Its very different from other systems. Other system don't have the option of 110% but EF homework system has it which I think is very helpful for us in maintaining our average. 576.  It is better because it gives the feedback. 577.  The only other homework system i used was Webassign and the only upside to web assign compared to the EF system was the practice another version that was underneath most of the problems. 578.  Good but I feel like it might be better to not take off for missing units just not let an answer be submitted without 579.  I like WebAssign a lot better. One reason is they had multiple types of videos to watch to explain to explain how to do a problem if you couldn't get it. 581.  I like the setup of this homework. 582.  I like this one. 583.  I was very impressed with the website and it is much easier to use then another site have used. (mastering chem., blackboard, and web assign) 584.  I like it more than webassign or mastering chemistry. Some of the problems seem too advanced at times. 585.  its better 586.  very good 587.  Very organized. 589.  I like it, however I hated the strategy section. 590.  Requirements for the format are more strict. 591.  I thought the homework system to be a breath of fresh air. I really enjoyed the deadline structure. It really prevented me from procrastinating to do homework, as well as plenty of chances to earn extra credit. The only thing I can think of that could help, is maybe add to the first lecture or two a slide about the unit portion of the homework. You could show examples of how to type the units in to the online homework. This may prevent a lot of people from being negatively effected by the learning curve. 592.  Its about the same. 593.  better than web assign 594.  They don't take off for rounding issues. 595.  n/a 596.  Online HW are usually more difficult than the problems we do in lectures. 597.  I like it better than other homework systems in general. 598.  This homework system runs all others through the dirt. I simply cannot use web assign anymore because I have been spoiled with the EF website 599.  It actually lets you post questions as a forum rather than having to email a teacher 600.  It's extremely tedious and the try-penalty method is frustrating. The homework takes a very long time, and it was often much more complicated than what was ever done in class or on exams. 601.  I like how it's built. 602.  A lot more helpful than just "wrong answer" 603.  So much better!!!! 604.  The intermediate check is very helpful, I hope it would be provided for most questions. 605.  Better than most 606.  It's a pretty effective system, but sometimes it's too picky. 607.  much better system than others but also more difficult 609.  Great, I took a 200 level physics class where there was no discussion board, and were only allowed five tries per problem. This resulted in many sleepless nights and some frustration. Being able to see other students questions and the professors answers really helped me better understand the homework. In the other other physics class I took I would get an answer and have no idea what how I arrived there. 610.  I'm glad it gives hints for the harder questions. 611.  This homework system is helpful compared to some other systems because it has a discussion board and the hints. 612.  Make it more easy. 613.  Alot better 615.  It is a lot more tedious since we have to do it a certain way. 616.  Better than most 617.  far better, never change it 618.  Loved the website but sometimes it seemed extremely long. 620.  By far the best homework system I have ever used. The discussion was very helpful. It let me express my exact problem and was always responded to with advice. 621.  Good system, ususally provides positive feedback for incorrect answers. Would expand to include more frequent IVCs; less "book examples" (would try to remove need for textbook in this class) 623.  Better 624.  It's a lot more complex than other homework systems. 625.  I liked the homework system. It really made everything so much easier to explain. It's also pure genius how the automated messages can sometimes correct minor mistakes such as a missed decimal, off by a factor of pi, or sometimes even a common mistake that would have given that answer. This instant feedback saved many hours of frustration. 627.  Basically unlimited tries with point deductions whereas other systems have try limits. I appreciated the "unlimited" tries 628.  I think it is better. I liked when we had video example problems to see worked out to help. 629.  It is much more organized. 630.  I like the homework system compared to most other systems I've used in the past. 631.  It is better then web-assign because it would offer subtle hints and things such as "you are off by a factor of 9.81" versus web-assign that would just tell you you were wrong. 632.  I like this homework system much better than other systems I've used. 633.  I love how if you didnt use the right conversion or use 1 to many zeros the system was able to recognize that and tell you. 634.  The hints are very helpful and actually helps me learn the material. 635.  The site was easier to navigate than most but when assigning the due dates, do not make them the same night. 637.  Better than any other I have ever used. 638.  I like it a lot 639.  i like this way best out of them all. 641.  I like this method, however it can be rather stressful because the material is not always the easiest. 642.  The homework asks too many questions that are irrelevant towards exams so I felt like I was wasting my time. 643.  I really enjoyed this homework system. It has been the best homework system that I have used thus far. Typing in the units sometimes frustrated me as I had the units right, but I wasn't typing them the way that the homework system wanted. It would then take off points just for not typing the units in perfectly, which would make me second guess my numerical answer, even though it was right. 644.  It's a lot more homework than most other classes, however i don't feel it to be "busy work" so im ok with it 645.  Much better, most systems don't tell you if you're off by a factor of something. 646.  Ok 647.  They are way better than others because it actually gets you the answer or close to the answer and in the right direction as well. 648.  This homework system is 20 times better than any other homework system I've used. The fact that hints don't penalize you is amazing, the IVT is super useful, and the extra points for doing it early is a great insensitive. 649.  works great 650.  The homework system is awesome. The different percentage deadlines adds incentive to the homework on time or even earlier. The hints are helpful too. 651.  Technology wise, it seemed to be on par with other systems. 652.  Its is very easy to use with multiple tries 653.  I like the idea of the 75% and 50% past due dates. I just wish the range for the 100% was extended just 1 more day. I guess I really can't complain much, but my homework grade isn't the best. 654.  Very good. 655.  Definitely more streamlined and easy to use 656.  I like the homework online but I think that many times we needed more teaching before being able to do the homework well. 657.  I enjoyed the format of the homework system. 659.  I like it better. 660.  Other homework systems do not take off points for forgetting to type the units or for typing the units in a way the website could not read. So poor. 662.  I feel like after a certain amount of time, the intermediate value check should actually give you the answer. Sometimes that answer could be the spark to get your gears back turning. 663.  Instead of 5 tries and zero penalties, we get more tries with penalties on each question. I love that the homework isn't gone after the due date. It is still there and can be done for points. 664.  Online systems so simillar but very good. 665.  It was average. It may be better to use another system that is not as clunky as this one is. 666.  The EF hw system is great especially compared to other systems. I really like the intermediate value checks, the discussion section, and even the section in notes where I can submit my work to be checked by a professor or TA maybe. 667.  Better than most 668.  I like the way it worked. I liked that the majority of the questions have hints and they also have feedback. 669.  It takes incredibly long to do the homework, so long that I feel it challenging to want to finish the assignment rather than just quitting 670.  It's just awesome and I have never used a system that is good as the EF one. 671.  This system is THE BEST. The 10% extra is so encouraging to the point that I ignored my other classes! the hints and the intermediate checks are so helpful. The homeworks were too long but they made studying for the final super easy! 672.  it's a little tougher 673.  I prefer web assign. 674.  Much better. 675.  It is by far the most advanced online math homework system that I have worked with/ heard of using due to the flexibility of answers (tolerances and units other than what was deemed necessary by the system) 677.  It was fair. The hints were helpful as well as IVCs 678.  I think some were harder than others 679.  I like this homework system better. 680.  N/A 682.  Much better, late homework is so much better to deal with when you do not have to bother your teacher about. 684.  It is by far the best set up, the most practical, and the easiest to navigate and keep up with. 686.  none 687.  Somewhat annoying 688.  this system is more complex, but I believe it is better 690.  This is overall better than programs like web assign or any crap McGraw Hill whips up in five and a half minutes, mostly because hints and value checks help you when stuck 691.  So much better than any other online homework. Webassign and Mastering (subjects) are such shit compared to the EF site. that shit is 👌👀👌👀👌👀👌👀👌👀 good shit👍👍 go౦ԁ sHit👌 thats ✔ some good👌👌shit right👌👌th 👌 ere👌👌👌 right✔there ✔✔if i do ƽşaү so my selｆ 💯❤ i 👏say👏 so 💯 thats what☝ im talking👌 about right☝there right there (🎵chorus: ʳᶦᵍʰᵗ ᵗʰᵉʳᵉ🎵) 👑mMMMMᎷМ💯 👌👌 👌НO0ОଠＯOOＯOОଠଠOoooᵒᵒᵒᵒᵒᵒ💯💯👌💯👌💯 👌 💯 👌 👀 👀 👀 👌 692.  None 693.  The best. Much better than Webassign or other programs. 695.  The best format for homework I have ever used. Don't change it its perfect. WebAssign is garbage compared to EF homework. Didn't know a homework format could be so good. 697.  I love the set up. The discussion board is always nice to look back on and the hints are useful. 698.  I prefer it over some systems. 699.  Better than mastering chemistry and book work for Calculus II 700.  The homework system is better than any other system I've tried. 702.  I definitely liked this homework system; I liked how this website contains all of the EF information, grades, as well as homework. In classes that use Blackboard and then another homework system, I have disliked having to use two different websites to find out information about the class and another one to do homework on. Having one integrated website with homework is a great part of EF. I loved being able to do homework for 110% credit, as well as only having a 2% try penalty. I also liked the feedback that would be given if I typed in an incorrect answer, such as being off by a factor of 2, wrong units, etc. I found doing the homework to be an invaluable and incredibly effective way of learning and understanding the material taught in EF 151. 703.  Hard if you're missing concepts or notes. 704.  Its very different, and it is hard to explain why. 705.  I like the feedback and the intermediate value checks. Most systems do not give you hints. 706.  I like the time sequence of extra credit for completing the homework early and still being able to get some credit after the due date. In my math class if you forget the assignment it is just a zero. 707.  I think it is the best homework system I have ever used! 708.  This was more efficient than other homework systems. 709.  It definitely works better than web assign or mastering. I think it is an efficient, easy to navigate way to do homework. 710.  It is better than most because it will let if you are off by a certain amount. 711.  This homework system did not have a set deadline; the value just went down after the due date.

General comments/suggestions for improving the homework system:

571.  ugh. 572.  The only thing I would add would be like a question or two that asks what concept(s) were learned. Maybe have it be a separate entity that you have to complete a day later and reflect on the what was in lesson and how it connects to the rest of the module and course. 573.  If I didn't understand/had trouble with a problem with multiple parts, I got really frustrated. Most of the times the answers of a problem relied on the correct answer of the previous part. So if I knew how to do part b but couldn't get part a I hated how I would also loose points from both parts instead of because I didn't understand the first part. I prefer to be able to get the answer of a part in a problem and have points taken off and be able to get some points for part b than getting no points for either of the parts. 575.  If we could have less homework that would be better. 579.  Better resources to help. 581.  I feel that there is so much homework that I found myself constantly getting behind, and that's not something I have dealt with before. 582.  There is A LOT of homework, but I guess that is good since it prepares you for the exams. 583.  Give less of it 584.  Match more problems with problems that we went over in lecture. 585.  none 587.  Homework should be easier. The homework is harder than the exam! 589.  take out the strategy section and just do given, required, solution. 590.  Some of the problems take way too long to do and figure out. 591.  I found the intermediate value checks to be very helpful. I would like to see more of those. It really helped let you know that you were in the right direction without losing points for submitting the wrong answer. 592.  I feel like if you are confused, there is really no help for you. You just have to figure it out which can be helpful, but very frustrating at times. 593.  don't give any homework and your class would like you more 595.  n/a 596.  Make them more similar to the problems we do in lectures. 597.  Sometimes the IVC can mess you up because if it is not exactly correct for those you think your doing the whole thing wrong where you could have just missed one or two digits. 599.  n/a 600.  Less busy work, possibly. Homework is to learn the material at home, and while this assists in that, I believe that it is often confusing and excessive. 601.  The unit conversions that involved using something like "smoot-schleters per mcCord" got really annoying. 602.  More similar to test questions. Sometimes the problems are a lot harder 604.  More time to solve homework and less homework overall, since it is much difficult than what we took in lecture. 606.  Provide videos or something that will go through similar problems so a student doesn't spend two hours confused on what to do. The lectures are not enough to figure out homework. 607.  none 609.  I love the extra credit offered for doing your homework early. This gives me an incentive to get my homework done ahead of time which allows me to do well in the labs as well as better understand the lectures. I would keep it like it is, except provide some more clarification on the units. In addition the margin of error can be pretty slim sometimes. For instance, I was off on one question by a hundredth of a decimal point which led me to believe that my solution was incorrect, rather than a simple calculator error. Other than this the homework was very useful. 610.  Maybe less homework questions since we have 3 assignments a week. 611.  none 613.  Thankful for the bonus points 614.  Homework was too difficult and the problems are nothing like the ones on the exam 617.  none 618.  Don't make two homeworks due on the same date. 620.  Keep up the good work. 621.  Module 4 homework was almost undoable in reference to the information of corresponding lectures (Rarely could I complete the Mod. 4 homework immediately following lecture and would often be another day or 2 before the concepts began to make sense) 623.  none 624.  N/A 625.  Maybe use more Intermediate value checks on more troubling problems, or have a common mistakes section that gets most students. 627.  Review wording of questions, some of them are confusing 630.  I feel like there could be more uses for the IVC to get you closer to the answer when struggling, or maybe a bit better hints. Nonetheless, you can also use the discussion board, so overall it is good. 631.  It would be nice after so many tries or have an option to receive only 50% on the question and it would show a practice problem to find out how to get it. Because there are some I tried so hard on and never got the right answer so I just gave up. Or to be given the equation or how to find the equation. 632.  N/A 633.  Some of the hints can be slightly better since not everyone bought the textbook. 635.  None 638.  only thing i can think of is perhaps better hints 641.  Maybe extend the due dates? 642.  Give more questions similar to those asked on exams. 643.  Making typing in the units easier by incorporating some kind of unit chart that you can click on, and thus, putting the desired unit in would be helpful. 645.  Get rid of problems with the highest numbers of average tries (around 3-4) 647.  None 648.  The only problem is that sometimes I felt there were too many total homework problems. Like it was fine when there were 4 questions with 2 or 3 parts each, but sometimes we had like 6 questions and multiple of those questions would have 4 or 5 parts. Essentially what I'm saying is the homework took a lot longer than it should have sometimes. 649.  none 650.  No comments. I think the system is great. 651.  I feel like there is a major gap between what we learn in lecture and the homework assignments. They seem to be extremely difficult and usually if I get them wrong I have no way of figuring what I am doing wrong. On chapter 4, I feel like I knew how to do nearly everything on the exam, but I was unable to complete the homework, even after I studied for the exam which I feel like I did fairly well on. Also, I feel like the homework never actually helped me prepare for the exams. The previous exams with worked out examples were extremely helpful, but the homework never offered explanations for how to actually complete them, so when I did solve a problem, many times I did not know why it was right. 652.  N/A 653.  I would like example problems that correlate to the homework. 654.  N/A 655.  N/A 656.  Having harder problems worked in lecture to help us be able to relate those problems to the homework. 657.  There were a lot of questions during the homework. Sometimes you cannot get the correct answers and the "hints" do not always provide clues to the answer. If you do not get the answer correct, you are never allowed to see the correct answer. Test questions may come from the homework but that does not help if the homework is never discussed or if the correct answer is never explained. 658.  Allow for homework to be due for full credit by the time the test comes 659.  Nothing 660.  Have somewhere where similar problems are worked out, so that you can figure out how to do the homework problems you can't do. Rather than being lost on that concept and then never learning how to do it because the help rooms are very poor quality. 662.  Forgetting units should be less of a penalty than a wrong answer. I understand units are important, that why I still feel it should be a penalty but not a big one. 663.  The homework helps a lot. 664.  make it easier. 665.  Do not require students to write the questions and required info down in notebooks. Only require them to show their work for each problem. It is redundant to write all the info down, and a waste of time. 666.  I think if someone genuinely does not know the answer, there should be an option added for someone who wants to see the answer. After someone looks at the answer, they could take a penalty or lose all points. I think if someone is struggling to answer a question enough to use this option, they don't really care about the points. They just want to know the answer and maybe a condensed explanation. 668.  I think that some of the questions were ridiculously hard. Sometimes I would have to spend 30 minutes to an hour on a single question. I enjoy having a challenge and i think that figuring out the majority of the homework questions helped me understand the material more but when those questions came up that took me 45 minutes to finish i just felt like i was wasting time trying to figure out a problem i knew how to do but it was just unnecessarily complex so i couldnt do it. 669.  Please for the sake of other students make the homework shorter and more focused towards the test material. Yes the homework now usually includes everything that is on the exam but there is a lot of "busy work" in the homework as well like problems that are just a waste of time. 670.  N/A 672.  we spend most of time with homework, there should be a way where we can learn from it like a lecture 673.  Some problems have too many steps that are too easy to screw up. It may help to have each problem broken down into more steps or possibly more intermediate value checks. 674.  NA 678.  I think the harder homeworks should be worked/helped with at the end of lecture. Maybe ask students what concept they had trouble with, then help through it in lecture 679.  None 680.  MAke sure its relevant to what we did in class. 'Application wise' The homework for me was harder than most exams. 682.  I did not realize how much weight homework held on our final grade, and therefore often disregarded the 110 homework dates. I will not make that mistake twice. 686.  none 687.  Maybe have units as a dropdown box 690.  Maybe post a solution video to the most missed problem on each homework 691.  nah. shit was fire m8. 692.  more problems that have intermediate value checks. 693.  Not as many questions. Homeowkr is also very challenging,. 698.  Some answers were too specific and counted incorrect for being .01 off the answer. 702.  Sometimes I would have appreciated hints on the intermediate value checks, as the hints are helpful for when I attempt an actual homework answer and get it wrong. 703.  Make the problems more like the ones in lecture. 704.  None, as long as the students are doing what they are supposed to do, the system should work perfectly fine. 705.  On homeworks where units get crazy, I would suggest hints for them. It was really heartbreaking to know I have the right numbers but miss the points because I couldn't get the letters. 706.  The discussion board was also helpful when I got stuck on something. 707.  I think a few more informational videos to go with the homework would make it even better. 708.  More time. 710.  N/A 711.  More intermediate value checks

Discussion Board

Rate the overall effectiveness of the discussion board.

30% (43/141) Very good (1) 28% (39/141) Good (2) 23% (33/141) Average (3) 7% (10/141) Marginal (4) 3% (4/141) Poor (5) 9% (12/141) N/A (0) Avg: 1.99, NZAvg: 2.17, sum=280, cnt=141, nzcnt=129

Rate the effectiveness of having access to posts from previous semesters.

51% (72/141) Very good (1) 26% (37/141) Good (2) 11% (15/141) Average (3) 2% (3/141) Marginal (4) 1% (1/141) Poor (5) 9% (13/141) N/A (0) Avg: 1.48, NZAvg: 1.62, sum=208, cnt=141, nzcnt=128

How often did you ASK questions on the discussion board?

77% (108/141) Never (0) 18% (26/141) 1 - 4 times (1) 3% (4/141) 5 - 10 times (2) 1% (2/141) 11 - 20 times (3) 1% (1/141) More than 20 times (4) Avg: 0.31, NZAvg: 1.33, sum=44, cnt=141, nzcnt=33

How often did you ANSWER questions on the discussion board?

95% (134/141) Never (0) 4% (5/141) 1 - 4 times (1) 0% (0/141) 5 - 10 times (2) 1% (1/141) 11 - 20 times (3) 1% (1/141) More than 20 times (4) Avg: 0.09, NZAvg: 1.71, sum=12, cnt=141, nzcnt=7

How often did you VIEW questions/answers on the discussion board?

13% (19/141) Never (0) 18% (26/141) 1 - 4 times (1) 16% (23/141) 5 - 10 times (2) 15% (21/141) 11 - 20 times (3) 37% (52/141) More than 20 times (4) Avg: 2.43, NZAvg: 2.81, sum=343, cnt=141, nzcnt=122

General comments/suggestions for improving the discussion board:

571.  none 572.  n/a 573.  Include the problem previous semesters had in order to have an idea of what they are talking about. 575.  I have not used the discussion board enough to comment on it. I personally like asking questions in person, not through emails or discussion board. I understand better if I ask in person. But discussion boards can help us when we need immediate answers maybe. 577.  Discussion board was a crucial tool to my homework success. Every time I didn't know something ( which was a lot of the time) I checked the Discussion board. 579.  Making it more clear which problem the question or comment refers to. 581.  I never viewed the discussion boards... Whoops. 582.  none 584.  I think it serves a good purpose, and I wish I used it more. 585.  none 587.  None. 589.  It helped me. 590.  Not much that can be improved. 591.  I thought this was a very good resource. I would keep adding terms to the board. It was really helpful to look online and see an answer for my question. 592.  I love the discussion board. It helped a ton. 593.  none 594.  highlight the important answers which explains the most stuff. 595.  n/a 596.  Very helpful. 597.  I never really used it or found it helpful I know some people who liked it though. 599.  n/a 600.  N/A 601.  It probably would have been helpful but I never bothered looking. 602.  None 604.  A lot of people are benefiting from it, but I didn't use it much 606.  I like that it can give me ideas when I'm stuck. 607.  none 609.  Great concept that really helps solidify some understanding of homework problems. 610.  Helpful because many students ask the same questions I need to ask. 611.  none 613.  N/A 614.  Good 620.  Clearing out some of the bad posts that could lead students astray and highlight the useful posts that students can learn most from. Which I could tell you guys had already been doing. I was impressed. 621.  - 623.  Good idea 624.  N/A 625.  Maybe delete some of the more repetitive questions and have top posts the ones that are the most popular/have the most views (representing the most troubling questions). 627.  New content without any discussion is not helpful, maybe add different hints to new material too 632.  N/A 633.  The times that i wanted to use it, other people had no idea how to do it or there were no answers/questions up. 635.  None 638.  none 641.  Love this feature. Helped me out A LOT. 642.  N/A 643.  I think the discussion board was great, I wouldn't change anything about it. 645.  I don't think a lot of people knew it existed. It's helpful on problems with no intermediate value check. 647.  It's very helpful. 648.  The discussion board is great as is. I suggest to not change it any. 649.  none 650.  I think the discussion board is very helpful and I can't think of any ways to improve it. 651.  If it wasn't for the discussion board, I would struggle a lot more through the homework. I believe I learned a lot from it. 652.  N/A 653.  The discussion is fine for simple question help, but I'd rather talk to someone. I would like to see the projects not utilize the discussion either. 654.  The discussion board was extremely helpful. My only suggestion would be in reference to the HW problems where the questions were not the same as earlier semesters. The discussion board was not there, therefore you must ask what questions you have. That is not a problem if you only have one or two questions but if you have several that would most likely have been answered in earlier classes it would be much easier. 655.  N/A 656.  Nothing to improve here. 657.  The discussion board was very helpful. 659.  nothing 660.  Did not help me at all. The answers were always too cryptic in a figure it out yourself kind of way with like the smallest hint possible. 662.  The actual look of it is ugly. (did not know a better word to describe it). Well I guess I mean it looks dated. It should be updated to look more modern and user friendly. 663.  Discussion board is a grade tool as my final resort. 664.  n/a 665.  Very useful part of the course. Greatly improved my understanding on difficult modules. 666.  None 670.  N/A 672.  have it for each problem. i did not like searching through the questions 674.  NA 678.  I liked the discussion board. Maybe homework help videos can be posted by professors there 679.  None 680.  N/A 682.  Honestly I never looked at these, should probably do so in the future. 686.  none 687.  N/a 691.  ehhhh. I mean you get out what you put into it i guess. 692.  None 693.  Fine how it is. 698.  None 700.  The layout of the discussion board on the webpage could use an overhaul. It's difficult to see where one question ends, another begins, and the interface seems dated. 702.  I rarely accessed the discussion board; if I were truly stuck on a question and attempted it multiple times, I would move to another problem and then go to the EF Study Room to get help. 704.  I didn't use it much other than to find hints and that was good enough for me. No need to change. 705.  There's really nothing you guys can do unless people ask more questions. 706.  It helped to see that help other students stuck on the same problem as me get help without the answer being directly stated. 707.  I never used the discussion board in this class. 708.  This was a good forum for people to explain their thoughts and ideas 710.  I did not get on the discussion board. 711.  Great method for checking technique

Study Rooms

How many times did you use the study/help room (Perkins 108)?

62% (87/141) None (0) 23% (32/141) 1-3 (1) 6% (8/141) 4-6 (2) 10% (14/141) 7+ (3) Avg: 0.64, NZAvg: 1.67, sum=90, cnt=141, nzcnt=54

If you did not use the study/help room, why?

33% (46/141) NA - used it (0) 16% (22/141) Didn't know about it (1) 20% (28/141) Didn't need it (2) 4% (5/141) Too crowded (3) 1% (1/141) Not helpful (4) 20% (28/141) Time conflicts (5) 8% (11/141) Other (6) Avg: 2.15, NZAvg: 3.19, sum=303, cnt=141, nzcnt=95

How helpful was the study room the times you where there?

9% (13/141) Very good (1) 9% (13/141) Good (2) 16% (23/141) Average (3) 2% (3/141) Marginal (4) 1% (2/141) Poor (5) 62% (87/141) N/A (0) Avg: 0.92, NZAvg: 2.41, sum=130, cnt=141, nzcnt=54

Rate the knowledge of study/help room staff.

11% (15/141) Very good (1) 16% (23/141) Good (2) 7% (10/141) Average (3) 1% (2/141) Marginal (4) 1% (1/141) Poor (5) 64% (90/141) N/A (0) Avg: 0.74, NZAvg: 2.04, sum=104, cnt=141, nzcnt=51

Including yourself, what was the average number of people you typically worked with in the study/help room?

12% (17/141) 1 (0) 16% (22/141) 2 (1) 6% (8/141) 3 (2) 2% (3/141) 4 or more (3) 65% (91/141) N/A (4) Avg: 2.91, NZAvg: 3.31, sum=411, cnt=141, nzcnt=124

If you had it to do over, how often would you use the study/help room?

52% (74/141) More (0) 29% (41/141) The same (1) 18% (26/141) Not at all (2) Avg: 0.66, NZAvg: 1.39, sum=93, cnt=141, nzcnt=67

How many times did you use the open study room (Perkins 61)?

84% (119/141) None (0) 11% (16/141) 1-3 (1) 2% (3/141) 4-6 (2) 2% (3/141) 7+ (3) Avg: 0.22, NZAvg: 1.41, sum=31, cnt=141, nzcnt=22

If you did not use the open study room, why?

19% (27/141) NA - used it (0) 30% (43/141) Didn't know about it (1) 27% (38/141) Didn't need it (2) 1% (2/141) Too crowded (3) 13% (19/141) Time conflicts (4) 9% (12/141) Other (5) Avg: 1.85, NZAvg: 2.29, sum=261, cnt=141, nzcnt=114

Additional comments/suggestions for improving the study rooms:

571.  none 572.  n/a 573.  none 575.  Ok 579.  More knowledgeable staff and staff that actually want to be there. 581.  I never used the study rooms, but I'm wishing now that I had. 582.  It is nice that they are provided, even if I did not use them. 584.  I think they are a necessary and welcoming place. 585.  none 587.  I am not interested. I prefer to do homework by myself. 589.  I never needed them 590.  Never went 591.  The staff were perhaps the main reason I am making it through this class. I would like to recognize all of them, but specifically Krista and Hudson. They were very great at showing examples for the problem without actually doing the work for me. It really helped me get past problems when I would get stuck on a step. 592.  Just provide more information about the study rooms. I knew about the ones on the second floor but that was all. 593.  more hours 594.  have more examples on how to do certain exam problems. 595.  n/a 596.  None. 597.  I didn't even know there was tutors in there at all in the beginning. I guess make that more clear. 598.  I really did not know much about these rooms, I knew they were there but I didn't know if it was supposed to be a quit room or if you needed an appointment or what 599.  n/a 600.  N/A 601.  I guess I never bothered to learn about them. 602.  none 604.  Good 606.  I went to all the lectures and I cannot remember if this was ever mentioned. I had no clue it existed. More awareness would be appreciated. 607.  none 609.  Never used them, too far of a walk to go do homework. 610.  Never went to the study rooms. 611.  none 613.  N/A 614.  Have professors there 620.  Keeping them staffed was a problem I saw. There wasn't always a TA or helper during the times I went, which was mostly the middle of the day. 621.  - 623.  none 624.  N/A 627.  N/a 632.  N/A 633.  I used the computer lab. 635.  None 641.  I like this, but some of the tutors are arrogant and did not seem like they wanted to help me. It was extremely intimidating to be honest. 642.  N/A 643.  I thought the study rooms were great, maybe having a professor come in from time to time to help (which did happen occasionally) would help. 645.  Didn't use it. 647.  None 648.  I never used the study rooms so I don't know. 649.  none 650.  I never went to the study rooms, so I can't really comment. 652.  N/A 653.  N/A 654.  N/A 655.  N/A 659.  nothing 660.  I had no idea who the TAs in the room were and therefor could never actually get help. even when I looked around the room trying to find them or asked people no TA would make themselves known. 662.  n/a 663.  I never got around to going to the study rooms but regret it. 664.  n/a 665.  NA 666.  N/A 670.  N/A 672.  keep mentioning it, i didn't know it was there much 674.  NA 678.  Travis that works in the help room on the second floor helped me all semester long when I really needed it, he is very helpful and knowledgeable with the material. 679.  None 680.  N/A 682.  I often do my homework alone and message friends when I have difficulties, and it is often bothersome to have to come back to campus, as I live in an off-campus apartment. 686.  none 687.  N/a 691.  Closer to where students live. 692.  None 693.  N/a 695.  I think the study rooms are a good thing, I just didn't need them because I was in the engineering LLC. 698.  One TA was not helpful at all and did not seem to be involved in his work. 702.  I only utilized the staffed study room as I would go there once I was truly stuck on a problem and tried it several times; however, if I had had a break in between classes to work on homework, I would have definitely used the open study room. I hope to utilize it in the future. 703.  More time options 704.  N/A 705.  N/A 707.  I think it would be useful to some, but I didn't need to use it so I didn't benefit from it. 708.  The system seems fine. 710.  I did not want to work there. 711.  Announce their availability more.

Study Group

Did you have a group of students who you regularly studied EF 151 with?

7% (10/141) All the time (0) 18% (25/141) Most of the time (1) 21% (30/141) Occasionally (2) 17% (24/141) Rarely (3) 37% (52/141) Never (4) Avg: 2.59, NZAvg: 2.79, sum=365, cnt=141, nzcnt=131

Including yourself, what was the average number of people in your study group?

35% (50/141) NA (0) 15% (21/141) 1 (1) 16% (22/141) 2 (2) 25% (35/141) 3 (3) 9% (13/141) 4 or more (4) Avg: 1.57, NZAvg: 2.44, sum=222, cnt=141, nzcnt=91

How did you form your study group?

9% (12/141) People I live close to (0) 27% (38/141) People I knew from before this class (1) 18% (25/141) People I met in this class (2) 7% (10/141) Other (3) 40% (56/141) Didn't have a study group (4) Avg: 2.43, NZAvg: 2.65, sum=342, cnt=141, nzcnt=129

Additional comments/suggestions about Study Groups:

571.  none 572.  n/a 573.  none 575.  N/A 581.  I'm new to the engineering department, so I haven't made a study group yet. 582.  none 583.  Study groups are the reason i was able to do so well in this class. would not have been able to do the amount of homework i did without them. 585.  none 587.  None. 590.  Never had a study group 591.  I can't comment on this. I didn't use them. 592.  I didn't study with anyone. 593.  i hate people 594.  it helps because friends might understand things you don't. 595.  n/a 596.  None. 597.  I usually prefer to study alone but it can be good to collaborate sometimes. 599.  n/a 600.  N/A 602.  none 604.  I prefer studying alone 606.  NA 607.  none 609.  Study groups are great, but being a transfer student I didn't form one. 610.  Study groups help you make friends and helps you better prepare yourself for tests 611.  Although I did not regularly study in a group, I met people in this class that I knew I would be able to contact if I ever needed any help. 613.  N/A 614.  None 620.  Not a big fan myself. They can get off topic easily and its hard to dig down into deeper subjects and ideas of a class with a bunch of chatty people. I worked most effectively alone. 621.  Had I not already taken the class, I would have been much more likely to participate in a study group, but since the information was already familiar, there was almost no need. 623.  none 624.  N/A 625.  Study groups are okay, but honestly any more than three people becomes a waste of time. 627.  N/a 632.  I found study groups to be very beneficial. 633.  They are a must if you want to keep your sanity 635.  None 641.  NA 642.  N/A 643.  I did all my homework/studying by myself. I did not have a study group. 645.  Didn't have one. 647.  None 648.  Didn't have a study group. 649.  none 650.  I worked alone. 652.  N/A 653.  Study groups are the most beneficial part for success in this class. If it wasn't for Dr. McCord telling me to do homework and study with friends I don't think I'd be passing. 654.  N/A 655.  N/A 656.  N/A 659.  nothing 660.  Maybe make study groups for people, like assign ten people to a group at the beginning in labs, so people have an easier way to find study partners. 662.  n/a 663.  I would study with people from my hall. 664.  They were okay for difficult problems but it's more effective when you're alone. 665.  NA 666.  None 670.  N/A 672.  n/a 673.  I would like a sign-up sheet online to match groups of people up to study. 674.  NA 679.  None 680.  N/A 682.  I was glad I had a close friend I could talk to when confused or frustrated about class. It helped the large lecture class seem smaller, and was comforting when they had similar issues to my own. 683.  Making mandatory study groups, somehow would help a lot of student like m out 686.  none 687.  Newt really 691.  great way to prepare for an exam and also to make friends. 692.  None 693.  N/a 698.  None 700.  Just a thought here, for non-traditional students. Would it be feasible for non-traditional students to all be in a lab? If I were in a lab group of other non-traditional students, then I might be able to set up a study group. Since I don't live no campus, and have other responsibilities to attend to away from campus, I didn't pursue anything like a study group. 702.  I did not have a study group until the end of the semester when I met some students from the class in the library. I am an upperclassman, and I switched my major as a sophomore, so it was a little harder for me to meet and interact with other students in the class outside of class due to not living in the dorms, and having a different class schedule and load of courses. However, I will actively seek out a study group for EF 152, as having other students to work with is a tremendous help. 704.  Everyone should have a study group. 705.  N/A 707.  I think having a study group makes a huge difference in this class. 708.  The study group was a great way to bounce ideas off each other and understand the material better. 710.  We always sat together during lectures and we would help each other with homework. 711.  I usually did not participate in study groups.

40%		(56/141)	I used them as a last resort (1)
29%		(41/141)	I tried the problem on my own, but as soon as I was stuck I used them (2)
8%		(11/141)	I looked at the solution first and tried to understand it (3)
2%		(3/141)	I didn't spend any time trying to understand, I was only concerned about getting the problem done (4)
21%		(30/141)	I did not use any of the resources listed above (5)
Avg: 2.36, NZAvg: 2.36, sum=333, cnt=141, nzcnt=141

15%		(21/141)	They were invaluable in helping me learn the material (1)
45%		(63/141)	I usually understood the problem (2)
18%		(25/141)	I tried, but usually didn't understand the solution (3)
2%		(3/141)	I didn't spend any time trying to understand, I was only concerned about getting the problem done (4)
21%		(29/141)	I did not use any of the resources listed above (5)
Avg: 2.69, NZAvg: 2.69, sum=379, cnt=141, nzcnt=141

Misc Resources

Rate the overall quality of the EF 151 web site.

58% (82/141) Very good (1) 36% (51/141) Good (2) 4% (6/141) Average (3) 1% (1/141) Marginal (4) 1% (1/141) Poor (5) 0% (0/141) N/A (0) Avg: 1.50, NZAvg: 1.50, sum=211, cnt=141, nzcnt=141

How often did you use the videos reviewing the old exam solutions?

26% (37/141) Weekly (1) 55% (77/141) Monthly (2) 9% (12/141) Rarely (3) 8% (11/141) Never (4) 1% (2/141) Tried them, didn't use them (5) 0% (0/141) Tried them, had problems (6) 1% (2/141) Didn't know about them (7) Avg: 2.09, NZAvg: 2.09, sum=295, cnt=141, nzcnt=141

Should a textbook be required for this class?

3% (4/141) Absolutely (1) 16% (23/141) Probably (2) 40% (57/141) Probably Not (3) 40% (57/141) Absolutely Not (4) Avg: 3.18, NZAvg: 3.18, sum=449, cnt=141, nzcnt=141

General comments/suggestions on web site:

571.  none 572.  n/a 573.  I liked how easily you can understand your grades. It wasn't confusing.I especially liked the grade calculator. 575.  good 581.  I didn't buy a textbook, and I really don't think it should be necessary. 582.  none 583.  The videos and keys of the old exams are one of the most valuable resources provided. I feel like i was able to learn more from those then lecture. 584.  The website is very helpful. 585.  none 587.  lively colors please 589.  It was good. 590.  Good quality. It was also very useful that you would get immediate feedback on the answer you entered and the grades would update as you completed each problem. Discussion board was beneficial at times and hints and intermediate value checks were also useful. 591.  I found everything I needed on the website or in my lecture notes. The setup for the site was very nice! The only issue I had with it was probably a chrome issue. I always have to login twice to do homework. 592.  I like that it has everything I need clearly laid out. 593.  no text book 594.  make it more understandable for the students to navigate. 595.  n/a 596.  EF website is very organized. 597.  I love the website compared to blackboard its very clear and organized. 599.  n/a 600.  N/A 601.  It's pretty well built. 602.  none 604.  Good 606.  I like the website, very continent 607.  none 609.  Sometimes hard to find things, especially for the EF 105 site. Took me forever to find certain quizzes/ online questions. 610.  Having it's own website made this class easier to manage and it's well organized. 611.  none 613.  N/A 614.  Good 620.  Very useful website that is easy to navigate. I checked announcements daily, and was really helpful. 621.  Basic but functional - best combination for a class site 623.  none 624.  N/A 625.  I like how there was stuff included about career development and student counseling in the resources section. 627.  Most aesthetically pleasing (more color, less plain white background) 632.  Videos reviewing older exams were very beneficial for understanding material. 633.  I love the accessibility of the old exams. 635.  None 638.  worked great for me 641.  Love it. 642.  N/A 643.  The website was incredible. It is so much better than using blackboard. I wish that all of my courses used that site. 645.  Very organized, better than Blackboard. 647.  None. 648.  Website isn't very pretty, but it does the job. 649.  none 650.  The website is great, well organized and very useful. The statistics provided after each exam are great at letting you know where you stand. For me the single biggest motivator on the website was my class rank. I checked it obsessively, it kept me on track as I tried to climb my way to the top. 652.  N/A 653.  I enjoyed the class and you all are doing well. I enjoyed the enthusiasm and the effort that was present. 654.  N/A 655.  N/A 656.  N/A 659.  nothing 660.  More examples or something for concepts. I am still horribly confused by like conservation of energy because I have no idea how to figure out which potential energies applied to the problem because it was poorly explained in lecture and I had no extra help. 662.  n/a 663.  People do great without text books. 664.  It's very good best one i've used so far. 665.  Make the information more accessible. 666.  The website is all you really need. It is very well made, aesthetically pleasing, and an invaluable resource! 668.  I love the website. I think every department should use a website like EF does. 670.  N/A 672.  good 674.  NA 678.  The website is very easy to access and organized. 679.  It was very useful. 680.  N/A 682.  Loved having this website, much better and more organized than blackboard. I saw the price of the optional textbook for class and immediately disregarded it, it was vastly overpriced now that I made it through most of the class without it. 686.  none 687.  Good 690.  Maybe post links to other websites/videos that cover current materials for each module 691.  I say get rid of the text book. Seeing it on the book list scares students into buying it sometimes and honesty you don't even need it. 692.  None 693.  Maybe an updated UI. Other than that its fine, easy to navigate. 698.  None 700.  The website was quick, had all the data necessary, and relatively easy to navigate. It could use some graphical updates, perhaps an easier navigation. 1000 times better than blackboard. 702.  I really enjoy using this website and having all the information and homework for the course integrated on one website (as opposed to using Blackboard and then another system for homework). 704.  It was a well-made site, and was easy to navigate. 705.  None 706.  It wasn't helpful on the hints when it said look to the book for examples since it wasn't required so it was never purchased. 707.  I think this class has the best course website and other departments should make theirs similar 708.  The website was well laid out and easy to use. 710.  Some problems said refer to the textbook but I was still confused. 711.  The website is organized and effective