Rutgers University Student Instructional Rating
(Online Survey)
Qi Fei
Fall 2013, 01:640:244:02 — Diff Eqs/engr&phys (index #24965)
Enrollment= 27, Responses= 13

Part A: University-wide Questions:
Student Responses Weighted Means
No response
Section Course Level Dept
1. The instructor was prepared for class and presented the material in an organized manner 1 1 1 2 8 0 4.15 4.36 4.39 4.25
2. The instructor responded effectively to student comments and questions 2 1 2 2 6 0 3.69 4.32 4.34 4.12
3. The instructor generated interest in the course material 0 3 4 2 4 0 3.54 4.04 4.14 4.00
4. The instructor had a positive attitude toward assisting all students in understanding course material 1 3 1 1 7 0 3.77 4.38 4.42 4.28
5. The instructor assigned grades fairly 1 2 0 6 4 0 3.77 4.35 4.27 4.14
6. The instructional methods encouraged student learning 1 3 4 1 4 0 3.31 3.95 4.06 3.90
7. I learned a great deal in this course 1 3 4 2 3 0 3.23 4.12 4.18 3.89
8. I had a strong prior interest in the subject matter and wanted to take this course 0 0 3 6 4 0 4.08 3.88 3.99 3.51
9. I rate the teaching effectiveness of the instructor as 1 3 2 4 3 0 3.38 4.09 4.12 3.90
10. I rate the overall quality of the course as 1 1 2 7 2 0 3.62 4.02 4.07 3.81

What do you like best about this course?:

Mr. Qi is very fair to the students and tries to answer every question clearly.

Instructor was very smart, knew how to articulate concepts well.

It was challenging at the beginning but became much easier after students complained about the difficulty of the quizzes. I am sorta disappointed.

teacher was very nice

how the ta made adjustments to make sure he was available during the times we where free.

Reviewing old material from calc 2 was very useful

If you were teaching this course, what would you do differently?:

Not much.

Instructor would regularly lecture while facing the blackboard. He would miss questions and then go on unnecessary tangents. Not a good way to teach.

Explain concepts in a simple perspective rather than with mathematical proofs

I wouldn't assign quizzes within five minutes of the end of class. He literally did that constantly. Nearly every week. Last week we were out of time and he says "ok time for the quiz."

make sure i could target each student and learn more about them

make the recitation quizzes easier. Quizzes ought to be light confidence builders not soul crushingly difficult especially because ultimately they do not impact the grade very much.

I would be more fair with the grades. test the material learned in class, and not some that we are supposed to remember from classes we took years ago! i wouldnt ask students for their grades in previous calc levels in front of the entire class. nevertheless make some students feel superior and other inferior.

In what ways, if any, has this course or the instructor encouraged your intellectual growth and progress?:

Mr. Qi taught certain tricks that were not a part of the curriculum but were very helpful.

hard problems and theorems

Many times, he made the topics in the class much harder than they were supposed to be which got me more confused rather than made me understand them better.

Other comments or suggestions::

The quizzes don't test if we understand the material. They test us on arbitrary knowledge that he incorporates into differential equations. I know the material we are learning perfectly, but when arbitrary difficult trigonometric functions are incorporated into the quizzes, for example, many of the students did poorly.

Survey should clarify "course" - does it mean the course as a whole, or (in this case) just the recitations?

remember we are only students and not all of us have the same mathematical background as you