347 Schaeffer Hall
319-335-2348
timothy-hagle@uiowa.edu
Twitter: @ProfHagle
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Dept of Political Science
341 Schaeffer Hall
20 E. Washington Street
The University of Iowa
Iowa City, Iowa 52242
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Below are the questions I ask on my evaluation form. I don't include here the questions dealing with my teaching assistant. After the options for each question are the results for that question. Note: Unlike the ACE forms, the order of the options varies. This means that the "best" option is not always first or always last. As a result, sometimes a lower number indicates "better" performance and sometimes a higher number does. (I should also note that on the form I distribute the options are labeled a, b, c, d, and e. I've entered them below as numbers because that's the way the computer output interprets them and it makes it easier to examine the summary statistics if I leave them in that form.) After the results for some questions I've added a few comments (in italics) regarding that question or the results for it.
Each of the fall semesters through F 2007 the course was taught in the Saturday & Evening program. As an S&E course it is taught once a week. The students in the S&E sections tend to be more "nontraditional," less interested in law school, and more likely to have taken the course as an elective that just fit into their schedule. Even so, there don't seem to be major differences between S&E and "regular" sections of the course.
1. How many class periods did you miss during the semester?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 15 | 12 | 3 | 1 | 1 | 1.78 | |
F 2013 | 5 | 0 | 4 | 1 | 0 | 0 | 0 | 1.20 | once a week class |
S 2013 | 28 | 0 | 7 | 16 | 4 | 0 | 1 | 2.00 | |
S 2011 | 32 | 0 | 12 | 12 | 7 | 0 | 1 | 1.94 | |
F 2009 | 30 | 0 | 11 | 13 | 6 | 0 | 0 | 1.83 | |
S 2009 | 49 | 0 | 20 | 17 | 8 | 3 | 1 | 1.94 | |
F 2007 | 27 | 0 | 14 | 11 | 2 | 0 | 0 | 1.56 | S&E |
S 2005 | 36 | 0 | 12 | 15 | 8 | 1 | 0 | 1.94 | |
SM 2004 | 16 | 1 | 11 | 3 | 1 | 0 | 0 | 1.33 | 3-wk summer session |
F 2003 | 22 | 0 | 15 | 7 | 0 | 0 | 0 | 1.32 | S&E |
S 2003 | 45 | 0 | 16 | 18 | 10 | 1 | 0 | 1.91 | |
F 2002 | 14 | 0 | 8 | 5 | 1 | 0 | 0 | 1.50 | S&E |
S 2002 | 58 | 0 | 20 | 27 | 10 | 0 | 1 | 1.88 | |
F 2001 | 17 | 0 | 10 | 5 | 1 | 1 | 0 | 1.35 | S&E |
S 2001 | 41 | 0 | 17 | 12 | 9 | 3 | 0 | 1.95 | |
F 2000 | 14 | 0 | 5 | 9 | 0 | 0 | 0 | 1.64 | S&E |
F 1999 | 26 | 0 | 11 | 14 | 0 | 0 | 1 | 1.69 | S&E |
S 1999 | 42 | 0 | 18 | 17 | 4 | 2 | 1 | 1.83 | |
F 1998 | 21 | 0 | 9 | 10 | 2 | 0 | 0 | 1.67 | S&E |
S 1998 | 21 | 0 | 14 | 7 | 0 | 0 | 0 | 1.33 |
Obviously coming to class is a good thing. The students who fill out the evaluations may be correct on their attendance, but it overestimates overall attendance of the class given that a fair number usually do not fill out an evaluation. My experience is that on any given day I'll have about 70% of the students present. In the S&E sections the course meets once a week, so missing a class period means missing an entire week. That the mean for the S&E sections is only a bit lower means that overall attendance is usually a bit worse in S&E sections. The F 2013 class was an odd situation and I talk more about it in the written evaluations.
2. How prepared were you for class (on average)?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 10 | 6 | 6 | 7 | 3 | 2.59 | |
F 2013 | 5 | 0 | 1 | 3 | 0 | 1 | 0 | 2.20 | |
S 2013 | 28 | 0 | 5 | 9 | 3 | 6 | 5 | 2.89 | |
S 2011 | 32 | 0 | 5 | 10 | 8 | 6 | 3 | 2.75 | |
F 2009 | 30 | 0 | 6 | 8 | 7 | 7 | 2 | 2.70 | |
S 2009 | 49 | 0 | 8 | 11 | 8 | 11 | 11 | 3.12 | |
F 2007 | 27 | 0 | 5 | 6 | 10 | 4 | 2 | 2.70 | |
S 2005 | 36 | 0 | 2 | 6 | 6 | 16 | 6 | 3.50 | |
SM 2004 | 16 | 1 | 2 | 8 | 3 | 1 | 1 | 2.40 | |
F 2003 | 22 | 0 | 5 | 5 | 5 | 7 | 0 | 2.64 | |
S 2003 | 45 | 0 | 5 | 10 | 4 | 17 | 9 | 3.33 | |
F 2002 | 14 | 0 | 2 | 5 | 5 | 1 | 1 | 2.57 | |
S 2002 | 58 | 0 | 13 | 18 | 10 | 7 | 10 | 2.71 | |
F 2001 | 17 | 0 | 1 | 3 | 7 | 5 | 1 | 3.14 | |
S 2001 | 41 | 0 | 9 | 8 | 11 | 9 | 4 | 2.78 | |
F 2000 | 14 | 0 | 2 | 4 | 5 | 3 | 0 | 2.64 | |
F 1999 | 26 | 0 | 1 | 8 | 7 | 8 | 2 | 3.08 | |
S 1999 | 42 | 0 | 9 | 7 | 8 | 12 | 6 | 2.98 | |
F 1998 | 21 | 0 | 2 | 3 | 9 | 4 | 3 | 3.14 | |
S 1998 | 21 | 0 | 1 | 6 | 3 | 8 | 3 | 3.29 |
Spring semesters I usually have several students who had 30:116 with me the previous fall, so they are more accustomed to doing the work in advance. That makes it a bit odd that the number moved in the wrong direction for the S 2009 semester. The increase for S 2013 along with a couple of the written comments makes me wonder is more students are expecting to be entertained and less willing to work for their grades. I'll have to keep an eye on this.
3. How many hours did you spend per week preparing for class?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 5 is "better") |
S 2015 | 0 | 0 | 3 | 17 | 8 | 4 | 0 | 2.26 | |
F 2013 | 5 | 0 | 0 | 4 | 1 | 0 | 0 | 2.20 | |
S 2013 | 28 | 0 | 3 | 17 | 7 | 1 | 0 | 2.21 | |
S 2011 | 32 | 0 | 3 | 19 | 8 | 2 | 0 | 2.28 | |
F 2009 | 30 | 0 | 3 | 21 | 3 | 2 | 1 | 2.23 | |
S 2009 | 49 | 0 | 7 | 31 | 8 | 2 | 1 | 2.16 | |
F 2007 | 27 | 0 | 4 | 17 | 6 | 0 | 0 | 2.07 | |
S 2005 | 36 | 0 | 6 | 22 | 7 | 1 | 0 | 2.08 | |
SM 2004 | 16 | 1 | 0 | 4 | 3 | 6 | 2 | 3.40 | 3-week session |
F 2003 | 22 | 0 | 2 | 14 | 6 | 0 | 0 | 2.18 | |
S 2003 | 45 | 0 | 9 | 21 | 12 | 3 | 0 | 2.20 | |
F 2002 | 14 | 0 | 1 | 12 | 1 | 0 | 0 | 2.00 | |
S 2002 | 58 | 0 | 4 | 35 | 17 | 2 | 0 | 2.29 | |
F 2001 | 17 | 0 | 3 | 13 | 0 | 1 | 0 | 1.92 | |
S 2001 | 41 | 0 | 3 | 29 | 9 | 0 | 0 | 2.15 | |
F 2000 | 14 | 0 | 0 | 13 | 1 | 0 | 0 | 2.07 | |
F 1999 | 26 | 0 | 4 | 19 | 3 | 0 | 0 | 1.96 | |
S 1999 | 42 | 0 | 6 | 21 | 14 | 1 | 0 | 2.24 | |
F 1998 | 21 | 0 | 3 | 16 | 2 | 0 | 0 | 1.95 | |
S 1998 | 21 | 0 | 6 | 11 | 3 | 0 | 1 | 2.00 |
I remember someone telling me that students should expect to spend about three hours preparing for a class for each hour they spend in class. For a three credit class this should mean about 10 hours per week of study time. That's probably a bit much for this course, but I'd still like to see a bit more studying going on.
4. How often did you make comments in class?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 1 | 3 | 9 | 6 | 13 | 4.00 | |
F 2013 | 5 | 0 | 0 | 3 | 1 | 1 | 0 | 2.60 | |
S 2013 | 28 | 0 | 1 | 4 | 6 | 8 | 9 | 3.71 | |
S 2011 | 32 | 0 | 3 | 2 | 3 | 12 | 12 | 3.88 | |
F 2009 | 30 | 0 | 3 | 6 | 7 | 7 | 7 | 3.30 | |
S 2009 | 49 | 0 | 0 | 2 | 10 | 14 | 23 | 4.18 | |
F 2007 | 27 | 0 | 1 | 3 | 6 | 11 | 6 | 3.67 | |
S 2005 | 36 | 1 | 0 | 2 | 4 | 10 | 19 | 4.31 | |
SM 2004 | 16 | 1 | 3 | 3 | 3 | 3 | 3 | 3.00 | |
F 2003 | 22 | 0 | 2 | 4 | 4 | 9 | 3 | 3.32 | |
S 2003 | 45 | 0 | 3 | 6 | 6 | 17 | 13 | 3.69 | |
F 2002 | 14 | 0 | 1 | 4 | 5 | 3 | 1 | 2.93 | |
S 2002 | 58 | 0 | 4 | 7 | 11 | 12 | 24 | 3.78 | |
F 2001 | 17 | 0 | 3 | 2 | 3 | 5 | 4 | 3.60 | |
S 2001 | 41 | 0 | 0 | 7 | 7 | 14 | 13 | 3.80 | |
F 2000 | 14 | 0 | 1 | 1 | 3 | 6 | 3 | 3.64 | |
F 1999 | 26 | 0 | 1 | 2 | 5 | 9 | 9 | 3.88 | |
S 1999 | 42 | 0 | 3 | 4 | 7 | 12 | 16 | 3.81 | |
F 1998 | 21 | 0 | 2 | 3 | 3 | 8 | 5 | 3.52 | |
S 1998 | 21 | 0 | 4 | 2 | 3 | 10 | 2 | 3.19 |
I run this class mostly on a lecture format, so the scores are a bit higher than I would prefer. Plus, larger sections in the spring semesters don't allow for all that many people to contribute on a regular basis. Even so, I think the students are underestimating their participation a bit.
5. How often did you speak with (or email) the instructor about your coursework or other problems with the course?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 5 is "better") |
S 2015 | 32 | 0 | 13 | 13 | 3 | 2 | 1 | 1.91 | |
F 2013 | 5 | 0 | 1 | 3 | 1 | 0 | 0 | 2.00 | |
S 2013 | 28 | 0 | 10 | 11 | 3 | 2 | 2 | 2.11 | |
S 2011 | 32 | 0 | 17 | 14 | 1 | 0 | 0 | 1.50 | |
F 2009 | 30 | 0 | 10 | 12 | 6 | 1 | 1 | 2.03 | |
S 2009 | 49 | 0 | 21 | 19 | 6 | 1 | 2 | 1.86 | |
F 2007 | 27 | 0 | 6 | 14 | 6 | 1 | 0 | 2.07 | |
S 2005 | 36 | 0 | 18 | 13 | 3 | 2 | 0 | 1.69 | |
SM 2004 | 16 | 1 | 7 | 8 | 0 | 0 | 0 | 1.33 | 3-week session |
F 2003 | 22 | 0 | 8 | 9 | 5 | 0 | 0 | 1.86 | |
S 2003 | 45 | 0 | 12 | 27 | 4 | 0 | 2 | 1.96 | |
F 2002 | 14 | 0 | 7 | 4 | 2 | 1 | 0 | 1.79 | |
S 2002 | 58 | 0 | 27 | 24 | 6 | 1 | 0 | 1.67 | |
F 2001 | 17 | 0 | 3 | 11 | 3 | 0 | 0 | 2.00 | |
S 2001 | 41 | 0 | 18 | 20 | 2 | 1 | 0 | 1.66 | |
F 2000 | 14 | 0 | 2 | 10 | 1 | 0 | 1 | 2.14 | |
F 1999 | 26 | 0 | 8 | 13 | 1 | 3 | 1 | 2.08 | |
S 1999 | 42 | 0 | 20 | 16 | 4 | 0 | 2 | 1.76 | |
F 1998 | 21 | 0 | 8 | 10 | 3 | 0 | 0 | 1.76 | |
S 1998 | 21 | 0 | 10 | 8 | 1 | 1 | 1 | 1.81 |
I say that closer to "5" is better, but it's probably more like "3." If a lot of students were coming to me with problems more than 7 times during the semester it might indicate a fundamental problem with the course. On the other hand, if a lot of students never speak with me it might mean several things. On the negative side it might mean that the students find me unapproachable. Although that is undoubtedly true of a few students each semester, on the whole it does not seem to be a problem. On the positive side, it might mean that everything about the course is sufficiently clear that the students don't need to speak with me. Again, this is probably true of several students each semester. (My own experience as an undergrad was that I never spoke with the instructor in a fair number of classes, particularly the larger ones.)
6. If you spoke with the instructor, how well did he answer your questions or comments?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 17 | 5 | 0 | 3 | 1 | 1.69 | |
F 2013 | 5 | 0 | 3 | 1 | 1 | 0 | 0 | 1.60 | |
S 2013 | 28 | 6 | 16 | 3 | 3 | 0 | 0 | 1.41 | |
S 2011 | 32 | 12 | 13 | 5 | 2 | 0 | 0 | 1.45 | |
F 2009 | 30 | 7 | 10 | 8 | 3 | 1 | 1 | 1.91 | |
S 2009 | 49 | 13 | 21 | 8 | 5 | 1 | 1 | 1.69 | |
F 2007 | 27 | 5 | 12 | 4 | 4 | 2 | 0 | 1.82 | |
S 2005 | 36 | 10 | 15 | 6 | 3 | 1 | 1 | 1.73 | |
SM 2004 | 16 | 2 | 7 | 3 | 3 | 1 | 0 | 1.86 | |
F 2003 | 22 | 3 | 9 | 3 | 5 | 2 | 0 | 2.00 | |
S 2003 | 45 | 9 | 16 | 10 | 7 | 2 | 1 | 1.94 | |
F 2002 | 14 | 4 | 3 | 3 | 3 | 0 | 1 | 2.30 | |
S 2002 | 58 | 21 | 24 | 9 | 0 | 2 | 2 | 1.62 | |
F 2001 | 17 | 2 | 1 | 6 | 4 | 3 | 1 | 2.63 | |
S 2001 | 41 | 14 | 14 | 6 | 7 | 0 | 0 | 1.74 | |
F 2000 | 14 | 2 | 7 | 3 | 2 | 0 | 0 | 1.58 | |
F 1999 | 26 | 7 | 9 | 6 | 2 | 1 | 1 | 1.89 | |
S 1999 | 42 | 7 | 15 | 10 | 6 | 3 | 1 | 2.00 | |
F 1998 | 21 | 3 | 13 | 2 | 3 | 0 | 0 | 1.44 | |
S 1998 | 21 | 5 | 12 | 4 | 0 | 0 | 0 | 1.25 |
One problem in responding to student questions and concerns is that if you don't give the answer the student wants to hear it may be considered a "poor" response when it's actually very fair under the circumstances. An interesting point regarding the results for this and the previous question is that there are usually several students who say they never spoke with me, but still answer this question.
7. How prepared was the instructor for class?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 5 is "better") |
S 2015 | 32 | 0 | 1 | 0 | 1 | 7 | 23 | 4.59 | |
F 2013 | 5 | 0 | 0 | 0 | 0 | 4 | 1 | 4.20 | |
S 2013 | 28 | 0 | 0 | 2 | 0 | 5 | 21 | 4.61 | |
S 2011 | 32 | 0 | 0 | 1 | 0 | 7 | 24 | 4.69 | |
F 2009 | 30 | 0 | 0 | 0 | 1 | 8 | 21 | 4.67 | |
S 2009 | 49 | 0 | 0 | 3 | 1 | 10 | 35 | 4.57 | |
F 2007 | 27 | 0 | 0 | 1 | 3 | 6 | 17 | 4.44 | |
S 2005 | 36 | 0 | 0 | 0 | 2 | 10 | 24 | 4.61 | |
SM 2004 | 16 | 1 | 0 | 0 | 1 | 4 | 10 | 4.60 | |
F 2003 | 22 | 0 | 0 | 1 | 1 | 6 | 14 | 4.50 | |
S 2003 | 45 | 0 | 0 | 0 | 0 | 8 | 37 | 4.82 | |
F 2002 | 14 | 0 | 0 | 0 | 0 | 5 | 9 | 4.64 | |
S 2002 | 58 | 0 | 1 | 0 | 1 | 9 | 47 | 4.74 | |
F 2001 | 17 | 0 | 0 | 2 | 0 | 7 | 8 | 4.43 | |
S 2001 | 41 | 0 | 0 | 2 | 2 | 12 | 25 | 4.46 | |
F 2000 | 14 | 0 | 0 | 0 | 1 | 4 | 9 | 4.57 | |
F 1999 | 26 | 0 | 0 | 2 | 2 | 6 | 16 | 4.38 | |
S 1999 | 42 | 0 | 0 | 1 | 0 | 15 | 25 | 4.56 | |
F 1998 | 21 | 0 | 0 | 0 | 0 | 1 | 20 | 4.95 | |
S 1998 | 21 | 0 | 1 | 0 | 1 | 5 | 14 | 4.48 |
I hate to be unprepared for class, so the high scores here are not surprising. One occasional problem concerns use of the computer and other equipment in the classroom. If I think of something just before class I may not have time to prepare a backup way to present the material if the computer or equipment isn't working.
8. How well did the instructor answer questions in class?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 5 is "better") |
S 2015 | 32 | 0 | 2 | 2 | 3 | 7 | 18 | 4.16 | |
F 2013 | 5 | 0 | 0 | 0 | 0 | 3 | 2 | 4.40 | |
S 2013 | 28 | 0 | 0 | 2 | 2 | 6 | 18 | 4.43 | |
S 2011 | 32 | 0 | 1 | 0 | 1 | 10 | 20 | 4.50 | |
F 2009 | 30 | 0 | 1 | 0 | 2 | 8 | 19 | 4.47 | |
S 2009 | 49 | 0 | 1 | 1 | 5 | 12 | 30 | 4.41 | |
F 2007 | 27 | 0 | 0 | 1 | 3 | 11 | 12 | 4.26 | |
S 2005 | 36 | 0 | 0 | 1 | 0 | 13 | 22 | 4.56 | |
SM 2004 | 16 | 1 | 0 | 1 | 2 | 4 | 8 | 4.27 | |
F 2003 | 22 | 0 | 0 | 0 | 3 | 5 | 14 | 4.50 | |
S 2003 | 45 | 0 | 0 | 0 | 3 | 12 | 30 | 4.60 | |
F 2002 | 14 | 0 | 0 | 0 | 0 | 7 | 7 | 4.50 | |
S 2002 | 58 | 0 | 2 | 1 | 5 | 10 | 40 | 4.47 | |
F 2001 | 17 | 0 | 0 | 0 | 1 | 10 | 6 | 4.25 | |
S 2001 | 41 | 0 | 0 | 0 | 6 | 9 | 26 | 4.49 | |
F 2000 | 14 | 0 | 0 | 0 | 2 | 3 | 9 | 4.50 | |
F 1999 | 26 | 1 | 0 | 1 | 1 | 11 | 12 | 4.36 | |
S 1999 | 42 | 0 | 0 | 2 | 3 | 11 | 26 | 4.45 | |
F 1998 | 21 | 0 | 1 | 0 | 0 | 4 | 16 | 4.62 | |
S 1998 | 21 | 0 | 0 | 1 | 1 | 3 | 16 | 4.62 |
These scores are usually a bit higher than for 30:116. I suspect that the reason is that the material for this course is more straight forward. It's relatively easy to list the elements of a particular crime, but it may be more difficult to understand why a justice voted a particular way in a complex case.
9. Did the instructor encourage class participation?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 4 | 8 | 12 | 5 | 3 | 2.84 | |
F 2013 | 5 | 0 | 2 | 0 | 3 | 0 | 0 | 2.20 | |
S 2013 | 28 | 0 | 13 | 9 | 3 | 2 | 1 | 1.89 | |
S 2011 | 32 | 1 | 9 | 13 | 8 | 1 | 0 | 2.03 | |
F 2009 | 30 | 0 | 10 | 12 | 5 | 3 | 0 | 2.03 | |
S 2009 | 49 | 0 | 9 | 11 | 19 | 10 | 0 | 2.61 | |
F 2007 | 27 | 0 | 4 | 7 | 10 | 4 | 2 | 2.74 | |
S 2005 | 36 | 0 | 8 | 9 | 18 | 1 | 0 | 2.33 | |
SM 2004 | 16 | 1 | 2 | 2 | 10 | 1 | 0 | 2.67 | |
F 2003 | 22 | 0 | 1 | 6 | 9 | 6 | 0 | 2.91 | |
S 2003 | 45 | 1 | 14 | 12 | 14 | 4 | 0 | 2.18 | |
F 2002 | 14 | 0 | 3 | 1 | 8 | 2 | 0 | 2.64 | |
S 2002 | 58 | 0 | 31 | 17 | 8 | 0 | 2 | 1.71 | |
F 2001 | 17 | 0 | 1 | 4 | 9 | 2 | 1 | 2.89 | |
S 2001 | 41 | 0 | 10 | 19 | 9 | 3 | 0 | 2.12 | |
F 2000 | 14 | 0 | 0 | 4 | 7 | 3 | 0 | 2.93 | |
F 1999 | 26 | 1 | 2 | 9 | 9 | 4 | 1 | 2.72 | |
S 1999 | 42 | 0 | 14 | 13 | 9 | 5 | 1 | 2.19 | |
F 1998 | 21 | 0 | 4 | 8 | 8 | 1 | 0 | 2.29 | |
S 1998 | 21 | 0 | 10 | 6 | 3 | 2 | 0 | 1.86 |
Given that this course is mostly lecture, that this score is usually between 2 and 3 is no surprise. Even so, I always call on people when they have questions or comments, which makes me wonder about those who said "not much" or "never." The written comments usually include one or more students who want this course to involve more discussion, but I've found that they are often unwilling to participate when I open the class up for general discussion of some topic. I'm not sure what caused the big jump in the Fall 2003 number. They seemed about as willing as other classes to participate and the format didn't change any.
10. How interested were you in learning the course material?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 5 is "better") |
S 2015 | 32 | 0 | 2 | 3 | 1 | 10 | 16 | 4.09 | |
F 2013 | 5 | 0 | 0 | 0 | 0 | 2 | 3 | 4.40 | |
S 2013 | 28 | 0 | 0 | 2 | 2 | 8 | 16 | 4.36 | |
S 2011 | 32 | 0 | 2 | 1 | 1 | 11 | 17 | 4.25 | |
F 2009 | 30 | 0 | 0 | 3 | 2 | 10 | 15 | 4.23 | |
S 2009 | 49 | 0 | 0 | 4 | 8 | 11 | 26 | 4.20 | |
F 2007 | 27 | 0 | 0 | 0 | 1 | 11 | 15 | 4.52 | |
S 2005 | 36 | 0 | 0 | 2 | 2 | 14 | 18 | 4.33 | |
SM 2004 | 16 | 1 | 0 | 1 | 0 | 6 | 8 | 4.40 | |
F 2003 | 22 | 0 | 0 | 3 | 2 | 8 | 9 | 4.05 | |
S 2003 | 45 | 0 | 1 | 0 | 3 | 16 | 25 | 4.42 | |
F 2002 | 14 | 0 | 0 | 0 | 1 | 5 | 8 | 4.50 | |
S 2002 | 58 | 0 | 0 | 2 | 4 | 15 | 37 | 4.50 | |
F 2001 | 17 | 0 | 0 | 2 | 0 | 6 | 9 | 4.56 | |
S 2001 | 41 | 0 | 0 | 3 | 3 | 11 | 24 | 4.37 | |
F 2000 | 14 | 0 | 0 | 0 | 1 | 6 | 7 | 4.43 | |
F 1999 | 26 | 0 | 0 | 1 | 5 | 13 | 7 | 4.00 | |
S 1999 | 42 | 0 | 2 | 1 | 3 | 9 | 27 | 4.38 | |
F 1998 | 21 | 0 | 0 | 1 | 4 | 10 | 6 | 4.00 | |
S 1998 | 21 | 0 | 0 | 0 | 0 | 7 | 14 | 4.67 |
About 95% of the students who take this class in the regular session (i.e., not S&E) are either planning on or thinking about attending law school. As such they certainly ought to be interested in the material. I'm more likely to get students in 30:158 who are just taking it for scheduling reasons, particularly in the S&E sections. If they just aren't as interested then they won't work as hard. Still, over the last few semesters there isn't much difference between the small S&E sections and the larger "regular" sections in the spring. Even so, I'm surprised at the big drop in the Fall 2003 number, even for an S&E class, because this group seemed to be quite interested in the material.
11. How much did you learn in this course?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 20 | 7 | 4 | 1 | 0 | 1.56 | |
F 2013 | 5 | 0 | 3 | 2 | 0 | 0 | 0 | 1.40 | |
S 2013 | 28 | 0 | 19 | 5 | 3 | 1 | 0 | 1.50 | |
S 2011 | 32 | 0 | 19 | 9 | 4 | 0 | 0 | 1.53 | |
F 2009 | 30 | 0 | 14 | 13 | 3 | 0 | 0 | 1.63 | |
S 2009 | 49 | 0 | 21 | 22 | 6 | 0 | 0 | 1.69 | |
F 2007 | 27 | 0 | 13 | 10 | 4 | 0 | 0 | 1.67 | |
S 2005 | 36 | 0 | 23 | 10 | 3 | 0 | 0 | 1.44 | |
SM 2004 | 16 | 1 | 7 | 7 | 0 | 1 | 0 | 1.67 | |
F 2003 | 22 | 0 | 7 | 9 | 6 | 0 | 0 | 1.95 | |
S 2003 | 45 | 0 | 27 | 17 | 0 | 1 | 0 | 1.44 | |
F 2002 | 14 | 1 | 8 | 3 | 2 | 0 | 0 | 1.54 | |
S 2002 | 58 | 0 | 39 | 16 | 3 | 0 | 0 | 1.38 | |
F 2001 | 17 | 0 | 5 | 6 | 5 | 1 | 0 | 2.08 | |
S 2001 | 41 | 0 | 23 | 11 | 5 | 2 | 0 | 1.66 | |
F 2000 | 14 | 0 | 5 | 5 | 4 | 0 | 0 | 1.93 | |
F 1999 | 26 | 0 | 8 | 11 | 7 | 0 | 0 | 1.96 | |
S 1999 | 42 | 0 | 25 | 12 | 4 | 1 | 0 | 1.55 | |
F 1998 | 21 | 0 | 11 | 8 | 2 | 0 | 0 | 1.57 | |
S 1998 | 21 | 0 | 9 | 10 | 1 | 1 | 0 | 1.71 |
The numbers are pretty good here. I think the students do learn a lot in the course, but it's also important that they realize it. There also seems to be a bit of a difference between S&E and regular sections.
12. How many of the basic terms necessary for an understanding of the material did you learn?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 5 | 20 | 6 | 1 | 0 | 2.09 | |
F 2013 | 5 | 0 | 1 | 3 | 1 | 0 | 0 | 2.00 | |
S 2013 | 28 | 0 | 9 | 14 | 4 | 1 | 0 | 1.89 | |
S 2011 | 32 | 0 | 11 | 16 | 5 | 0 | 0 | 1.81 | |
F 2009 | 30 | 0 | 13 | 15 | 2 | 0 | 0 | 1.63 | |
S 2009 | 49 | 0 | 17 | 28 | 4 | 0 | 0 | 1.73 | |
F 2007 | 27 | 0 | 6 | 17 | 3 | 1 | 0 | 1.96 | |
S 2005 | 36 | 0 | 11 | 20 | 5 | 0 | 0 | 1.83 | |
SM 2004 | 16 | 1 | 4 | 10 | 1 | 0 | 0 | 1.80 | |
F 2003 | 22 | 0 | 3 | 16 | 3 | 0 | 0 | 2.00 | |
S 2003 | 45 | 0 | 13 | 24 | 6 | 2 | 0 | 1.93 | |
F 2002 | 14 | 0 | 2 | 12 | 0 | 0 | 0 | 1.86 | |
S 2002 | 58 | 0 | 16 | 39 | 3 | 0 | 0 | 1.78 | |
F 2001 | 17 | 0 | 6 | 8 | 3 | 0 | 0 | 1.81 | |
S 2001 | 41 | 0 | 15 | 21 | 3 | 2 | 0 | 1.80 | |
F 2000 | 14 | 0 | 3 | 9 | 2 | 0 | 0 | 1.93 | |
F 1999 | 26 | 0 | 4 | 15 | 6 | 1 | 0 | 2.15 | |
S 1999 | 42 | 0 | 13 | 21 | 6 | 2 | 0 | 1.93 | |
F 1998 | 21 | 0 | 4 | 13 | 2 | 2 | 0 | 2.10 | |
S 1998 | 21 | 0 | 7 | 10 | 3 | 1 | 0 | 1.90 |
This is really a check to see how motivated the students have been. One necessarily comes across a lot of legal terms in reading the text and cases and I stress that it's important to look up these terms in the law dictionary rather than just trying to figure them out from the context. Again, there seems to be a bit of a difference between the S&E and regular sections.
13. Were you challenged by this course?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 12 | 14 | 6 | 0 | 0 | 1.81 | |
F 2013 | 5 | 0 | 3 | 1 | 1 | 0 | 0 | 1.60 | |
S 2013 | 28 | 0 | 12 | 7 | 8 | 0 | 1 | 1.96 | |
S 2011 | 32 | 0 | 14 | 11 | 4 | 2 | 1 | 1.91 | |
F 2009 | 30 | 0 | 4 | 19 | 7 | 0 | 0 | 2.10 | |
S 2009 | 49 | 0 | 10 | 19 | 19 | 1 | 0 | 2.22 | |
F 2007 | 27 | 0 | 10 | 13 | 4 | 0 | 0 | 1.78 | |
S 2005 | 36 | 0 | 11 | 13 | 11 | 1 | 0 | 2.06 | |
SM 2004 | 16 | 1 | 3 | 6 | 4 | 1 | 1 | 2.40 | |
F 2003 | 22 | 0 | 2 | 11 | 5 | 4 | 0 | 2.50 | |
S 2003 | 45 | 0 | 12 | 24 | 6 | 3 | 0 | 2.00 | |
F 2002 | 14 | 0 | 4 | 6 | 4 | 0 | 0 | 2.00 | |
S 2002 | 58 | 0 | 16 | 22 | 16 | 4 | 0 | 2.14 | |
F 2001 | 17 | 0 | 4 | 5 | 7 | 1 | 0 | 2.40 | |
S 2001 | 41 | 0 | 13 | 16 | 12 | 0 | 0 | 1.98 | |
F 2000 | 14 | 0 | 5 | 5 | 4 | 0 | 0 | 1.93 | |
F 1999 | 26 | 0 | 5 | 10 | 10 | 1 | 0 | 2.27 | |
S 1999 | 42 | 0 | 7 | 19 | 14 | 2 | 0 | 2.26 | |
F 1998 | 21 | 0 | 10 | 8 | 3 | 0 | 0 | 1.67 | |
S 1998 | 21 | 0 | 4 | 9 | 6 | 1 | 1 | 2.33 |
The mean here is higher than for 30:116, which is no surprise as I consider this course to be pitched at a slightly lower level (sophomore-junior as opposed to junior-senior).
14. How do you feel about the amount of material covered in this course?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 3 is "better") |
S 2015 | 32 | 2 | 3 | 13 | 14 | 0 | 0 | 2.37 | |
F 2013 | 5 | 0 | 0 | 3 | 2 | 0 | 0 | 2.40 | |
S 2013 | 28 | 0 | 5 | 8 | 15 | 0 | 0 | 2.36 | |
S 2011 | 32 | 0 | 2 | 10 | 19 | 1 | 0 | 2.59 | |
F 2009 | 30 | 1 | 4 | 7 | 18 | 0 | 0 | 2.48 | |
S 2009 | 49 | 1 | 2 | 19 | 26 | 1 | 0 | 2.54 | |
F 2007 | 27 | 0 | 4 | 10 | 13 | 0 | 0 | 2.33 | |
S 2005 | 36 | 0 | 2 | 14 | 20 | 0 | 0 | 2.50 | |
SM 2004 | 16 | 1 | 2 | 5 | 8 | 0 | 0 | 2.40 | |
F 2003 | 22 | 0 | 2 | 7 | 13 | 0 | 0 | 2.50 | |
S 2003 | 45 | 0 | 5 | 17 | 22 | 1 | 0 | 2.42 | |
F 2002 | 14 | 0 | 0 | 4 | 10 | 0 | 0 | 2.71 | |
S 2002 | 58 | 0 | 5 | 25 | 28 | 0 | 0 | 2.40 | |
F 2001 | 17 | 0 | 1 | 6 | 10 | 0 | 0 | 2.65 | |
S 2001 | 41 | 0 | 3 | 15 | 23 | 0 | 0 | 2.49 | |
F 2000 | 14 | 0 | 1 | 5 | 8 | 0 | 0 | 2.50 | |
F 1999 | 26 | 0 | 2 | 10 | 14 | 0 | 0 | 2.46 | |
S 1999 | 42 | 0 | 4 | 10 | 27 | 1 | 0 | 2.60 | |
F 1998 | 21 | 0 | 3 | 8 | 10 | 0 | 0 | 2.33 | |
S 1998 | 21 | 0 | 3 | 8 | 9 | 1 | 0 | 2.38 |
This question is structured so that the middle score is "best." I say closer to 3 is "better," but my preference would be about 2.5.
15. Did the instructor present the material fairly and not give too much emphasis to one point of view or the other?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 14 | 15 | 1 | 1 | 1 | 1.75 | |
F 2013 | 5 | 0 | 2 | 3 | 0 | 0 | 0 | 1.60 | |
S 2013 | 28 | 0 | 11 | 11 | 4 | 2 | 0 | 1.89 | |
S 2011 | 32 | 0 | 18 | 11 | 2 | 1 | 0 | 1.56 | |
F 2009 | 30 | 0 | 14 | 14 | 2 | 0 | 0 | 1.60 | |
S 2009 | 49 | 0 | 23 | 13 | 8 | 3 | 2 | 1.94 | |
F 2007 | 27 | 0 | 12 | 8 | 6 | 0 | 1 | 1.89 | |
S 2005 | 36 | 0 | 19 | 13 | 3 | 1 | 0 | 1.61 | |
SM 2004 | 16 | 1 | 5 | 8 | 2 | 0 | 0 | 1.80 | |
F 2003 | 22 | 0 | 7 | 10 | 4 | 1 | 0 | 1.95 | |
S 2003 | 45 | 0 | 15 | 22 | 3 | 4 | 1 | 1.98 | |
F 2002 | 14 | 0 | 7 | 4 | 2 | 0 | 1 | 1.86 | |
S 2002 | 58 | 0 | 27 | 21 | 8 | 2 | 0 | 1.74 | |
F 2001 | 17 | 0 | 2 | 14 | 1 | 0 | 0 | 1.96 | |
S 2001 | 41 | 0 | 13 | 21 | 6 | 0 | 1 | 1.90 | |
F 2000 | 14 | 0 | 5 | 5 | 4 | 0 | 0 | 1.93 | |
F 1999 | 26 | 0 | 9 | 12 | 3 | 2 | 0 | 1.92 | |
S 1999 | 42 | 0 | 12 | 27 | 0 | 3 | 0 | 1.86 | |
F 1998 | 21 | 0 | 6 | 7 | 7 | 1 | 0 | 2.14 | |
S 1998 | 21 | 0 | 5 | 14 | 2 | 0 | 0 | 1.86 |
Now that I have tenure I tell students my political inclinations in the first or second class period. The material for this course, unlike 30:116, tends to be less political, but I've based the paper assignment many semesters on either the Clinton or Condit scandals. That may have caused some to think the approach was unfair even though I told them to ignore the political aspects of the scandals. There was nothing in the written comments to explain the one "very unfair" response for Fall 2007, nor the two for S 2009.
16. How well did the first test cover the topics to be tested?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 10 | 7 | 10 | 3 | 2 | 2.38 | |
F 2013 | 5 | 0 | 1 | 3 | 0 | 1 | 0 | 2.20 | |
S 2013 | 28 | 0 | 11 | 8 | 6 | 2 | 1 | 2.07 | |
S 2011 | 32 | 0 | 11 | 12 | 4 | 5 | 0 | 2.09 | |
F 2009 | 30 | 0 | 12 | 11 | 6 | 1 | 0 | 1.87 | |
S 2009 | 49 | 0 | 18 | 14 | 9 | 7 | 1 | 2.16 | |
F 2007 | 27 | 0 | 7 | 9 | 6 | 5 | 0 | 2.33 | |
S 2005 | 36 | 0 | 9 | 17 | 8 | 1 | 1 | 2.11 | |
SM 2004 | 16 | 1 | 5 | 7 | 3 | 0 | 0 | 1.87 | |
F 2003 | 22 | 0 | 6 | 8 | 7 | 1 | 0 | 2.14 | |
S 2003 | 45 | 0 | 17 | 17 | 10 | 0 | 1 | 1.91 | |
F 2002 | 14 | 0 | 4 | 7 | 1 | 1 | 1 | 2.14 | |
S 2002 | 58 | 0 | 22 | 24 | 10 | 2 | 0 | 1.86 | |
F 2001 | 17 | 0 | 1 | 10 | 3 | 2 | 1 | 2.25 | |
S 2001 | 41 | 0 | 15 | 15 | 8 | 3 | 0 | 1.98 | |
F 2000 | 14 | 0 | 3 | 5 | 5 | 1 | 0 | 2.29 | |
F 1999 | 26 | 0 | 6 | 11 | 6 | 3 | 0 | 2.23 | |
S 1999 | 42 | 0 | 24 | 9 | 7 | 2 | 0 | 1.69 | |
F 1998 | 21 | 1 | 7 | 8 | 3 | 2 | 0 | 2.00 | |
S 1998 | 21 | 0 | 9 | 11 | 0 | 1 | 0 | 1.67 |
Despite the wording of this question, responses are more likely to be a measure of how the students did on the test. A test that's too easy isn't measuring the depth of the students' knowledge, so I suppose the scores ought to be closer to 2 than to 1.
17. Did the paper assignment aid in your understanding or ability to analyze concepts presented in the course?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 13 | 15 | 2 | 1 | 1 | 1.81 | |
F 2013 | 5 | 0 | 2 | 2 | 1 | 0 | 0 | 1.80 | |
S 2013 | 28 | 0 | 12 | 10 | 5 | 1 | 0 | 1.82 | |
S 2011 | 32 | 0 | 13 | 9 | 5 | 1 | 4 | 2.19 | |
F 2009 | 30 | 0 | 9 | 10 | 7 | 4 | 0 | 2.20 | |
S 2009 | 49 | 0 | 16 | 13 | 16 | 3 | 1 | 2.18 | |
F 2007 | 27 | 0 | 8 | 12 | 5 | 2 | 0 | 2.04 | |
S 2005 | 36 | 0 | 9 | 10 | 8 | 7 | 2 | 2.53 | |
SM 2004 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | no paper this session |
F 2003 | 22 | 0 | 6 | 7 | 4 | 4 | 1 | 2.41 | |
S 2003 | 45 | 0 | 15 | 16 | 10 | 2 | 2 | 2.11 | |
F 2002 | 14 | 0 | 3 | 8 | 2 | 1 | 0 | 2.07 | |
S 2002 | 58 | 0 | 14 | 21 | 15 | 7 | 1 | 2.31 | |
F 2001 | 17 | 0 | 3 | 6 | 6 | 0 | 2 | 2.42 | |
S 2001 | 41 | 0 | 13 | 13 | 8 | 6 | 1 | 2.24 | |
F 2000 | 14 | 0 | 3 | 2 | 6 | 2 | 1 | 2.71 | |
F 1999 | 26 | 0 | 6 | 6 | 11 | 3 | 0 | 2.42 | |
S 1999 | 42 | 0 | 6 | 13 | 14 | 4 | 5 | 2.74 | |
F 1998 | 21 | 1 | 3 | 5 | 8 | 4 | 0 | 2.65 | |
S 1998 | 21 | 0 | 2 | 7 | 6 | 4 | 2 | 2.86 |
For the paper assignment I present a fact situation and ask them to analyze it in relation to the offenses we've covered in class. Semesters before 2000, and again in F 2003, I used either the Clinton or Condit scandals as the basis for the fact statement. Although I tell the students to not let the political aspects of the real-life situations influence their analysis, some just can't help it. I suspect this influences their opinion of the value of the assignment, particularly when I've used the Clinton scandal.
18. Did the class discussions help you to understand the course concepts and material?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 11 | 9 | 8 | 3 | 1 | 2.19 | |
F 2013 | 5 | 0 | 2 | 3 | 0 | 0 | 0 | 1.60 | |
S 2013 | 28 | 0 | 15 | 3 | 7 | 1 | 2 | 2.00 | |
S 2011 | 32 | 0 | 9 | 12 | 6 | 5 | 0 | 2.22 | |
F 2009 | 30 | 0 | 10 | 12 | 5 | 3 | 0 | 2.03 | |
S 2009 | 49 | 1 | 13 | 12 | 16 | 4 | 3 | 2.42 | |
F 2007 | 27 | 0 | 5 | 5 | 9 | 7 | 1 | 2.78 | |
S 2005 | 36 | 0 | 13 | 11 | 8 | 2 | 2 | 2.14 | |
SM 2004 | 16 | 2 | 4 | 5 | 4 | 1 | 0 | 2.14 | |
F 2003 | 22 | 0 | 6 | 6 | 5 | 4 | 1 | 2.45 | |
S 2003 | 45 | 0 | 10 | 20 | 9 | 6 | 0 | 2.24 | |
F 2002 | 14 | 0 | 4 | 5 | 4 | 1 | 0 | 2.14 | |
S 2002 | 58 | 0 | 23 | 13 | 17 | 3 | 2 | 2.10 | |
F 2001 | 17 | 0 | 4 | 6 | 5 | 2 | 0 | 2.25 | |
S 2001 | 41 | 0 | 16 | 15 | 6 | 3 | 1 | 1.98 | |
F 2000 | 14 | 0 | 2 | 6 | 4 | 2 | 0 | 2.43 | |
F 1999 | 26 | 1 | 4 | 10 | 7 | 4 | 0 | 2.44 | |
S 1999 | 42 | 0 | 14 | 18 | 9 | 1 | 0 | 1.93 | |
F 1998 | 21 | 1 | 8 | 10 | 2 | 0 | 0 | 1.70 | |
S 1998 | 21 | 0 | 9 | 7 | 3 | 2 | 0 | 1.90 |
Given the general lecture format of the course, I'm pleased that the discussions were able to increase understanding of the material.
19. Did the study questions help you to understand the course concepts and material?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 5 is "better") |
S 2015 | 32 | 1 | 1 | 2 | 6 | 12 | 10 | 3.90 | |
F 2013 | 5 | 0 | 1 | 0 | 0 | 1 | 3 | 4.00 | |
S 2013 | 28 | 0 | 1 | 2 | 2 | 10 | 13 | 4.14 | |
S 2011 | 32 | 1 | 1 | 1 | 5 | 11 | 13 | 4.10 | |
F 2009 | 30 | 1 | 1 | 2 | 11 | 9 | 6 | 3.59 | |
S 2009 | 49 | 0 | 0 | 9 | 10 | 12 | 18 | 3.80 | |
F 2007 | 27 | 0 | 0 | 3 | 7 | 12 | 5 | 3.70 | |
S 2005 | 36 | 0 | 5 | 2 | 7 | 7 | 15 | 3.69 | |
SM 2004 | 16 | 1 | 0 | 3 | 5 | 4 | 3 | 3.47 | |
F 2003 | 22 | 0 | 0 | 6 | 3 | 5 | 8 | 3.68 | |
S 2003 | 45 | 0 | 1 | 5 | 5 | 11 | 23 | 4.11 | |
F 2002 | 14 | 0 | 0 | 2 | 2 | 3 | 7 | 4.07 | |
S 2002 | 58 | 1 | 3 | 6 | 8 | 17 | 23 | 3.89 | |
F 2001 | 17 | 0 | 1 | 2 | 6 | 5 | 3 | 3.42 | |
S 2001 | 41 | 0 | 2 | 3 | 12 | 9 | 15 | 3.78 | |
F 2000 | 14 | 0 | 0 | 2 | 6 | 3 | 3 | 3.50 | |
F 1999 | 26 | 0 | 2 | 7 | 8 | 9 | 0 | 2.92 | |
S 1999 | 42 | 0 | 3 | 3 | 14 | 10 | 12 | 3.60 | |
F 1998 | 21 | 1 | 1 | 2 | 5 | 6 | 6 | 3.70 | |
S 1998 | 21 | 1 | 0 | 1 | 6 | 5 | 8 | 4.00 |
I provide an extensive list of study questions for both this course. I suspect students were happier with the study questions for this course than for 30:116 because the material is more straight forward.
20. Do you think the concepts and information you learned in this course will be valuable to you in the future?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 20 | 5 | 6 | 1 | 0 | 1.63 | |
F 2013 | 5 | 0 | 3 | 1 | 1 | 0 | 0 | 1.60 | |
S 2013 | 28 | 0 | 18 | 6 | 4 | 0 | 0 | 1.50 | |
S 2011 | 32 | 0 | 21 | 8 | 1 | 2 | 0 | 1.50 | |
F 2009 | 30 | 0 | 15 | 11 | 4 | 0 | 0 | 1.63 | |
S 2009 | 49 | 0 | 30 | 14 | 2 | 3 | 0 | 1.55 | |
F 2007 | 27 | 0 | 17 | 8 | 2 | 0 | 0 | 1.44 | |
S 2005 | 36 | 0 | 25 | 5 | 6 | 0 | 0 | 1.47 | |
SM 2004 | 16 | 1 | 8 | 5 | 2 | 0 | 0 | 1.60 | |
F 2003 | 22 | 0 | 9 | 10 | 2 | 1 | 0 | 1.77 | |
S 2003 | 45 | 0 | 27 | 14 | 3 | 0 | 1 | 1.53 | |
F 2002 | 14 | 0 | 5 | 8 | 1 | 0 | 0 | 1.71 | |
S 2002 | 58 | 0 | 40 | 12 | 5 | 1 | 0 | 1.43 | |
F 2001 | 17 | 0 | 9 | 4 | 4 | 0 | 0 | 1.44 | |
S 2001 | 41 | 0 | 24 | 11 | 4 | 2 | 0 | 1.61 | |
F 2000 | 14 | 0 | 5 | 7 | 2 | 0 | 0 | 1.79 | |
F 1999 | 26 | 0 | 8 | 11 | 7 | 0 | 0 | 1.96 | |
S 1999 | 42 | 0 | 27 | 10 | 3 | 1 | 1 | 1.55 | |
F 1998 | 21 | 1 | 7 | 8 | 4 | 1 | 0 | 1.95 | |
S 1998 | 21 | 1 | 12 | 7 | 2 | 0 | 0 | 1.52 |
Once again, there seems to be a difference between the S&E and regular sections. Even so, I tell the students that the course will likely be even more important for those not planning on law school because it may be the only time they will learn about the cases in the course and learn how to analyze the arguments often made about such cases. It's good to see that most of the students realize this. Again, one has to wonder about the students who responded with 4 and 5. Even if they don't go to law school and never get in trouble with the law themselves, it's hard to imagine that what they (should) have learned in the course won't help them to understand news stories that appear almost every day.
21. On the whole, would you recommend this instructor to other students?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 0 | 16 | 2 | 5 | 5 | 4 | 2.34 | |
F 2013 | 5 | 0 | 2 | 3 | 0 | 0 | 0 | 1.60 | |
S 2013 | 28 | 0 | 12 | 6 | 2 | 6 | 2 | 2.29 | |
S 2011 | 32 | 0 | 14 | 9 | 5 | 4 | 0 | 1.97 | |
F 2009 | 30 | 0 | 10 | 6 | 10 | 4 | 0 | 2.27 | |
S 2009 | 49 | 0 | 20 | 13 | 9 | 6 | 1 | 2.08 | |
F 2007 | 27 | 0 | 9 | 4 | 5 | 6 | 3 | 2.63 | |
S 2005 | 36 | 0 | 18 | 7 | 5 | 5 | 1 | 2.00 | |
SM 2004 | 16 | 1 | 7 | 5 | 2 | 1 | 0 | 1.80 | |
F 2003 | 22 | 0 | 6 | 7 | 4 | 4 | 1 | 2.41 | |
S 2003 | 45 | 0 | 20 | 12 | 7 | 3 | 3 | 2.04 | |
F 2002 | 14 | 0 | 6 | 3 | 3 | 2 | 0 | 2.07 | |
S 2002 | 58 | 0 | 26 | 13 | 10 | 9 | 0 | 2.03 | |
F 2001 | 17 | 1 | 3 | 5 | 2 | 3 | 3 | 2.50 | |
S 2001 | 41 | 0 | 17 | 10 | 4 | 9 | 1 | 2.20 | |
F 2000 | 14 | 0 | 3 | 5 | 4 | 2 | 0 | 2.36 | |
F 1999 | 26 | 0 | 7 | 8 | 7 | 4 | 0 | 2.31 | |
S 1999 | 42 | 0 | 24 | 6 | 8 | 1 | 3 | 1.88 | |
F 1998 | 21 | 1 | 10 | 5 | 3 | 2 | 0 | 1.85 | |
S 1998 | 21 | 0 | 13 | 3 | 4 | 1 | 0 | 1.67 |
This is the BIG question. This question is the general overall evaluation of my course. This course isn't as difficult as 30:116, so the scores are a bit closer to 1, but it's still nice to see that such a large number like my approach. There are often a lot of 4s. In various past semesters I've had students tell me that they would recommend me and this class to others, but that they would emphasize that it's a fair amount of work, which is certainly true even if the material is relatively straightforward. I suppose this may mean that a 4 is not all that negative of a response.
22. Approximately what grade do you think you will receive in this course?
Semester |
N |
Omits | (1) | (2) | (3) | (4) | (5) | Mean | (closer to 1 is "better") |
S 2015 | 32 | 9 | 7 | 9 | 7 | 0 | 0 | 2.00 | |
F 2013 | 5 | 0 | 1 | 3 | 1 | 0 | 0 | 2.00 | |
S 2013 | 28 | 0 | 6 | 18 | 4 | 0 | 0 | 1.93 | |
S 2011 | 32 | 0 | 14 | 11 | 6 | 1 | 0 | 1.81 | |
F 2009 | 30 | 0 | 11 | 14 | 5 | 0 | 0 | 1.80 | |
S 2009 | 49 | 0 | 22 | 21 | 6 | 0 | 0 | 1.67 | |
F 2007 | 27 | 1 | 9 | 16 | 1 | 0 | 0 | 1.69 | |
S 2005 | 36 | 0 | 16 | 15 | 5 | 0 | 0 | 1.69 | |
SM 2004 | 16 | 2 | 5 | 8 | 1 | 0 | 0 | 1.71 | |
F 2003 | 22 | 0 | 8 | 10 | 4 | 0 | 0 | 1.82 | |
S 2003 | 45 | 1 | 23 | 17 | 4 | 0 | 0 | 1.57 | |
F 2002 | 14 | 0 | 3 | 9 | 2 | 0 | 0 | 1.93 | |
S 2002 | 58 | 1 | 27 | 21 | 9 | 0 | 0 | 1.68 | |
F 2001 | 17 | 1 | 7 | 6 | 2 | 1 | 0 | 1.67 | |
S 2001 | 41 | 0 | 18 | 18 | 5 | 0 | 0 | 1.68 | |
F 2000 | 14 | 0 | 4 | 5 | 5 | 0 | 0 | 2.07 | |
F 1999 | 26 | 2 | 7 | 12 | 4 | 1 | 0 | 1.96 | |
S 1999 | 42 | 0 | 25 | 10 | 7 | 0 | 0 | 1.57 | |
F 1998 | 21 | 1 | 5 | 8 | 7 | 0 | 0 | 2.10 | |
S 1998 | 21 | 0 | 1 | 5 | 3 | 0 | 0 | 1.52 |
I've often wondered whether a student's perception of how he or she is doing in a course affects the evaluation. I don't try to correlate the responses between this question and the previous one, but I do look at the general trend between the two. I generally think the students in 30:116 underestimate their performance. In this class I think they generally overestimate. It's interesting to note that only two people in nine semesters thought he or she was going to get less than a C. (Then again, the students who end up with lower grades probably don't show up for evaluations.) Also, this is another question where there appears to be a difference in the S&E and regular sections.
The number of omits for F 2014 is interesting. I have no way of knowing, of course, but I wonder if they were students who thought they were not doing well and didn't want to admit it.