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quiry.‘ It was decided that each department should be examined by students who are majoring in that department. Each of the questions asked in the survey reflects the con- cerns of students, and wherever possible, the qainions of the students are presented in their entirety, where space permits. ' 7 4. a)Are course evaluation — conducted in your dept? yes 43% sometimes 30% no 27% b) should they be mandatory? ‘ yes 93% no 7% c) Should they be conducted ‘ by thevregistrar‘ or by the professorZr‘Tifej’g; K’ " , Registrar 73%“pr‘ofX 20% students 7% ‘ ‘ ’
d) Should the results be made mom to future students? “
yes 87% no 13%
5. Are there aspects about your professors which irri- tate you? What are they? Professors are too long winded — they compete v
each other on basis of I material covered
— each tries to push his om subject too much.
-sone tend to talk about themselves too 'nuch . - some professors lack the ability to teach
- professors try to irritate students. - -lGn7- opinion of students
- lack of maturity, de- monstrated by cursing etc. -teaching beyond class time -their treatment of the sub- ject ' -attitude towards students -their level of corprehension -snoking in class '
- cracking knuckles I
-sone have nervous twitd'les whidu can be distracting. -sone talk too nuch and
do not give students an opportunity to speak and discuss
-some are too slow .
-lack of 'conmmication be tween professors and studen- 6: Within your department, do you feel that favouritism (personal and/or philosophic) Plays any role in the marks
suidaxts receive b. Is there discrimination by your profs. (sexual, social)
' Bio. yes
gigs. a) subtle b) subtle a) faVouritism runs ranpant, . particularly noticable when
job interviews are being held.
manomno
' m, a) questionable marking
bymeindividualincnlyoze
Relish. _ a) no, not deliberatly b) no
mm a) b) no
MESA-Q 6!) yes b) Yes P '10 a) no b) no
a & b) nothing v151ble 291, Sc. 1 .
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prejudice
a) only one prof.
a) unknowmbut don't think so a) sone students are type- cast and find it difficult to attain higher marks
b) some remarks by prof. in class show prejudice Soc.
a) yes; no r
b) not evident; yes
7. Are there any conflicts between the faculty in your department? If there is conflict, does it affect the quality of the . education the students. receive?
Conflict exists within
the following departments: _B_i2.- each tries to push his own subject.
Chem.- minimalconflict, but does not affect quality. gin.— between faculty and administration.
' English. uniformity is
rare and overshadowed by confusion.
Hare Ec.- conflict exists and it affects quality.
Mod. Ian .— conflict but
it does not affect quality. Misic- professors] develOp "cliques" which can conflict at times. ’
Physics — does not affect quality.
Pol. Sc. -nottoahigh degree, does not affect quality. _ 4
SEE.— yes, affects marks 1f you disagree'with a particular philosophy.
8. Hon would you compare the professors in your - Cbpartnent with those you have had in other depart— ments?
The following depart- ments have been rated above the university average by majors of that departmmt: Biology, Chetiistry, Econonics, Physics, Political Science.
The following departments have been rated equal to other departments; Business, Engineering, English, History, Math, Modern languages, Music, Philosophy, Sociology, Psychology.
The following majors
, rated their departments
below the average norm: ‘ Education, Home Econ0mics.
9. Are your professors competent? How many and to what degree?
]_Bi_g.- they are all competent within their own field, it is only when they. stray that
problems arise; yes, they
are all very conpetent. Bus.—The professor I take courses from are, but I
do not think that they all are; . Yes. ‘
Chem.— most are extrenely ccmpetent, l or 2 teaching ability leaves much to be desired;
Econ.- all six are éxgemely competent. Educ.- about half of them are competent.
Ehgin.‘ yes, average;
most know the material
but some cannot express themselves.
English.— yes, most are scholars in their field; most are, others are poor, showing only scattered signs of genuine concern and intelligence. ' Hist.- extrenely competent and professional; most are ccmpetent.
Hate Ec.- So so; no, not really, some are really slack, professors teaching subjects that are not in their field of expertise. Math.- I would say that PETE of the department
is oorrpetent while the other half should not be teaching because they just do not have the ability to teach.
Mod. Lang.- quiet competent; all four are very oonpetent.
Music. - I don't flairk Eey are brilliant but all
_ on With The Survey
are capable; sore are and sore aren't.
Phil.- yes, they are all competent and very serious in their fields; all professors are very carpetent in thier fields and as teachers.
Playsics, — most are carpetent, sore don't
Pol. Sci.- all are very competent, Inn-ever, sate motivational problem; do exist; yes for the most part, sane are not as dedicated to furthering the students education as others are.
Psyc.— three of them are; most, a couple are not; very competent.
Soc. - all are corpetent, some are nore helpful than others; all carpetent in both their fields and as teachers; unfortunately the department is hurt because of their inability to communicate with each other, 4 against 4.
10. Do you feel that your courses encourage you to think, critically even, or are they just designed in an attempt to cram as much knowledge as possible into.your cranium?
Bio.— EVen Bio 102 introduces the student
to a totally different look at the world around, no course crams knowledge into your head, you learn what you want to and the rest gets shafted; both, though probably a little more on the knowledge
into the cranium side. Bus. cram.
Efiém. students are not in a position to critically challenge facts presented until they are in graduate school.
Ec.- our economic indoctrination is a constant battle to critically evaluate accepted doctrine.
Educ.- some courses are full of it, a few of them encourage critical thinking. Engin.— you are encourage to think, there is no reason to be critical, Host courses but not all are designed to cram knowledge.
English - encouraged to think, however, sane have been cram courses; most courses offer the opportunity for real thought, but what doesn't.
Hist.- critical thought
15 a necessary component of hiStory; most are knowledge cranners.
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