Student comments from EPID600 Spring 2008

(in order by date submitted - click here for random order)

(About student comments)

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1: “I believe everyone tries but some people know more about certain cases than others. I also believe that it is not always possible to make it to every class and that as long as attendance is regular you should not be docked points if a class/lab period is missed.”
(1st peer evaluation, Classroom course, 2008/02/12)
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2: “I'm afraid I don't really know about a third of these people, so have just had to make up most of the above. I don't even know if they attend class or not. I am not sure if this is helpful to you or not.”
(1st peer evaluation, Classroom course, 2008/02/17)
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3: “Dear Vic. I truly do enjoy your class and epidemiology in general, and I am very sorry that I sometimes fall asleep in your class. It is not because I am bored, it is just because I have an early day on Tuesday, and then this class is at 3:30 with a lab afterwards...sometimes my body is just ready for a nap and there is nothing I can do about it. I'll try to buy coffee beforehand from now on.”
(1st peer evaluation, Classroom course, 2008/02/15)
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4: “Groups are way too big, and it is rather unfair for those of us who work through all the questions on a case study and submit them early to be penalized when other group members do not submit or realize answers are missing -- it is very disheartening and makes some of us not want to do the work anymore.”
(1st peer evaluation, Classroom course, 2008/02/15)
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5: “I wish our group were more involved in Blackboard discussions as sometimes they are the deciding factor in answers that are submitted. Also, group members need to look at the answers that are sent through email after recitation to make sure that nothing has been left off or written incorrectly.”
(1st peer evaluation, Classroom course, 2008/02/10)
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6: “Anne, I really appreciate the Powerpoints that kind of summarize all of the information! It really helps me to piece everything together. I would also like to thank you for being so approachable.”
(1st peer evaluation, Classroom course, 2008/02/17)
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7: “Group is great. No complaints.”
(1st peer evaluation, Classroom course, 2008/02/18)
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8: “For my sake, I hope this evaluation takes into account the fact that some of us are slower learners than others. I am nervous that we get evaluated on what we contribute to group, when there are strong leaders in each group and those that are not, due to learning style and personality. This class is incredibly fast-paced, and it feels like the TA groups are not a safe place to voice questions, because everything goes so fast. Learning as I go. I am glad we get evaluated again, and hopefully by then, more of us will be more comfortable with the material.”
(1st peer evaluation, Classroom course, 2008/02/12)
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9: “I would really appreciate being able to use the recitation for the TA to directly answer questions about the case studies. After all, most of us have spent hours trying to understand the information and it is difficult feeling secure in answers provided from other students who have also just encountered this information for the first time.”
(1st peer evaluation, Classroom course, 2008/02/12)
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10: “I believe Calpurnia is doing a good job. The mini lectures are helpful to summarize and simplfy the material. She is kind, and it is clear that she genuinely wants to help students learn. I often feel like there is a sense of negativity/frustration in the class that is directed towrds Calpurnyia. I am unsure if she is aware of this or not, but I often want to reassure her of her effort and work.”
(1st peer evaluation, Classroom course, 2008/02/16)
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11: “Although I appreciate the labs and the opportunity to practice what we learn in class, I have been frustrated by the fact that the TAs are not permitted to help when we encounter problems or have questions. It is difficult to learn when we do not know we are making a (collective) error, and by the time the case study answers are posted, we have moved on to other modules and have little time to return and review correct answers against our submitted answers. Although the TA comments are helpful, because the case studies comprise a small percentage of our grade, I feel that more guidance could be provided and that we would learn more as a result.”
(1st peer evaluation, Classroom course, 2008/02/13)
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12: “Thank you for creating such a hands-on approach to learning epidemiology. I seriously did not expect to enjoy the course as much as I do, and it is not because of the subject matter, but because of the way it is laid out. The case studies provide practical applications for what we learn in lecture that challenge us students to apply what we know in a useful way. It is a breath of fresh air among other large intro courses!”
Winona, UNK student, UNDC, TA: Calpurnyia (1st peer evaluation, Classroom course, 2008/02/12)
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15: “Our group has a number of students from vastly different backgrounds and educational levels. We have several undergraduate students, master's students, a physician, a dentist, and others who have worked in public health professionally. The age and range of professional experience that people have varies quite a bit as well. In effect, we have some students who are brand new to epidemiology and some who are very familiar with many of the concepts taught in class. I've heard our TA and professor mention that we are not doing a great job of participating equally. Hopefully this will improve over the semester, but my feeling now is that those who are participating more are perhaps quite comfortable with the material while others are a bit intimidated. Comparing an MD to a college undergraduate is like comparing apples and oranges. Please keep this in mind when evaluating our group dynamics.”
(1st peer evaluation, Classroom course, 2008/02/14)
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16: “I have gain a lot through the case studies. They stimulate you to think beyond the box.”
(1st peer evaluation, Classroom course, 2008/02/17)
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18: “Vic's got a good system, and I can't think of a better way to go about teaching us about Epid. Thanks for the good work”
(1st peer evaluation, Classroom course, 2008/02/17)
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19: “While I find the case studies thought-provoking and engaging, the manner in which they have been timed makes it difficult to get the full benefit from the work that we do. Yes - the correct answers are provided, but by the time we get back our group submissions with corrections we are usually at least one full case study ahead, if not two - and if we still do not understand where we might have gone wrong, there is very little opportunity to get further in-class guidance. So I feel like I don't really learn from my mistakes. If the timing was managed so that we were required to finish and submit all group work prior to the lab, we could then spend lab time with the TA actually going over the correct way to do the problems. It isn't that I want the work done for me, it's just that when I do it incorrectly (as is often the case) I would appreciate more of an opportunity to learn from that error.”
(1st peer evaluation, Classroom course, 2008/02/13)
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21: “The mini-lectures prior to class are helpful but sometimes need to be shorter as some things are easier to understand than others and don't necessarily need to be rehashed.”
(1st peer evaluation, Classroom course, 2008/02/17)
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22: “I am enjoying the challenge and learning that I am getting from the case studies. Unfortunately there is no back and forth conversation during the week between the group members. I'm not convinced that people make any real attempt to actually have answers (even preliminary one) before coming to lab, and those that do, do not share them for comparison purposes before lab. Perhaps if the case studies were worth more than 10% people would be more inclined to contribute more.”
(1st peer evaluation, Classroom course, 2008/02/12)
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23: “i CANNOT STAND the syllabus. it really needs to be reformatted.”
Theresa, MPH student, HBHE, TA: Petra (1st peer evaluation, Classroom course, 2008/02/10)
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25: “Anne gives a great, clear synopsis on the material we are going over in lecture.”
(1st TA evaluation, Classroom course, 2008/02/25)
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26: “She is really nice and helpful, her lectures and slides complement the class well.”
(1st TA evaluation, Classroom course, 2008/02/25)
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27: “The case studies can be very frustrating and I really struggle to get the right answers but the group sessions really help me to think through everything.”
(1st TA evaluation, Classroom course, 2008/02/25)
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28: “I feel that the work load for an introductory course is a bit much. The exams sound like they take 10-20 hours which is more than 3 to 6 times more than any other course at Carolina. The information given in this course is undoubtedly important however, being that most students are taking this class as a requirement and have no interest in pursuing a career in Epidemiology, is possibly in too much detail. I feel that he overall ideas and take away points should be the focus for students that have no interest in epidemiology and are required to take this course and the exams and overall workload could be shortened greatly.”
(1st TA evaluation, Classroom course, 2008/02/25)
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29: “By the time we get the answers to the case studies back, we don't go over them, so essentially students are doing them twice by themselves and none with help or feedback.”
(1st TA evaluation, Classroom course, 2008/02/25)
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30: “peer learning / teaching really doesn't work (at least in my small group) I would much rather go through the case study with the rest of the group AND Anne; people want to get out of there quickly - so not really much time to discuss when someone doesn't understand something.”
(1st TA evaluation, Classroom course, 2008/02/25)
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31: “Anne tries really hard to keep us motivated, but it is hard to catch her enthusiasm because of the class in general. ABOUT THE CLASS: This is the worst organized class I have taken in my 5 years of higher education. Everything, from the website, to the labs and even the exams seems to be made as logistically difficult as it can possibly be. We are put into huge groups for lab, where we must come to consensus on answers. BUT, if you do not agree with the group time and time again, your classmates can rank you low for disrupting the lab and you lose points on questions that you have already answered positively in the Sunday submissions. The class itself seems to have run away from its original purpose as an INTRODUCTORY course for NON-MAJORS. As a student who has read every assignment, attended all classes and labs, and completed all questions on every case study, I would hope to have the tools to do exam one. However, on the website, new terms and formulas that have not been mentioned in class are now up for us to learn, mere hours before beginning the exam. I came into this class looking forward to epidemiology--I had read the first few chapters of the book and felt like I was ready to work hard and do well. However, the way the class is set up, the sheer amount of time I have put into the class and the seemingly unchanging nature of the way it is run and taught are incredibly disappointing. I am sure that some have truly enjoyed this class, but I cannot believe that there haven't been MANY students who have had different feelings. And because of this I wonder why it is still run the way it is. I am not asking for a cakewalk class-just something where students feel that they can complete an exam in less that 20 hours, do not feel compelled to pay $20/hour for tutors, and feel more and more hopeless after every class and assignment.”
(1st TA evaluation, Classroom course, 2008/02/25)
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32: “Lab reviews are very helpful!”
(1st TA evaluation, Classroom course, 2008/02/25)
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33: “About the Course: Other students have commented that the course is too difficult, this shouldn't be included in an intro level epid class, etc. but I disagree. While this is the first grad level class I've taken, I've found it to meet all of my expectations of difficulty and workload. I am not looking forward to the length of the exam but being a graduate level class at a leading institution of public health, it shouldn't be easy or quick. To the TA: Try and be more flexible with your schedule. I know you have rides/need to leave at a certain time but facilitating this class is very important to the students. Out of all honesty, I haven't yet tried to attend office hours or request an individual appointment so perhaps you make exceptional accommodations of flexibility on those items. You know your stuff and are fairly good at explaining when you understand what the question is but make sure you understand our questions (which I know can be hard as we are learning the material and may not ask it in the most accurate way).”
(1st TA evaluation, Classroom course, 2008/02/25)
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34: “While this course is difficult it seems like it would be helpful if Vic would stray from his notes on the slides more often. I come to lecture because I want to gain more understanding. Sometimes his reading off slides can make complex concepts more confusing. I appreciate that we have access to his notes on the slides but more supplemental information on complex concepts would be helpful.”
(1st TA evaluation, Classroom course, 2008/02/25)
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35: “I think that the questions are challenging and thought-provoking. I appreciate the TA's help.”
(1st TA evaluation, Classroom course, 2008/02/25)
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36: “My group takes a long time to discuss each question during lab but then gives no feedback on the group discussion boards.”
(1st TA evaluation, Classroom course, 2008/02/25)
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37: “Review at the beginning of class is very useful.”
(1st TA evaluation, Classroom course, 2008/02/25)
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38: “Unlike many of the other group projects i've done in other classes, I find the weekly group meetings to be very draining. Even still I have no particular complaints about members of my group. The questions are sometimes not worded clearly and we spend so much of our time debating about what the question even is.”
(1st TA evaluation, Classroom course, 2008/02/25)
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39: “Regarding the lectures, I think the people who actually show up should be rewarded in some way but that is just me. The lectures are quite informative but more examples regarding equations would be nice. The case studies are quite interesting. I like how they are beginning to become more and more difficult/technical without completely going over our heads. Regarding my group, I think we work very well together. We help each other out and get the case study questions done within a nice amount of time. I like how all of us may see one question in a completely different way (however, this also makes it difficult for us to decide on a final answer sometimes).”
(1st TA evaluation, Classroom course, 2008/02/25)
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40: “I like the course and think it could be more interesting, if I had more of a foundation. I feel lost in this class often and helpless because I have never had any form of epidemiology before. It is frustrating to be in a class with graduate students and dentists/doctors who have either had this material before or have the scientific background for this class. However, I think this class has great potential.”
(1st TA evaluation, Classroom course, 2008/02/25)
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41: “Anne is doing a splendid job. She is communicates well, comes prepared, and is knowledgeable. Above all, she creates a pleasant learning atmosphere. I have no complaints about her role as a TA thus far.”
(1st TA evaluation, Classroom course, 2008/02/25)
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42: “I learn much more from the small group sessions with the TA and small groups than the actual class”
(1st TA evaluation, Classroom course, 2008/02/25)
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43: “I have noticed that only a few of the group members are actually partaking in a post-recitation discussion on blackboard or getting back to the facilitator on any questions that the group had trouble with. We work really hard to come to an agreement on answers in recitation then fail to follow up with those that we still had trouble with after recitation. Also, We recently received a poor grade on a group case study due to failure to submit one of the questions. I am sure that we decided on an answer as a group, but our hard work is now completely unrecognized because of an error by the facilitator. I feel like some of the graduate students think their time is better spent elsewhere, but unfortunately, my grade will be affected by their decisions.”
(1st TA evaluation, Classroom course, 2008/02/25)
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44: “The class is going pretty well, but I am a little concerned about what the exam will be like. Overall, I am learning a lot from the class but lectures can be a little monotonous.”
(1st TA evaluation, Classroom course, 2008/02/25)
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45: “I find some of the questions difficult to understand, in terms of what is being asked, but I think Calpurnyia does a good job of clearing up things for me.”
(1st TA evaluation, Classroom course, 2008/02/25)
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46: “Course is informative, useful, but a bit dry.”
(1st TA evaluation, Classroom course, 2008/02/25)
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47: “The case studies, although time-consuming relative to the complexity of the concepts presented, have so far been extremely effective in reinforcing the lectures and applying course content. Two hours' lecture followed by another (possible) two hours' group meeting is trying even for those of us with long attention spans. This course makes better use of the internet as a medium for instruction, communication, and course logistics than any other course I've taken at UNC.”
(1st TA evaluation, Classroom course, 2008/02/25)
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48: “It is frustrating to work on one part of one question ad nauseam and still be provided no guidance. By the time we receive the instructor answers to the case studies, I have already put that set behind me and am working on the current problem set. It would be nice to have some sort of indication of whether our group is discussing in the right direction.”
(1st TA evaluation, Classroom course, 2008/02/25)
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49: “The only thing that might be more helpful is more statistics lessons on the math part of the course. It is very difficult for those of us who haven't taken a stat course or who have been out of math for a while to make sense of the charts, and the numbers. Either that, or an optional general review session for some of the math-like concepts”
(1st TA evaluation, Classroom course, 2008/02/25)
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50: “I really enjoy the lectures and as someone new to Epi I am looking forward to getting a better grasp of the material. Because of my limited experience, I have to spend a significant amount of time on the case studies, which I don't mind. However, after spending a lot of time on my own and then spending even more time with classmates (who have been great but are also new to epi) with limited TA assistance during lab makes it difficult to assess my progress in understanding the material. It seems like it would be most beneficial to complete the questions prior to lab independently and then work through the problems with the TA leading the discussion.”
(1st TA evaluation, Classroom course, 2008/02/25)
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51: “The mini lectures are helpful. I think sometimes Calpyrnia goes to fast during the mini lecture.”
(1st TA evaluation, Classroom course, 2008/02/25)
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52: “lectures are interesting and helpful, case studies are challenging, and i think my group is great!”
(1st TA evaluation, Classroom course, 2008/02/25)
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53: “Although I lucked out in having good group members, I really don't like the group answer structure.”
(1st TA evaluation, Classroom course, 2008/02/25)
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54: “As the lab is the one real chance for us to work through the large amount of material we learn each week, it would be better if we could actually ask and obtain clarifications and explanations from our TA. I have a diligent group, with members who are nearly always well-prepared, but because none of us are experts, we can work through only so much on our own.”
(1st TA evaluation, Classroom course, 2008/02/25)
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55: “I would like the groups to be smaller. Maybe only 5 people instead of 12.”
(1st TA evaluation, Classroom course, 2008/02/25)
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56: “I am extremely dissatisfied and frustrated with this class. I spend hours every weekend working on the case studies and have lots of questions. My small group members are not qualified to confidently answer these questions. At no point when we're working on the case studies can we get a straight answer from a TA, so we essentially spend hours teaching ourselves information that we may or may not be learning correctly. Then, we get the correct answers posted over a week after the initial lecture on the subject. I feel as though I am forced to spend hours teaching myself this information. I would much prefer if the recitation was a time when we could ask questions, get direct answers and LEARN rather than attempt to figure this material out with others who are also confused. I do not feel as though the professor or TA are teaching so much as they are observing.”
(1st TA evaluation, Classroom course, 2008/02/25)
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57: “The class is incredibly fast-paced, and it is trying that after learning new material, we are immediately required to apply it, rather than practice it. I think if the case study questions were more basic, then students wouldn't feel so under-supported. This class went from 0-60 from day one, and most of us are petrified about exam 1, because hardly any of us feel confident doing our case studies by ourselves.”
(1st TA evaluation, Classroom course, 2008/02/25)
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58: “The lectures are very entertaining and very well thought-out. I really appreciate all the ways we have to learn the material, and the huge efforts made to be available. The case study format has been a breath of fresh air since most intro classes are too big to have effective small group discussions. I really feel as though I am able to put into practice the material. THANKS!”
(1st TA evaluation, Classroom course, 2008/02/25)
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59: “This course would be a lot more interesting and motivating if it was designed to learn more about diseases and real world applications rather than reading and answers questions.”
(1st TA evaluation, Classroom course, 2008/02/25)
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60: “Enjoying epi course overall.”
(1st TA evaluation, Classroom course, 2008/02/25)
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61: “I find that often times the lecture notes and text readings do not provide a great deal fo help in completing the case study questions. I enjoy the lectures and readings, but I find the case study questions to be inordinately challenging. When I have questions on the case studies, the only place I can address them is in my small group. In my small group, there are only about 3 people who read and complete the questions so that is frequently of no help whatsoever. I encourage Dr. S to revise the questions to be more straight-forward and to use the case study questions as the basis for his lecture each week.”
(1st TA evaluation, Classroom course, 2008/02/25)
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62: “I think it would be helpful if the TA helped us more during the case studies- I think that during case studies- often the blind are leading the blind- so I would really like us to go over the answers in class versus all the group work”
(1st TA evaluation, Classroom course, 2008/02/25)
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63: “I like the case studies and find them helpful. However, sometimes I find the group work more confusing, and end up feeling worse off after my group...not because my group members aren't smart, etc., but because there often are different ways to arrive at the same answer. When you have 4 different people telling the 4 different ways they arrived at an answer, I find it hard to make sense of how it should really be done (especially if it's something I didn't understand in the first place).”
(1st TA evaluation, Classroom course, 2008/02/25)
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64: “The course aims at giving an all-round epidemiology education and targets a diverse audience. However, most of the case-studies are disproportionately heavy on quantitative questions that sometimes do little more than test students' ability to calculate. While it is important to have a heavy dose of those types of questions in an introductory course, it is equally important to hone students' understanding of epidemiologic concepts and how they may be applied in real life situations. After all, epidemiologists do more than number-crunching. The role of epidemiology in solving public health problems and studying disease has a significant qualitative component that could be of value to at least a segment of the target audience in the course.”
(1st TA evaluation, Classroom course, 2008/02/25)
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65: “This class, while taking a lot of time class-wise, is very self-taught. The fast pace makes it hard to fully spend time on learning each topic without having to quickly move on to the next topic”
(1st TA evaluation, Classroom course, 2008/02/25)
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66: “The lectures have generally been engaging and insightful, though the lectures and even the readings do not provide the material necessary to in a manageable form complete class assignments”
(1st TA evaluation, Classroom course, 2008/02/25)
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67: “The mini lecture slides contain good information but there are lots of typos that lead me to belive that the TA is underprepared. I know this is not the case but it leaves that impression.”
(1st TA evaluation, Classroom course, 2008/02/25)
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68: “My group members are very helpful. All of us actively participate and we aren't afraid to contradict each others answers.”
(1st TA evaluation, Classroom course, 2008/02/25)
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69: “The lectures and the case studies have been very helpful. The lectures are straightforward and easy to follow and the case studies do an adequate job of reinforcing what is learned in the lectures. They require a level of critical thinking that is useful now and will be useful as I continue my academic career.”
(1st TA evaluation, Classroom course, 2008/02/25)
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70: “Very interesting and well thought out course. I enjoy the lectures and like how the case studies cover a wide variety of topics.”
(1st TA evaluation, Classroom course, 2008/02/25)
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71: “The review of class content that takes place in the labs is very helpful.”
(1st TA evaluation, Classroom course, 2008/02/25)
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72: “Case Study questions are often misleading and confusing.”
(1st TA evaluation, Classroom course, 2008/02/25)
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73: “It's a great class. I like how it is taught and organized.”
(1st TA evaluation, Classroom course, 2008/02/25)
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74: “Im not thrilled about the lectures but Cindi breaks them down in a way that is easy to understand and apply!”
(1st TA evaluation, Classroom course, 2008/02/25)
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75: “I learn the most from the review slides the TA goes over at the beginning of lab. I don't feel like this should be the case! Lectures by the professor should be the most useful, and lab should be review! I don't want to feel like my coming to lecture is not worth my time - I'm at one of the best SPHs in the country! The professor is a great lecturer, but perhaps the course material has gotten bogged down by too many years of use and requirements for clarity for online posting?”
(1st TA evaluation, Classroom course, 2008/02/25)
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76: “It would be helpful to have more review time during lab. In the current format, it feels like I try to answer case study questions and then come to lab and repeat the process. It would be so much more helpful to have more review and direct question and answer time.”
(1st TA evaluation, Classroom course, 2008/02/25)
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77: “Our group seems to be more concerned with getting out early than working through problems.”
(1st TA evaluation, Classroom course, 2008/02/25)
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78: “The course is overly ambiguous and sacrifices clarity and quality for bulk and confusion,”
(1st TA evaluation, Classroom course, 2008/02/25)
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79: “It is definitely a challenging course, but I think the group meetings help A LOT. Our TA is very helpful and I am enjoying the class!”
(1st TA evaluation, Classroom course, 2008/02/25)
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80: “It would be great if there was a clear syllabus listing all the readings and class dates on one simple document. All the different supplementary documents can get overwhelming at times.”
(1st TA evaluation, Classroom course, 2008/02/25)
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81: “Petra is helpful and a great TA! On a different note, I think the course webpage is overly complicated and could and should be simplified. It only makes me feel overwhelmed to have to look for the information I need on such a confusing webpage/blackboard site.”
(1st TA evaluation, Classroom course, 2008/02/25)
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82: “I think the lab groups are too large for getting to consensus on case study questions in a timely way. It's also frustrating when you answered a case study question correctly on the individual submissions, but your lab group agrees on a different answer.”
(1st TA evaluation, Classroom course, 2008/02/25)
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83: “Excellent teacher! Clear communicator, is always prepared for class, very prompt grading of case studies with helpful comments, follows our group discussions very well and makes useful comments, concisely answers questions, encourages student participation during mini lectures, overall very personable. Nothing negative, sorry. Keep it up?!”
(1st TA evaluation, Classroom course, 2008/02/25)
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84: “does an excellent review lecture”
(1st TA evaluation, Classroom course, 2008/02/25)
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85: “Why is there even a lecture session? It is of no use for us to listen to Vic read a voice track!”
(1st TA evaluation, Classroom course, 2008/02/25)
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86: “I made extensive comments in my group evaluation form about my thoughts on the group process. I think Vic's lecture notes are excellent. I am learning lots from the case studies even though they are unbelievably time consuming. Loving the class in general.”
(1st TA evaluation, Classroom course, 2008/02/25)
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87: “Good. I like it!”
(1st TA evaluation, Classroom course, 2008/02/25)
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88: “very helpful, gives useful help/advice/?? on the individual case answers”
(1st TA evaluation, Classroom course, 2008/02/25)
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90: “I believe everyone tried to both attend and contribute to the lab discussions as much as they could.”
(2nd peer evaluation, Classroom course, 2008/04/21)
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91: “Anne did a great job - she really made the class richer. Thanks Anne!”
(2nd peer evaluation, Classroom course, 2008/04/20)
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92: “I truly enjoyed the class and thank you very much for taking the time to teach it. Also, again, Anne was an excellent excellent TA.”
(2nd peer evaluation, Classroom course, 2008/04/22)
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93: “In the lecture part of EPID 600, perhaps fewer slides that are more in-depth would be beneficial to future classes.”
(2nd peer evaluation, Classroom course, 2008/04/18)
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96: “Though there were, as for any class, a number of parts of the class that I liked and disliked, the tests were incredibly engaging. There is no simple regurgitation of material for the tests; they are very involved and are actually rewarding.”
(2nd peer evaluation, Classroom course, 2008/04/27)
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98: “The TA lectures were the most informative parts of the entire class. Those slides were a huge asset. Thank you, TAs, for putting those together!”
(2nd peer evaluation, Classroom course, 2008/04/23)
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99: “I loved this course. Thank you so much!”
(2nd peer evaluation, Classroom course, 2008/04/25)
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100: “As I was the one to submit the answers each week, I know that I included who facilitated each group discussion in the notes part of my submission, so if there's confusion about that, please refer to our submitted answers. I know that everyone facilitated at least once during the semester, however. Thanks!”
Winona, UNK student, UNDC, TA: Calpurnyia (2nd peer evaluation, Classroom course, 2008/04/22)
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101: “I thought this class was very well structured and being forced to read the various case study articles really helped me better understand not just epidemiology but also the field of Public Health as a whole. I found many of the articles very insightful and interesting. The set-up of the class was also helpful, the time with TA's being very beneficial for asking questions and getting a in-depth review of the material. Vic and the TA's did an excellent job with this course!”
(2nd peer evaluation, Classroom course, 2008/04/19)
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102: “Thanks for the semester.”
(2nd peer evaluation, Classroom course, 2008/04/25)
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103: “I enjoyed Epid lab sessions seeing that I had no previous epidemiological experience. The TA's coordinated the learning experience well and were willing and ready to clarify any questions we had. Good job!!”
(2nd peer evaluation, Classroom course, 2008/04/22)
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105: “I really appreciated my small group and our ability to work through cases each week.”
(2nd peer evaluation, Classroom course, 2008/04/28)
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106: “Cindi is a great TA!”
(2nd peer evaluation, Classroom course, 2008/04/22)
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107: “Thanks for a great semester! I really learned a lot and the passion that your possess for the subject really inspired me and encouraged me to become more engaged in the learning process. I enjoyed the class and material very much.”
(2nd peer evaluation, Classroom course, 2008/04/27)
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108: “Great class!”
(2nd peer evaluation, Classroom course, 2008/04/23)
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109: “This class was entirely too difficult! I did not like the emphasis on research methods, and what was taught about confidence intervals conflicted with what some of us were taught in BIOS. For people that are not mathematically oriented this was way too much. Moreover, the tests were so nit-picky that instead of having an appreciation for epidemiology I have a near disdain for it. Lastly, the tests were one, way too long, and two, ridiculous to aim for an 80% when NONE of us are epidemiologists. In my mind a survey course should not be designed to test our knowledge in that way.”
Theresa, MPH student, HBHE, TA: Petra (2nd peer evaluation, Classroom course, 2008/04/23)
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(An additional 10 comments were received but the students did not authorize their dissemination.)

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2008a, compiled 02/19/2008