I. Goals of the course

You can look back for a detailed list but in brief:

• Make progress towards independence
• Practice building your own insights
• Grasp the basics of molecular biology as a useful tool

Do you now have an understanding of these goals? Do you consider them worthy?

Your thoughts?

II. The Means of the Course

These goals were to be achieved through means you can review in detail.
Please consider whether they helped you achieve the stated goals of the course:

1. The classroom experience
   Look back on the on-line notes (example), companions (example), experiment simulations (example) -- all done (in theory) outside of class, followed by discussions in class. Consider:
   • Few people bought into this idea. While I'm convinced that in theory it is a far better strategy to attain the goals of the class than lecture, in practice... well, it wasn't often put in practice.
      
   • After the September 26 exam, fewer and fewer people came to class. I take that as prime evidence that most people judged that going to class was not the best use of their time.
      
   • Even fewer people attempted the simulations until the week of the exam. The name of this course is "Molecular Biology Through Discovery" in large part because of these simulations.
      
   • I would very much like a theory that is put into practice, class activities that are so worthwhile that class is worthy of your time, and discovery simulations that actually promote discovery, because people actually engage in them. I wonder how to achieve these aims. Attempt to compel them? That would work against the main goal of the course. Besides, you should know better than I the best use of your time.

   Your thoughts?
   
    

2. Results vs conclusions
   The focus on primary research articles throughout the semester, supplemented by exercises in class, the annotation of a gene, the summary of an experiment, and of course the research proposal, was an attempt to help you see the difference between results and conclusions and to develop strategies that enable you to cope with confusion, a necessary ability to gain from reading articles.

   Your thoughts?
   
    

3. The research project
   I saw this as an opportunity to view research as something more than science fairs, to see how questions are raised by prior experimental results, and -- most important -- to engage in a scientific dialogue with a mentor who sees science not as a classroom lecture but rather a lifelong calling. I tried to spread the activity over the semester, but for many this didn't appear to happen.
   • What did you gain from the written research proposal and from the presentations?
      
   • What did you gain from the panel discussion of your proposal?
      
   • Few people mounted a sustained effort starting from August 29 (when the time line for the proposal was first discussed) to the end of the semester. Most relied on a burst of creative activity during the last week or two.
      
   • One mentor suggested instituting more regular meetings between mentor and mentee.

   Your thoughts?
   
    

4. Peer review
   On two occasions -- for your experiment summaries and your research proposals -- you were given the opportunity to learn from critiques of your work by your peers and to provide critiques of the work of others. Did either direction do you any good?

   Your thoughts?
   
    

5. Help and feedback
   Every problem set you turned in gained you extensive feedback from Kristen. She also had regular (and sometimes extra) help session. I met with you individually during each of the last two exams. I also provided written feedback for the first two exams (but not the last), your summary of an experiment, and drafts of your proposals and presentations. There was also feedback during class. How did this work for you? Did you feel you had adequate opportunity to get the help and feedback you needed?

   Your thoughts?
   

III. Bottom line

1. What advice would you give someone entering the class?
    
2. Three things you'd advise that this class never to do again?
   
    
3. Three things you'd advise that this class keep doing at all costs?
   
    
4. Three ideas that would make the course better for those that come after you? (I know... make shorter questionnaires)
   
    
5. Did you get what you wanted out of the course? If so, what? If not, what did you miss?
   Do you feel more proficient in some way? If so, how?
   What if anything do you think will still be with you from the course in five years?

A LONG questionnaire... Thanks!

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