I'm hoping to learn your thoughts when they're fresh on your mind after finishing the exam,
but if you can't slog through a questionnaire right now, OK,
then please promise to submit it within a few days.

I. This semester - the content

Overall question: What have you learned thus far? Is it of importance to you?
You might think about the following (and anything else that comes to your mind):

• Ability to define problems yourself, when the nature of the problem may not be immediately clear?
• Ability to extract some use from a research article?
• We've dabbled some in calculations, perhaps more so than in most biology courses.
  Your level of comfort? Sense any improvement?
• Engagement with molecular biology, how biological things work at the molecular level?
• What of importance do you anticipate you will learn in the remainder of the course?
• Suggestions?

II. This semester - the means

Part 1: What means have been helpful in achieving useful ends?

You might consider the following (or anything else that comes to your mind):

• How to find articles (Exam 1; various articles throughout the semester)?
• Problem sets and feedback?
• Investigations (What is a Gene, building your own DNA, PCR simulation)?
• Focus on results vs conclusion, including Mary Had a Little Lamb
• Research proposal, including finding a mentor, interaction with mentor, bibliography
• Notes and companions
• Other opportunities for feedback, including interaction with Elaina, Gus, and myself

Part 2: Use of class time

Here's the model for the course:

• Complete the notes and study questions before class
• Offer suggestions via a questionnaire
• Discuss what needs to be discussed in class
• Break up into groups to work on specific problems

There's been a steady decline in your collective embrace of the first half of this model, leaving me to wonder what is the best use of class time. I am unwilling to return to the lecture, notes, regurgitate cycle. Lectures would be easier on all of us, but in my view, the easy-in, easy-out approach would have little value for you besides a mildly entertaining way (maybe) of passing the time before gaining a degree. So, what to do? Comments welcome.

• Have class discussions guided by questionnaires been useful to you?
  
• Has working in groups in class been useful to you?
• Do you feel you've had sufficient opportunity to influence the course according to your needs?

Part 3: Use of time outside of class

• Has written feedback been useful?
• Face-to-face feedback?
• TA sessions?
• Working with your colleagues outside of class?
• Interaction with mentor?

III. This exam

• How long did you spend on this exam? (use appropriate units and scientific notation if necessary)
• How effective was the exam as a learning experience?
• How would you characterize your sentiment now with respect to your recent experience?
  For example, you're cautiously satisfied with what you understand? Elated with your progress? Crushed, like so much oatmeal?
• Do you feel that the exam deliver on its promise that it would be based on problem sets, tours, and study questions?

Is there any exam question(s) in particular that you'd like to go over in class?

IV. Time

Arriving at new insights takes struggle, and struggle takes time. Have you been inclined to put in the time?
Do you have the time to put in?

• About how many hours do you spend on the course outside of class?
• How do you feel about this amount of time?

V. Bottom line

• Looking back on the first part of this semester, characterize your sense of what you've accomplished.
• Are you satisfied with where you are?
• Do you feel you can do things but don't know why you're doing them?
• Do you feel at sea without a rudder?
• ...but never mind my words, what do you have to say?

Thanks!

REMEMBER TO CLICK SUBMIT!