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Show 1 in official student flebescite and questionnaire Do Not Be Afraid To Be Frank, Your Identity Will Not Be Disclosed-In Fact, Frankness Is What We Like. Course No I432X, Department ?? Name of Course, Sociology. Name of Instructor, O. F. Beal. TRY TO FORM AN INDEPENDENT JUDGMENT ON EACH QUESTION. CONSIDER IT ENTIRELY APART FROM THE OTHERS For the purpose of discovering possible differences in attitudes of various groups of students (for example majors and non-majors in a department) the following information is requested about the person filling out the questionaire: Year in College, 13 B. C. School in which enrolled, University ol Utah. Major subject, Not this one. (Underline the correct one) MAN WOMAN A. What was your reason for taking this course? I'll guess with yon. 1. It was required But what for? 2. It was one of a group of which one must be chosen 3. It was an entirely optional elective Heh-heh B. Estimate the average numbers of hours per week that you spent in preparation for this course outside the class room or laboratory. Put that number in the parentheses to the right of the question. If you are not sure, make the best guess possible. (er-ah) Pardon me, Algernon, while I expecterate. C. Have you made definite plans for your future vocation, 1. I am entirely undecided what I shall do. 2. I have some plans but as yet they are vague. 3. I know the general line of work I expect to engage in. 4. My vocation plans are definitely made. They won't have anything to do with this boloney. D. Has the subject matter of this course overlapped that of any other course that you have taken at the University? 1. This course has been entirely unlike any other course. It's been twice as rotten as anything else. 2. It overlapped somewhat another course. (Put the name of the course in the left margin.) F. How do you think the instructor would compare with other teachers in his ability to make a course interesting? 1. Unusually successful in creating inferest. That's a laugh. 2. Distinctly less successful than mot instructors in creating interest. You're right. G. What is your opinion of the text book or text books used in the course? What is meant by text books? 1. An excellent text. Hell no. 2. A poor text. Damn good guess-How'd you know' I. What is your opinion of the quality of the material presented in the lectures? You should ask. 1. It was largely trivial or superficial. Right-what I mean, that Prof, is dumb. 2. Much of it was trivial or superficial. J. What use was made of the lecture hour? 40 minutes of much needed sleep. (More than one statement may be che:ked.) 1. Most of the material presented was contained in our reading. 2. Most of it could have been presented as effectively in mimeographed form. It would have been much better, too. L. How about the amount of outside work required in the course? Well-how about it? 1. Required far more outside work than the average student could assimilate. Any would be too much. 2. Covered somewhat too much outside work for the average student. N. Did the instructor keep himself informed as to the progress of each member of the class? No progress was made. 1. As a rule he knew little about the progress of the individual students in the class. 2. Somewhat out of touch with the members of the class in this respect. 3. Knew exact'y where he stood. / doubt it-he's too dumb to even know that. O. How much work does the instructor succeed in getting students to do? / forget. 1. Students work very hard in this class. Sawing wood. 2. Somewhat more achievement and effort than in the average class. P Does the instructor encourage original thinking or does he encourage memorizing? He discourages everything. 1 Provides unusual stimulation and encouragement to original thinking. As long as you think what he does. 2. Not much attention gixen to original thinking or encouragement of it. You guessed right again. Q. Is the teacher interested in the students as individuals in so far as the size of the class will permit? Hell no. 1. Tends to regard the class as a unit rather than as individuals. And how. 2. The instructor seemed to he very much interested in us as individuals. But it was only a ruse. The two following questions ask for general judgments of the course and instructor. Consider them independently and with extreme care. R. What is your impression of the general effectiveness of the instructor? So far as possible lease out of account the subject matter of the course and consider only the instructor. 1. Is generally weak a'ul ineffective as a teacher. Took the words right out of bed. 2 An unusually fine teacher. Approaches the ideal teacher. You're thinking of someone else. S What is your general impression of the quality of the course? This is a request for a general judgment of the value of the course. So far as possible consider the course apart from the personality of the instructor. 1. An exce'lent. valuable, and significant course. Strike that out. 2. A poor cour e. Not profitable. // / didn't have insomnia, it would be great. Y. What ''s your opinion of students giving and receiving help among themselves during examinations? The ponies weren't quite up to standard this year. 1 Di Ton-sty was ;o great ?s to make the examinations almost unreliable. Oh-you quit! 2. There was e-ough cheating to make the examinations of average reliability. Wrong again. 3 Not enough cheating to have any significant influence on the rel ability of examinations. How you talk. |