COURSE EVALUATION REPORT

MICHAEL NELSON

200420

1 STRONGLY DISAGREE

2 DISAGREE

3 NEITHER AGREE NOR DISAGREE

4 AGREE

5 STRONGLY AGREE

n/a NOT APPLICABLE

NR NO RESPONSE

CS 791/CS 891 - Aggregate

	QUESTIONS FOR EVALUATION:	RESPONSE FREQUENCY
	QUESTIONS FOR EVALUATION:	RESPONSE FREQUENCY
		1	2	3	4	5	n/a	NR	n	MEAN	INSTR MEAN	STD. DEV.	DEPT MEAN	COLL MEAN
1	IN THE FIRST WEEK OF CLASS, THE INSTRUCTOR PROVIDED DOCUMENTS AND INFORMATION THAT CLEARLY EXPLAINED THE COURSE CONTENT, ASSIGNMENTS, GRADING AND OTHER IMPORTANT POLICIES.	0	0	0	2	14	1	1	17	4.87	4.89	1.14	4.19	4.49
2	THE COURSE MATERIALS, EXAMS, PROJECTS AND/OR PAPERS IN THE CLASS REQUIRED ME TO THINK CRITICALLY.	0	0	0	2	14	1	1	17	4.87	4.89	1.14	4.12	4.41
3	THE INSTRUCTOR WELCOMED QUESTIONS AND OTHER CLASS PARTICIPATION.	0	0	0	1	15	1	1	17	4.94	4.94	1.14	4.18	4.39
4	THE INSTRUCTOR WAS ENTHUSIASTIC WITH RESPECT TO THE SUBJECT MATTER.	0	0	0	1	15	1	1	17	4.94	4.94	1.14	4.12	4.36
5	THE INSTRUCTOR WAS AVAILABLE FOR CONSULTATION AND HELPFUL DURING OFFICE HOURS.	0	0	0	2	14	1	1	17	4.87	4.89	1.13	4.07	4.43
6	THE INSTRUCTOR ARRIVED ON TIME FOR CLASS AND USED THE FULL CLASS PERIOD ALLOTED.	0	0	0	1	15	1	1	17	4.94	4.94	1.15	4.22	4.53
7	IN ORDER TO GET GOOD GRADES ON TESTS AND ASSIGNMENTS, I HAD TO KNOW THE COURSE MATERIALS OUTLINED IN THE SYLLABUS AND DISCUSSED IN CLASS.	0	0	1	2	10	4	4	17	4.69	4.71	1.14	4.20	4.49
8	THE INSTRUCTOR'S PRESENTATIONS WERE INFORMATIVE.	0	0	0	3	13	1	1	17	4.81	4.83	0.88	4.00	4.27
9	OVERALL, I HAVE LEARNED OR BENEFITED FROM THIS CLASS.	0	0	0	2	14	1	1	17	4.87	4.89	0.89	3.91	4.19
10	OVERALL, THE INSTRUCTOR IS AN EFFECTIVE TEACHER.	0	0	0	1	15	1	1	17	4.94	4.94	0.89	4.01	4.22

GENERAL INFORMATION:
APPROXIMATE CLASS STANDING		PRESENT GPA		HRS PER WEEK SPENT PREPARING FOR CLASS
FRESHMAN	0	LESS THAN 2.00	0	0 TO 2	3
SOPHOMORE	0	2.00 TO 2.49	0	3 TO 5	9
JUNIOR	0	2.50 TO 2.99	1	6 TO 8	3
SENIOR	0	3.00 TO 3.49	5	9 TO 11	0
GRADUATE	17	3.50 +	9	12 OR MORE	2
OTHER	0	DO NOT KNOW	2

SEX		AGE		FULL OR PART TIME STUDENT
MALE	13	20 & UNDER	0	FULL-TIME	14
FEMALE	4	21 - 25	13	PART-TIME	3
		26 +	4

REASON FOR TAKING COURSE		EXPECTED COURSE GRADE		EMPLOYED WHILE TAKING COURSE
REQUIRED FOR MAJOR	4	A	16	NOT EMPLOYED	0
GEN. ED. REQUIREMENT	2	B	0	PART-TIME JOB	16
ELECTIVE	8	C	0	FULL-TIME JOB	1
OTHER	3	D	0
		F	0
		P	0
		Q	0

I ATTENDED ---- CLASS
ALL	14
MOST	3
FEW	0

NR :	No response. Student did not rate the instructor on this question.
*n :*	Number of responses for this question (does not include �no response�.)
Mean:	The mean for this call number/CRN. In the case of aggregate reports, the mean for all session cross-listed together for this course.
Instr Mean:	The mean for all courses taught by this instructor for a college. This number is the same on all reports for this instructor for a college.
Std. Deviation:	The standard deviation for instructors means in this department.
Dept Mean:	The mean for all courses taught by this department, including any course cross-listed to a course taught by this department. This number is the same on all reports for this department.
Coll Mean:	The mean for all courses taught by this college, including any course cross-listed to a course taught by this college. This number is the same on all reports for this college.
ENROLLMENT:	Total number of students enrolled for this call number/CRN. In the case of aggregate reports, the total number of students enrolled for all call numbers cross-listed together with at least one completed evaluation.

ENROLLMENT:	19
TOTAL RESPONSES:	17

GENERAL WRITTEN COMMENTS:

WHAT FACTORS ABOUT THIS CLASS CONTRIBUTED THE MOST TO YOUR LEARNING? WHAT ASPECTS OF THIS CLASS HELPED YOU TO LEARN THINK CRITICALLY?

It was a good idea to have students present the relevant papers before the speakers came.
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Organised schedule. Informative and challenging Topics discussed in the class.
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Dr. Nelson presents unique courses in the field of digital libraries. He engages his students to actively participate in their own learning process, instead of spoon feeding material to them. His technique is perfectly suited to advanced graduate education.
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technical papers presentation
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The fact that this class was more of an interactive dissertation. not only did i learn about various digital preservation methods, but i came to appreciate and understand the problem much more. The concepts that we had covered in the Intro to Digital Preservation class were actually applied in the preservation process, so it also clarified some doubts I had from the previous semester.
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WHAT DID YOU LIKE MOST ABOUT THE CLASS AND YOUR INSTRUCTOR?

The topic was interesting.
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Class provided efficient means to know various technical concepts in an interactive way. Instructor was well-prepared, interacitve and supportive.
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This is an instructor who really "knows his stuff." Even more importantly, he is enthusiastic about it and this generates excitement on the part of the students. He clearly spends time and effort working on ways to make the materials relevant and current. His plan to bring noted experts in the field to ODU as guest speakers (at colloquia) was not only very successful, but has helped raise awareness of the importance of digital preservation in many areas of culture, not just computer science. Dr. Nelson's energy and expertise are a credit to the CS department and ODU, and his classes are always worthwhile.
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Dr. Nelson pursued and was awarded a grant to bring in a series of renown speakers to discuss their own cutting edge research, all within the pursuit of digital preservation. This concentration of speakers was the highlight of the class.
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his way of discussing the technical papers
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we studied the same problem solved in various aspects. the discussions in class and collaboration of ideas widened my view of problem solving and expanded my own view of how analyze and see through my filter of perceptions. I really benefited from the lectures that we held, as they were full of creative solutions that sould be applied to problems outside of the preservation realm.
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Instructor explains in depth of the subject.
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WHAT CHANGES IF ANY, COULD BE MADE TO THE CLASS THAT WOULD HAVE HELPED YOU TO LEARN MORE? WHAT COULD THE INSTRUCTOR HAVE DONE TO MAKE THE COURSE AN EVEN BETTER LEARNING EXPERIENCE?

More interaction and similar type of technical stuffs.
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I cannot come up with any comments on how to improve this great class.
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none
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I think that some students who did not have an introductory course in digital preservation had to struggle to grasp some of the difficult concepts mentioned in some papers.
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WHAT FACTORS ABOUT YOUR OWN PERFORMANCE HELPED YOU LEARN THE MOST? WHAT DID YOU DO TO FACILITATE YOUR LEARNING?

Giving a presentation helped me to better learn the material.
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Consistent Attendance.
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I am capable of reading --> thus I could do the required readings as preparation for class presentations. To facilitate my learning, I went out with the quest speakers for a meal, to get a chance to learn and understand more about their research and research environment.
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none
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I mostly read the papers before the presentations, so that I could keep up with the discussion. because every paper cites lessons learnt from the past, and mentions already develpoed concepts, i had to search for some concepts online to try to understand them. Even then, i think i could have learned a lot more, as at the end of the day, our minds are filters that factor out what was learned in between, and remember the beginning and the end.
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WHAT COULD YOU HAVE DONE TO MAKE THE COURSE AN EVEN BETTER LEARNING EXPERIENCE?

More readings related to the topics discussed would be useful.
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Ideally, having the time to do multiple readings of the required materials and to do a pre-analysis of it would make the seminar discussions more useful to me, personally. But the materials tend to be "dense" in terms of content, and finishing a single reading is typically all I have time for before each class.
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The course was executed with deft precision. I cannot recommend any improvements.
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none
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