Graeme,

Thanks to you or whomever is responsible for returning the student evaluations so promptly. This is the first time I've received them before the semester was over; i.e., in time for to apply the feedback.

I was pleased with the overall positive tone of the responses. The positive remarks were heartening (glowing with pride) and I think something constructive can be made of most of the negative ones (hanging my head).

Summary tally (student wish list):

*** Comment ***					*** Tally ***
More examples in class				12
Examples other than text's			8
HW/Exam/Class examples mismatch			7
Fine teacher, etc.				5
Failure as a teacher, not fit for CSM, etc.	3
Going too fast in class				3
Going too slow in class				2
HW should count for more			2
Too many mistakes at board (preparation)	2

Generally there is a plea for me to do examples of problems as will be found on the exams. My experience is that Colorado School of Mines students tend to make this plea a little more loudly than is typical at other schools I've taught at, so I expected this---or at least had it reaffirmed.

In the case of class examples I think the criticism is well-founded; I have not been meeting my own standards for quality an quantity of examples, nor on preparedness. I think I have improved the last few weeks. Partly this is due to my finally accepting that the "time on class" to "work week" ratio is going to be higher than the "adjunct salary" to "research professor salary" ratio---not that I am complaining, CSM's adjunct is relatively excellent, but that compromises have to be made in favor of teaching to reach CSM's level of teaching excellence.

In the case of HW examples the students are likely suffering from the misconception that I assign HW problems with the goal of making exam problems easier to do. Since many instructors do assign HW problems with that goal the students' mistake is understandable. However in a 3-credit computer-free course HW is the only place where students can be asked to consider problems other than the simplest plug-n-chug (TM) examples.

I think that having taught the course before as a 4-credit course I feel tempted to give the students a hint of the material they are missing. I am uncomfortable with the idea of students leaving the course with the notion that all differential equations are solved on half a page. For this reason I sometimes favor longer HW-type examples to exam-type examples in class.

As always, teaching is a balancing act, and I know CSM's MACS department is attentive to squeaky wheels. If you have some additional suggestions I would be happy to hear them.

Thanks,
Glenn Murray
http://www.mines.edu/~gmurray