University of Pittsburgh
Office of Measurement and Evaluation ofTeaching

Dear Professor Michael Sands:

Student Opinion of Teaching Questionnaire Results
This form contains evaluation results for INTRODUCTION TO LOGIC(PHIL-0500).
Attached is a report in PDF format containing your Student Opinion of Teaching Survey results from lastterm. The report is best viewed and/or printed in color.
The evaluation results are broken down into three distinct categories. The first part of the report shows abreakdown of student responses to the quantitative questions. For each item, the number of students (n)who responded, the average or mean (av.) and standard deviation (dev.) are displayed next to a chart orhistogram that shows the percentage of the class who responded to each option for that question. The
percentages are above the number on the rating scale which increases from left to right, i.e. the number
1 equals the least favorable rating and the number 5 equals the most favorable rating. The sum ofpercentages will equal 100%. A red mark is displayed on the chart where the average or mean islocated. To calculate how many students responded to each option, multiply the number of students whoanswered the question by the percentage for that option. For example, if 14 students answered thequestion and 50% responded to option 3 then 7 students marked option 3 for that item (14 x .50 = 7).
The standard deviation is a common measure of dispersion around the mean that may be useful ininterpreting the results.
If your school had previously calculated norms, they will be on OMET’s website (omet.pitt.edu).
The second part displays individual comments to each question in the open-ended section of theevaluation. All the responses to the first question will be listed together after the first question and thenthe responses to the next question will be listed together after the next question, and so on.
The final part gives you a profile of the student responses to the quantitative section of the evaluation.
This is a chart listing all of the means for the scaled items with a dashed red line connecting the means.
If the number of respondents for any of the scaled items is fewer than seven, please be cautious ininterpreting the quantitative results.
Office of Measurement and Evaluation of Teaching (OMET)Professor Michael Sands, INTRODUCTION TO LOGIC(PHIL-0500)

Professor Michael Sands
INTRODUCTION TO LOGIC(PHIL-0500)10485-2131
Fall 2012RESPONDENTS = 36.84% OF NUMBER REGISTERED

1. SELF RATINGS
1.1)

Did the recitations contribute to your learning in this course?
Not at all0%

To a small degree

14.3%

To a moderate degree

1.2)

0%

To a considerable degree

28.6%

To a very high degree

57.1%

A

42.9%

B

28.6%

C0%

D0%

F0%

Other0%What grade do you expect in this course?

Credit/No Entry

1.3)

n=7

n=7

28.6%

Audit0%

Other0%Less than 25%

0%26-50%

0%51-75%

0%76-100%100%

What percent of the recitations did you attend?
n=6

2. RECITATION INSTRUCTOR TEACHING EVALUATION
2.1)

2.2)

2.3)

The recitation instructor was well-prepared for therecitations.

The recitation instructor appeared knowledgeable
about course subject matter.

The recitation instructor clarified material covered incourse lectures.

0%

0%

14.3%

85.7%

123

4

50%

0%

0%

0%

100%

Hardly at all123

4

50%

0%

0%

0%

100%

Hardly at all

101/03/2013

0%Hardly at all

Class Climate evaluation

234To a very high degreen=7av.=4.86
dev.=0.38

To a very high degreen=7av.=5dev.=0

To a very high degreen=7av.=5dev.=05Page 1

Professor Michael Sands, INTRODUCTION TO LOGIC(PHIL-0500)
2.4)

2.5)

2.6)

2.7)

2.8)

2.9)

2.10)

2.11)

The recitation instructor showed interest in helping
students understand the material.

The recitation instructor returned assignments withina reasonable amount of time.

The recitation instructor was concerned about
students' progress in the course.

2.13)

0%0%100%123

450%0%0%0%100%

Hardly at all

123450%0%0%0%100%

The recitation instructor treated students withrespect.

1234

50%0%0%0%100%

Hardly at all

123

4

50%0%0%0%100%

Hardly at all

The recitation instructor provided constructive
feedback on assignments.

1234

50%0%

14.3%0%85.7%

Hardly at all

The recitation instructor maintained an environment
in which students felt comfortable asking questions.

123450%0%0%0%100%

Hardly at all

1234

50%0%0%0%100%

Hardly at all

12.12)

0%Hardly at all

The recitation instructor provided helpful answers tostudents' questions.

The recitation instructor was available for help
outside of the labs. Mark (NA) if you did not seekoutside help.

0%
Hardly at all

234To a very high degreen=7av.=5dev.=0

To a very high degreen=7av.=5dev.=0

To a very high degreen=7av.=5dev.=0

To a very high degreen=7av.=5dev.=0

To a very high degreen=7av.=5dev.=0

To a very high degreen=7av.=4.71
dev.=0.76

To a very high degreen=7av.=5dev.=0

To a very high degreen=6av.=5dev.=05

Did you have difficulty in understanding your recitation instructor's spoken language?
No difficulty

85.7%

Small amount of difficulty

14.3%

Moderate difficulty0%

Severe difficulty

0%

n=7

Did your recitation instructor have difficulty in understanding the questions that were asked by students in class?

01/03/2013

No difficulty

85.7%Small amount of dificulty

14.3%

Moderate difficulty0%

Severe difficulty0%Class Climate evaluation

n=7Page 2

Professor Michael Sands, INTRODUCTION TO LOGIC(PHIL-0500)
2.14)

Would you recommend this recitation instructor to other students who are going to take this course?
No0%

Probably not0%

Probably yes

0%

Yes

n=7100%3. RECITATION COMMENTS
3.1)

Your recitation instructor would like to know if there is something you believe he/she has done especially well in teaching this recitation
section.
.
Absolutely everything. Sometimes before I go to sleep, instead of counting sheep, I imagine what the perfect logic recitation class would
be like. Luckily, I get to wake up and go to it.
Great atmosphere, great analogies for remembering and understanding concepts.
He has interesting ways of remembering things that were extremely helpful. An example would be the snake interpretation of therelationship between 3x and x modifiers. He also made everyone feel comfortable and was exciting to listen to.
Made the course work more understandable
Tons of enthusiasm for subject, connection with students, solid grasp of subject and good learning environment.

3.2)

Your recitation instructor would also like to know what specific things you believe might be done to improve the teaching of thisrecitation section.
.
Absolutely nothing. If students struggle with the material, it is positively, categorically, without a shadow of any possible doubt, their own
inability to comprehend basic reasoning. Do not blame any of this on yourself, Michael. I don't understand how you can be that patient.
Keep it up!
None, I loved this recitation section.
Nothing. Keep doing what you're doing!
none

01/03/2013

Class Climate evaluation

Page 3

Professor Michael Sands, INTRODUCTION TO LOGIC(PHIL-0500)

ProfileSubunit:Name of the instructor:
Name of the course:(Name of the survey)

A&S-PHILOSOPHY
Professor Michael Sands,
INTRODUCTION TO LOGIC(PHIL-0500) (10485-2131)

2. RECITATION INSTRUCTOR TEACHING EVALUATION

2.1)

The recitation instructor was well-prepared for the recitations.

Hardly at all

To a very highdegree

2.2)

The recitation instructor appeared knowledgeable about course subject matter.

Hardly at all

To a very highdegree

2.3)

The recitation instructor clarified material covered in course lectures.

Hardly at all

To a very highdegree

2.4)

The recitation instructor showed interest in helping students understand thematerial.

Hardly at all

To a very highdegree

2.5)

The recitation instructor returned assignments within a reasonable amount oftime.

Hardly at all

To a very highdegree

2.6)

The recitation instructor was concerned about students' progress in the course.

Hardly at all

To a very highdegree

2.7)

The recitation instructor provided helpful answers to students' questions.

Hardly at allTo a very highdegree

2.8)

The recitation instructor treated students with respect.

Hardly at all

To a very highdegree2.9)

The recitation instructor provided constructive feedback on assignments.

Hardly at all

To a very highdegree2.10)

The recitation instructor maintained an environment in which students felt
comfortable asking questions.

Hardly at all

To a very highdegree

2.11)

The recitation instructor was available for help outside of the labs. Mark (NA) if
you did not seek outside help.

Hardly at all

To a very highdegree

01/03/2013

Class Climate evaluation

n=7av.=4.86
n=7av.=5n=7av.=5n=7av.=5n=7av.=5
n=7av.=5n=7av.=5n=7av.=5
n=7av.=4.71
n=7av.=5n=6av.=5Page 4