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)23139-2134
Spring 2013RESPONDENTS = 42.86% OF NUMBER REGISTERED

1. SELF RATINGS
1.1)

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

12.5%

To a small degree0%

To a moderate degree0%

To a considerable degree

37.5%

To a very high degree

1.2)

1.3)

n=850%

What grade do you expect in this course?
A

33.3%

B

55.6%

C0%

D

11.1%

F0%

Other0%Credit/No Entry0%

Audit

0%

Other0%n=9What percent of the recitations did you attend?
Less than 25%

11.1%

26-50%

11.1%

51-75%

0%76-100%

77.8%

n=9

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%

22.2%

77.8%

1234

50%

0%

0%

11.1%

88.9%

Hardly at all1234

50%

0%

11.1%

11.1%

77.8%

Hardly at all

105/07/2013

0%Hardly at all

Class Climate evaluation

234To a very high degreen=9av.=4.78
dev.=0.44

To a very high degreen=9av.=4.89
dev.=0.33

To a very high degreen=9av.=4.67
dev.=0.71

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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.

12.5%

87.5%

23450%

0%0%

44.4%

55.6%

Hardly at all

123450%

0%

0%

33.3%

66.7%

The recitation instructor treated students withrespect.

123450%

0%

0%

33.3%

66.7%

Hardly at all

123450%

0%

11.1%

33.3%

55.6%

Hardly at all

The recitation instructor provided constructive
feedback on assignments.

123450%

12.5%

25%

25%

37.5%

Hardly at all

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

1234

50%

0%0%

33.3%

66.7%

Hardly at all

123450%

11.1%

0%

33.3%

55.6%

Hardly at all234

To a very high degreen=8av.=4.88
dev.=0.35

To a very high degreen=9av.=4.56
dev.=0.53

To a very high degreen=9av.=4.67
dev.=0.5

To a very high degreen=9av.=4.67
dev.=0.5

To a very high degreen=9av.=4.44
dev.=0.73

To a very high degreen=8av.=3.88
dev.=1.13

To a very high degreen=9av.=4.67
dev.=0.5

To a very high degreen=9av.=4.33
dev.=15

Did you have difficulty in understanding your recitation instructor's spoken language?
No difficulty2.13)

0%112.12)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

100%

Small amount of difficulty0%Moderate difficulty0%

Severe difficulty0%

n=9Did your recitation instructor have difficulty in understanding the questions that were asked by students in class?

05/07/2013

No difficulty

77.8%

Small amount of dificulty

22.2%

Moderate difficulty0%

Severe difficulty0%Class Climate evaluation

n=9Page 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

33.3%

Yes

66.7%

n=93. 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.
A great guy with an awesome personality. You really helped me to understand a lot of Logic. Without your recitation, I would be in serious
trouble in this class.
All of the explanations and example problems in recitation/office hours were very helpful.
He did a great job teaching the class. I wish we had more time in recitation.
He is very available by email or in office hours.
The recitation instructor was able to masterfully use example in order to clarify the confusing concepts of the subject and was able tocommunicate with all students fairly well.
You make Logic fun, and your methods are more helpful than the textbook most of the time. Keep it up!!!
enthusiastic. loves the subject. and knows it too. relates well with students.
great at using examples to explain concepts covered in class. can make the abstract something more concretely understood

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.
Got nothing to say. You were awesome, and I'm glad I had you as my TA. Best of luck in future philosophical jobs, you'll do great.
"Magnum Magistrum es, ego Amicus, et a ludus unus as bene"
Nothing specifically, this class just sucked as a whole.
Sometimes you seemed and acted a little too full of yourself in class, but besides that I don't really have much criticism. Though talking to
you about homework during your office hours was a little difficult.
he gets sidetracked easily.

05/07/2013

Class Climate evaluation

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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) (23139-2134)

2. RECITATION INSTRUCTOR TEACHING EVALUATION

2.1)

The recitation instructor was well-prepared for the recitations.

Hardly at all

To a very highdegree2.2)

The recitation instructor appeared knowledgeable about course subject matter.

Hardly at all

To a very highdegree2.3)

The recitation instructor clarified material covered in course lectures.

Hardly at all

To a very highdegree2.4)

The recitation instructor showed interest in helping students understand thematerial.

Hardly at all

To a very highdegree2.5)

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 all

To a very highdegree2.8)

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 highdegree2.11)

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 highdegree05/07/2013

Class Climate evaluation

n=9av.=4.78
n=9av.=4.89
n=9av.=4.67
n=8av.=4.88
n=9av.=4.56
n=9av.=4.67
n=9av.=4.67
n=9av.=4.44
n=8av.=3.88
n=9av.=4.67
n=9av.=4.33

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