The Battalion
OPINION
ie E
Wednesday, April 25,1990
Opinion Page Editor Ellen Hobbs
Course evaluations must have
quality attention from students
It’s that time of the semester again:
Instructors will be asking for students to
fill out evaluation forms as the courses
come to a close.
Graduate students are in a unique
position at a university: We are both
students and teachers. This gives us a
different perspective on issues of
student-teacher interaction. The
majority of the graduate students I
know take their evaluations very
seriously; we read them and try to learn
from them. We are not very far
removed from our own experiences
with poor instruction and we don’t want
to do to our students what has been
done to us.
Students sometimes fill out
evaluations in ways which don’t help. I
will mention three problems:
irrelevance, inconsistency and lack of
perspective.
In any large class, there will always be
a few people who think that their
instructor is a number one creep, and
some who will consider her or him the
reincarnation of a deity. These
expressions of mental and emotional
aberration find their way onto the
evaluation forms all too often. “This guy
is a geek.” “I have never met a more
wonderful person.” Even more
ridiculous are comments about personal
appearance and beauty (or lack
thereof). “Why do you wear your hair
that way?” The worst, however, are
those who make a salacious statement.
Any of these irrelevant remarks
guarantee that your evaluation will not
be taken seriously by anyone.
Right up there with irrelevance is
inconsistency. How is an instructor
supposed to evaluate his or her
performance when some students say
one thing and others say exactly the
opposite? The following are examples
from real life. “Slow the lectures down.”
Jeff
Farmer
Columnist
“Move a little faster.” What is this guy
supposed to do? How about these: “In
some cases seems to go into over
explanation.” Someone else says
“explain more.” Or these: “Is happy to
answer all questions.” and “Some people
feel intimidated by asking questions.”
Finally, my favorite; these two
comments appeared on the very same
evaluation form: Under the positive
remarks was “made things interesting,”
but under ways to improve was “keep
students interested.”
Such comments are difficult to
interpret. I think part of the reason for
inconsistency is that the students don’t
stop to think very much about what they
are saying on the form. Did the
instructor go too fast (or slow) for the
whole class or just for you? Maybe you
should have taken a different class; it
doesn’t help anyone to trash the teacher
because someone mis-advised you.
Another possible reason is that many
students only evaluate the instructor
from their own standpoint —if they got
a good grade they are happy, and if not,
they are hacked off.
This brings us right along to lack of
perspective. The best predictor of how a
student will evaluate an instructor, sad '
to say, is that student’s own grade in the
course. The people who get “A’s” give
me high marks and the ones who get
“F’s” take me to the cleaners. I got an
evaluation once where I was told that I
went way too fast; this person wanted
me to slow down. But this person also
admitted that they were absent from
class “more than nine times.” Amazing.
Just once in a while I would like to see
someone honestly say: “This instructor
tried pretty hard and basically did a
good job — I failed because I spent too
much time at the Chicken.” •
OK, I’m through complaining.
Believe me, I’m not bashing students
here. I’m just trying to make a point:
The system of evaluations can’t be any
better than the quality of the comments
made. If you think evaluations don’t
count, and do a crappy, indifferent job,
then you can bet that yours (at least)
won’t. I like students, and I love
teaching mathematics; I want to do the
best job I can, and I want my students to
help me by giving me feedback that is
rational, relevant and helpful. I don’t
think that’s too much to ask.
The evaluation system needs reform,
without a doubt. Perhaps we need to
have students actually sign an
evaluation form that the professor will
never see, but that can be used by the
department head or dean (this would
probably eliminate the stupidities about
hair style). But the system won’t get
better as long as the evaluations are
polluted with silly and emotional
remarks; this just gives more
ammunition to those who oppose using
evaluations at all.
This is my last column for The
Battalion this semester; I’d like to wish
everyone in Aggieland a good summer:
May you work well, study hard and play
safely. And when it comes time to
evaluate your professors this week, take
a couple of extra minutes and do a
quality job.
Jeff Farmer is a graduate student in
mathematics.
Co-op offers students alternative
to traditional education methods
In reference to Greg Damron’s letter
of April 23, 1990 I offer the following
advice: The seminar you call a “sham”
was designed to give liberal arts students
an idea about how they can gain work
experience in their field of study, not
just a summer job. As for the Placement
Center, I cannot say what opportunities
they intended to mention; however, as a
liberal arts co-op student myself, I can
tell you that cooperative education
increases the marketability of students
in what are considered non-technical
Jeanine
Hernandez
Reader’s Opinion
return and continue work for additional
terms, and (3) Co-op provides access to
job listing for approximately 80 liberal
arts employers and 500 technical
employers who hire liberal arts for jobs
such as technical writing, public
regions and various support offices.
majors.
Since Damron is a psychology major,
I would first ask him what type of job he
is looking for. Within the Cooperative
Education Program, psychology majors
can be placed in personnel positions,
public relations positions and other
support areas.
However, if someone is looking for
clinical psychology jobs, then they
should try their department because
Cooperative Education does not handle
research or clinical job areas within a
major. If one does choose to try a co-op
term, then they should pay close
attention to the following:
Damron’s reference to the three
alternating work terms shows that he
does not understand how the 1
Cooperative Education Program works.
The program is designed to give
students work experience while they
continue their education. The three
semesters equal one year of work
experience which increases a student’s
ability to get a job once they graduate.
From his letter, it sounds like
Damron is looking for a summer-only
job or an internship. Summer-only jobs
If students are interested in just a
summer job or an internship, they
should try their department; however,
Cooperative Education, from my
experience, seems to offer liberal arts
the most variety of jobs, plus the only
requirements for entrance are a 2.5
GPR and 45 credit hours. Cooperative
Education allows you to apply to as
many companies as you like and you
may continue to apply as long as ybu are
a student with Texas A&M University.
I he program is designed to give
students work experience while
they continue their education.
and internships are handled by
academic departments and not the
Cooperative Education office for
several reasons:
(1) Co-op gives you academic credit,
(2) Co-op is designed for students to
My last piece of advice for you Mr.
Damron is that before he knocks
something he really should find out
what the program is about, and more
importantly, which part of the
bureaucracy controls the program. The
Placement Center is separate from
Cooperative Education, and therefore
the two cannot be seen as equal avenues
for employment opportunities.
Jeanine Hernandez is a senior English
major.
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Monique Threadgill,
Managing Editor
Ellen Hobbs, Opinion Page Editor
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Mail Call
Participate only in real safe sex
EDITOR:
I have two close family members whose lives have been irrevocably a|.
tered by different medical problems: Alzheimer’s disease and leukemia
Neither disease has a known cause or cure.
Neither person had an opportunity to avoid the disease.
Each was a random victim.
In reading The Battalion recently regarding the proposal to put con
dom vending machines in A&M residence halls, it occurred to me
while each of us has the privlege of choice in life he or she ought to exercise
that choice wisely.
AIDS is an easily preventable disease. Why engage in pre-marital or ex
tra-marital sex and take even the slightest chance with a killer disease?
The term “safe sex” — often used regarding condom usage — is a mis
nomer. Sex in a faithful marriage is the only safe sex.
Anything else is unsafe regarding disease and unplanned and un
wanted pregnancy. Even birth control methods are not 100 percent safe
The issue for or against the condom vending machines is a difficult
one.
I would only hope that A&M students wotdd exercise their options by
making a choice between abstinence and flirting with AIDS rather
choices concerning where, when and how conveniently they may purchase
condoms.
If Alzheimer’s and leukemia patients could have prevented their dis
ease by avoiding a particular thing, I know of two people who gladly w
have done so.
flyPAIV
((The I
B.F. Sueltenfuss
Parent of two A&M students
No need for respectful protests
EDITOR:
In response to Damon Arhos’ opinion column of Tuesday, April 11
must say that I was very surprised that it was even written.
Though I agree protests shotdd be peaceful and that both sides of an
issue should be heard, I hardly think that protests should be respectful,
They are made to wake people up — not put them to sleep.
In addition, I do believe that UT should not be embarassed but proud
that its students feel strongly enought to risk going to jail for an issue they
believe in. That is — if his comparison of UT to Texas A&M holds true.
I refer Mr. Arhos to the 1989-90 University Regulations of this Institu
tion, specifically the “concessions” section (68) and Appendix VII No. 2,
which deny individuals the right to voice an opposing opinion, pass out lit
erature or hold a sign at any function the administration has approved and
sees fit to pimp upon us.
For example: If the Neo-Nazi’s of America were a recognized student
organization and received a permit to hold a rally in the MSC Flagroom
and you were a Jewish student on his way to the post office, you would be
asked to leave or arrested if you ref used to leave while performing any of
the above acts.
Though there are two “Free Speech” areas on campus (God only knows
where) why should a person light a candle in daylight when he can turnon
a floodlight in darkness (If he doesn’t mind burning his fingers)?
That floodlight is protest.
edr
Scien
Clan H. Cameron ‘91
EDITOR’S NOTE: University Regulations 1989-90, Section 68, “Solicita
tion on Campus,” reads in part: “The term ‘solicit’ is defined as advertis
ing, selling, taking orders or donations, proselytizing and collecting and
distributing literature.
“Only those who have been issued a concessions card by the Conces
sions Committee are permitted to solicit or sell on University property.
“Those who have been granted permission to solilicit or sell on Uni
versity property must carry the concessions card with them at all times
when soliciting or selling as permited.”
Appendix VII No. 2 defines disruptive action partially as “seizing
control of any building or portion of a building for the purpose of inter
fering with any University-authorized activity.”
The appendix also states that it “shall not be construed to infringe
upon any right of free speech or expression guarenteed by the Constitu
tion of the United States or the State of Texas.”
No woman ‘fortunate’ to get Williams’ aid
EDITOR:
This letter concerns a letter to the editor written by Mr. Albert Watts,a
former student.
I can’t think of a woman who would consider it “fortunate” to have
Clayton Williams Jr. come to her “aid” on some dark night.
I must give you some credit, Mr. Watts.
At least you have enough guts to keep your sexist attitude on the re
cord.
Jill Emery ’90
Have an opinion? Express it!
Letters to the editor should not exceed 300 words in length.
The editorial staff reserves the right to edit letters for style and length, but will make every effort b
maintain the author’s intent.
There is no guarantee that letters submitted will be printed.
Each letter must be signed and must include the classification, address and telephone number of h
uniter. All letters may be brought to 216 Reed McDonald, or sent to Campus Mail Stop 1111.
Editorial Policy
The Battalion is a non-profit, self-sup
porting newspaper operated as a commu
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College Station.
Opinions expressed in The Battalion
are those of the editorial board or the au
thor, and do not necessarily represent the
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faculty or the Board of Regents.
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