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Report Comments This semester’s summary scores reflect a shift to online instruction. Please download and save a PDF copy of this report Project Title^ Courses Audience^ Responses Received^ Response Ratio^ Individual Report for Instructor Tabing (39477-20203 : MATH-^ 125 Calculus I (39477)):^ Learning Experience Evaluations - Fall 2020 :^ 72.34% :^47 :^34
Creation Date: Friday, January 15, 2021 Technology powered by BLUE
- Learning Experience Subscale Average Score University of Southern California Competency Course Design Instructional Practices Inclusion Practices Assessment Practices Course Impact LEARNING EXPERIENCE SUBSCALE ANALYSIS instructorCourse-3.393.403.313.083.21 Deviation Standard+/-0.69+/-0.68+/-0.85+/-0.83+/-0.
- COURSE DESIGN University of Southern California 123 The course objectives were well explained. The course assignments were related to the course objectives. I understood what was expected of me in this course.... The course objectives were well explained.The course assignments were related to the course objectives.I understood what was expected of me in this course. LEARNING EXPERIENCE SUBSCALE ANALYSIS: COURSE DESIGN 343434 N Mean3.293.503.38 Std. Deviation0.840.510.
- INSTRUCTIONAL PRACTICES University of Southern California 123 The instructor carefully explained difficult concepts, methods, and subject matter. The instructor encouraged me to do my best work. The instructor encouraged questioning and discussion of course topics from the students... The instructor carefully explained difficult concepts, methods, and subject matter.The instructor encouraged me to do my best work.The instructor encouraged questioning and discussion of course topics from the students LEARNING EXPERIENCE SUBSCALE ANALYSIS: INSTRUCTIONAL PRACTICES 343134 N Mean3.153.483.56 Std. Deviation0.820.630.
ASSESSMENT PRACTICES 123 The assessments/assignments reflected what was covered in the course. The grades I have received thus far reflect the QUALITY of my performance in the course. The criteria for good performance on the assignments or assessments were clearly communicated. The instructor’s evaluation of my performances was constructive.... The assessments/assignments reflected what was covered in the course.The grades I have received thus far reflect the QUALITY of my performance in the course.The criteria for good performance on the assignments or assessments were clearly communicated. LEARNING EXPERIENCE SUBSCALE ANALYSIS: ASSESSMENT PRACTICES 34343428 N Mean3.063.003.243.04 Std. Deviation0.850.890.740.
- The instructor’s evaluation of my performances was constructive.
University of Southern California
COURSE IMPACT 12 I learned perspectives, principles, or practices from this course that I expect to apply to new situations. This course challenged me to think critically and communicate clearly about the subject. This course provided me with information that may be directly applicable to my career or academic goals... I learned perspectives, principles, or practices from this course that I expect to apply to new situations.This course challenged me to think critically and communicate clearly about the subject. LEARNING EXPERIENCE SUBSCALE ANALYSIS: COURSE IMPACT 333231 N Mean3.153.413.06 Deviation0.760.560.73 Std.
- This course provided me with information that may be directly applicable to my career or academic goals.
University of Southern California
Is there additional information or feedback that you would like to share with instructor University of Southern California Students Thank you! You're a great professor! Just brilliant! I loved the course, and it reminded me of my love for calculus. She was great at explaining the concepts and her notes were thorough. Pacing could have been improved so we could have gotten through more of the notes in class but this was not a hinderance for me regardless so I was not too annoyed by this. Professor Tabing was very helpful and open to helping students improve, providing multiple resources for test preparation. She also demonstrated multiple approaches to solving problems, which was beneficial to students with different learning preferences. Prof. Tabing is always bringing a youthful, energetic, and positive energy to class which really is much appreciated. Having a professor who is very monotone and lackadaisical during a STEM lecture really makes the class much harder, in my experience. I enjoyed your teaching style and class. You made difficult subjects easy to understand. I felt like the same students were answering all the questions, which can be seen as unfair. Encouraging all students to speak and answer questions can also open up different ways to solve problems. There was also some confusion about what was considered okay on the midterms and what wasn't on the exam instructions. The exam instructions should've been more clear because a student can unintentionally get in trouble. The worksheets and quizzes were also very easy compared to the exams, which make the exams so confusing. I think more challenging problems should be introduced during lectures, problems that would be seen on the exam. Very motivated and helpful lectures and worksheets. However, the midterms were not similar to the format of the presentation class material Responding to emails would be nice. Prepare students with more difficult questions in lecture that clearly reflect the harshness of the midterms, or make the midterms more similar to the level of the things learnt during class. The end of week quizzes was a little too easy, relatively to what was covered over the week. I felt that harder material on the quizzes could have been more helpful, especially when the midterms and exams were at a different rigor compared to the quizzes. I think the worksheets were just about right. Felicia Tabing?
Number of Instructor Interactions Outside of Class Approximately how many hours did you spend on coursework outside of the classroom? In what ways have you participated in your learning for this course? (Please select all that apply.) University of Southern California Approximately how many times did you interact with instructor Felicia Tabing outside of class? (e.g., via email, office hours) Approximately how many hours did you spend on coursework outside of the classroom? STUDENT ENGAGEMENT ANALYSIS
Please describe the LEAST valuable aspect(s) of this course. Comments I can't think of anything that stands out as being especially not valuable I do not know when I'll use calculus in the future. Possibly the prefecture videos? It seemed like the Professor had done a short review of what was on the lecture video at the beginning of class so sometimes I would be left wondering what was the point of watching the video and taking notes on it? Class examples were much easier than the exam problems. Pre–lecture quizzes were fine but not great. They seemed redundant because we would just do a warm–up exercise in class anyways. I also feel like sometimes we did problems that were too easy in lecture. So when the exams would come, it would be infinitely harder than what we had learned in lecture. The course does not effectively prepare students for the rigor of problems on the exams in comparison to the class content and quizzes. Most of the material seems not very useful or relevant to everyday life. some general techniques I did not find to be the most useful. There isn't much application of Calculus to my future course requirements, and I feel that the concepts I have learned will eventually be forgotten. The assessments given were not as effectively reflective of the course material learned, in my opinion. Struggling just because this course is overcomplicated compared to calculus classes at other universities or community colleges. An incredible amount of time dedicated to be able to even pass. Discussion wasn't that helpful, but, that was likely due to being online. The breakout rooms were mainly silent besides the occasional question and not much was learned from it. I ended up doing most of the worksheets just on my own. The break rooms during Lecture were not that productive. The worksheets are too unrelated to the topics covered in class. In most cases, the problems we are being asks to solve on the worksheets are significantly harder than anything covered in lectures which were just a day or so priory to the worksheet. I think this is an unfair expectation. We rushed through the material, so there was not enough time to actually practice and achieve an overall understanding. I felt as if the instructor was a little confusing. I sometimes left lectures and office hours confused. The tutor I set time with cleared
some things up. I think students who were struggling in the class didn't get enough support. The class seemed as if it was catered to people who knew how to do problems due to the same students answering the questions, which most of the time were correct. The exam averages were low with no curve which I think is unfair because the exams were harder than the worksheets and quizzes. The exam instructions were unclear on what was considered cheating because we were allowed to use notes and calculators. The quizzes the last lectures were super rushed because of time constraints and just didn't feel well taught compared to the beginning of the semester The increased difficulty in midterms, and my grade dropping from an A– to a B– only for one poor exam. Not really sure if ISE is the way to go. I enjoy such major, yet the mathematical part of it (calculus I through III and Linear algebra) may end up making me change my major. Math is important to develop an analytical and problem solving mind, yet, I do not believe I see myself suing Calculus at any point in life as y central emphasis is organizational business related.
University of Southern California
