Violently agitated and highly implacable, I savor the time in my unproductive hour. My hypothetical fortune, it's like catching a sniff of tequila in the morning.
EMAIL:
suzywazzu@hotmail.com
AIM: asphnctersezwhat
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Suzy Zustiak lives in Pullman, WA where she is currently majoring in zoology, with a minor ordering pizzas.
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Thursday, February 21
There are some things you'd only like to experience once in a lifetime. Unfortunately, they may happen twice in the span of a week. A twisted saga of highs and lows. A deep sea of despair associated with a busted ego balloon. Then, there's the ego boosting confidence builder of, " ha-ha-ha-haaa-ha, I did better than yoooou did!"
Anyway... I sent an email to my Genetics professor explaining my greivance:
"Dr. Thorgaard --
Being very disappointed, but not shocked, by the outcome of the first MBIOS 301 exam I feel it is my duty as a student to complain and whine, BUT also offer advice that might help you to help us for the rest of the course:
Opinion #1: Having 7 different choices for multiple choice questions to begin with is totally unheard of. And, having 4 of those different choices be combinations of answers??? On exams, multiple choice questions like these do not only cause deception, paranoia, and grief, they are also very unfair. A student can know that one letter answer is correct, but not another and lose ALL credit when actually only HALF of their answer was wrong!
Opinion the second: Please stop lecturing as if you are reading from the book. I bring my book to class and I see that you lecture basically right out of the book. If I wanted to read the book I would, I could. But, I don't go to class to have the book read to me. I come to class to gain some insight on how to do problems that may arise, um, I don't know... on an EXAM maybe? Do some actual examples, maybe elaborate on the book examples, don't paraphrase. Use your experience and vast knowledge on the subject to simplify the material. Inform us of important points [important enough to be seen on an exam???]. Provide information on how to complete homework problems. These are the things you test us on, and these are also the things that you do not emphasize in class...
Third opinion: I feel that my performance on the exam does not in any way reflect what I have learned in the class so far. To me, this suggests not only a miscommunication between you and the class, but also a big discrepancy with what the exam asked of us.
I am quite angered, as are some of my fellow classmates, that we scored so low on this exam. I hope that, as a whole, we can improve for the remainder of the class.
Signed with mild animosity by a highly discouraged student."
Hope you don't ever have to send such a letter to a sub-par professor...
Slapped up here on 2/21/2002 03:46:00 PM by: Me, Suzy...
Anyway... I sent an email to my Genetics professor explaining my greivance:
"Dr. Thorgaard --
Being very disappointed, but not shocked, by the outcome of the first MBIOS 301 exam I feel it is my duty as a student to complain and whine, BUT also offer advice that might help you to help us for the rest of the course:
Opinion #1: Having 7 different choices for multiple choice questions to begin with is totally unheard of. And, having 4 of those different choices be combinations of answers??? On exams, multiple choice questions like these do not only cause deception, paranoia, and grief, they are also very unfair. A student can know that one letter answer is correct, but not another and lose ALL credit when actually only HALF of their answer was wrong!
Opinion the second: Please stop lecturing as if you are reading from the book. I bring my book to class and I see that you lecture basically right out of the book. If I wanted to read the book I would, I could. But, I don't go to class to have the book read to me. I come to class to gain some insight on how to do problems that may arise, um, I don't know... on an EXAM maybe? Do some actual examples, maybe elaborate on the book examples, don't paraphrase. Use your experience and vast knowledge on the subject to simplify the material. Inform us of important points [important enough to be seen on an exam???]. Provide information on how to complete homework problems. These are the things you test us on, and these are also the things that you do not emphasize in class...
Third opinion: I feel that my performance on the exam does not in any way reflect what I have learned in the class so far. To me, this suggests not only a miscommunication between you and the class, but also a big discrepancy with what the exam asked of us.
I am quite angered, as are some of my fellow classmates, that we scored so low on this exam. I hope that, as a whole, we can improve for the remainder of the class.
Signed with mild animosity by a highly discouraged student."
Hope you don't ever have to send such a letter to a sub-par professor...
Slapped up here on 2/21/2002 03:46:00 PM by: Me, Suzy...
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