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The idea of a dynamic course evaluation is similar to the familiar end of course or mid-course evaluation except the critique (and response) is on-going over the entire course of the semester. The goal of this process is to produce a single, coherent description of the strengths and weaknesses of this course. Once you have posted your ideas, you may want to visit this page again occasionally to assure that the essential meaning of your response has not been lost in subsequent editing and refinement of the text.

What makes collaborative, wiki based writing unique is that it is aimed at continued clairification and refinement of ideas; as such feel free to edit any existing responses as well as adding your own comments. If you are initiating a new idea, start a new paragraph. You will notice the usual set of response categories but you are welcome to add others as well. Thank you for your participation -- write freely and without fear -- have the courage to use your own intelligence to help improve this course!

How well is this course meeting its stated objectives?

How about listing the objectives here...

Are we talking about the big old lecture course or the small group course? Or both? (this evaluation is about the course overall (see stated objectives link above) so include both large samll groups. How about starting a paragraph about either or both).

Yes, the class has met it's objectives, so maybe the objectives need revising.

What aspects of this course are helping your learn the material? (Be specific)

Certainly not the book. Mark Lawrence has had some fine lectures, and I've learned quite a bit from him. He uses relevant and interesting maps and graphs to highlight his points.

Overall, is the content of this course meeting your expectations? Why or why not?

Many students hate the idea of taking this class but on final (anonymous) course evaluations the vast majority of students respond very favorably to both the general idea and the specific content of the course, A handful of students view it as a waste of time and resent the idea it is a requirement for graduation. Overall most students feel that content of the course is important and worth learning. Nonetheless, some students complain about that it presents the same old spoon-fed information with no tangible results. Ironically, those students who complain the loudest seldom make constructive suggestions for improving the course.

This is a liberal education course, I don't expect it to be part of my major. College is a place and time where we have an opportunity to be exposed to a broad range of ideas and perspectives. We are defining ourselves (or re-defining ourselves as people) and need to come to a deeper understanding of our own motivations and assumptions, especially about something as important as environmental sustainability.

I had one expectation coming into this course, and it was definitely met.

Are you particpating in this course at a level that meets your own expectations as a learner? Why or why not?

Last week there happened to be an editorial to the Pioneer editor about all of us taking responsibility, and not just telling younger generations to pick up after the old. It struck home, and yet, missed the point.

Supply us with the troubles we face, living on this planet, good. Also give us possible actions, problem-solving tasks.

There are those of us in the audience of large and small groups, that have acted, have heard about the problems we all perpetuate. Where is the 'taking responsibility' with our everyday lives.

Take a stand! I will make effective changes that improve the environment -- I live in these United States of America and, damn it, I want to enjoy my privileges, Earth beware.
--what is this person saying???

The small groups provide enough interaction for all our little voices to be heard.

Are there particular concepts in this course that need to be reviewed or clarified?

Don't test significantly on nuclear power unless you spend a significant amount of time talking about it.

What do you see as the most important ideas to take from this course? Provide a brief rationale for your selections (use separate paragraphs for separate ideas).

Worry about our Mother the Earth, but don't get depressed about it.

How effectively is the teaching team in there effort to encourage critical analysis while avoiding ideological indoctrination?

The indoctrination is thinly veiled.
--I don't think this is the case.

Please comment on the relationship between large and small group activities? What works and what doesn't? [Note: your small group instructor will provide you with an opportunity to evaluate materials and processes used within your small disciplinary group .]

They complement each other nicely.

How can this course be improved?

Things to add...

A teaching staff spanning the political spectrum.
--Why?  All we need is teachers who will educate us about the state of the environment, not some republican oil drillers telling us everything is really fine.

Thngs to delete...

Overt indoctrination.
--you're only indoctrinated if you want to be.  I feel that the professors have been very honest with us.

Things to change...

Man, does it really have to be three hours long?