University Course Evaluation Comments

A friend of mine goes to Brown University. They have a┬ápublication there called “The Critical Review.” A section has┬ástudent comments on a class. Here are some of the more humorous:

 

Insights from Student Surveys:

  • “He spoke, I had no clue, it was as mutal relationship.”
  • “The book was written in some cryptographic jumbo.”
  • “It (the course) made me realize that the universe is truly evil — This course is evil incarnate. I believe the professor may have been Satan himself!”
  • “If our section was ‘Romper Room’, our TA would have been great. I’m just surprised she didn’t threaten to take recess away from us.”
  • “When people start taking up all our class time with inane comments and/or questions, (the professor) should pull out a bat and hit them.”
  • “This professor was as dry as a dustbuster. (bad metaphor–bad professor–bad class).”
  • “Today is May 1. Today is the first time I understood his lecture. Need I say more?”
  • “6000 years of history in one semester! 10000 years of history in two semesters!! If all I took at Brown were survey courses in ancient cultures, I would have 132,000 years of history in 4 years.”
  • “Time commitment–eternity.”
  • “I think he thought he was running a discussion, however, I think it was more of an entertainment program (starring him).”
  • “…the readings were like the meringue on a Baked Alaska – all fluff and no satisfaction.”
  • “Purpose–to drive you to insanity.”
  • “[The professor] Always has these wonderful juice boxes each class that make me thirsty.”
  • “My TA was about as kind and helpful as a pit-bull on speed.”
  • “His lectures could have substituted for by a tape of someone reading the textbook (although I would have preferred Deep Purple).”
  • “[Professor was] zombie-like in appearance and style. I sort of wished he would do something crazy in class just to prove he was alive.”
  • “He couldn’t have been less energetic unless he had a stroke.”
  • “[Professor] is about as stimulating as watching corn grow. His only talent is the ability to wear sexy purple shirts left over from the 70’s.”
  • “Sure you learned a lot but after studying you wanted to stick a lead pipe up the prof’s butt.”
  • “The TA was sort of wishy-washy, kind of like Charlie Brown leading a picnic or something.”
  • “This course required some desire to read and a lot of desire to bullshit.”
  • “This class made me realize that I never want to be involved with the humanities again. I am a biology major, because science matters, and the humanities don’t matter.”
  • “The TA was very useful. He set up the slide projector every day and turned out the lights.”
  • “Each lecture was like a film production–I felt like I was spending an hour a day in EPCOT every MWF.”
  • “Any mention of a piece of concrete information was met with a sigh of relief.”
  • “My TA wasn’t the sharpest knife in the drawer–overall, I’d say she’s a few fries short of a Happy Meal.”
  • “If Jesus went to Brown, he would take this course. (So would Buddha and a few other really hip religious figures.)”
  • “[Professor] was like Dr. Seuss with a physics degress.”
  • “Soften up the lab technician with a Club Med vacation.”
  • “My TA’s big brown eyes and soft touch _definitely_ helped facilitate understanding.”
  • “Overall, he makes my All-Professor Team!”
  • “[Professor] is extremely intelligent, but drier then a [cafeteria] bagel.”
  • “He’s the pits! He actually said ‘Anyone…anyone?’ like that guy in Ferris Bueller.”
  • “Unbelieveable. It was like _Stand_ _and_ _Deliver_.”
  • “He doesn’t say things are definites; he will say somethings is timid, yet bold, loud, yet quiet, etc… This is not necessarily bad, nor is it necessarily good…”
  • “Nice wardrobe–the guy’s got more clothes than I got brain cells.”
  • “[Professor]’s speaking style was so fluid that his entire lecture seemed to be comprised of one sentence; indeed, I often found myself perched on the edge of my seat, waiting for an elusive verb to emanate from his mouth.”
  • “If he [the professor] was any more enthusiastic, he’d have a heart attack.”
  • “[The sections] were about as useful as a sandbox in a desert.”
  • “This class really made me think. Think about what I had for lunch, my mail for the day, the Tetris I could be playing…”
  • “[Professor] has the annoying habit of starting at 9:55 and ending at 11:10 because ‘the clocks in here are fast.’ Is there a time warp in here?”
  • “I must say though that _all_ of the TA’s were very attractive women.”
  • “Though sometimes the class was frustrating and hysteria-provoking, I and my classmates bonded closely in this Vietnam-like experience.”

 

How Did this course contribute to your educational experience? Was this course intellectually satisfying, and if so, how?

  • “It was my educational experience this semester.”
  • “Oh, stop it!”
  • “I’ve always hated this question. I abstain.”
  • “Very much so, but it should be taken into account that I have an intellectual level comparable to that of a mushroom.”
  • “The students were so uniformly idiotic and obtuse that the intellectual stimulation was little and far between.”
  • “Seeing as I’m a senior, I’m less and less interested in things academic.”
  • “I don’t really know what was missing, but somethings was. Maybe it was me.”

 

Describe possible ways for improving this course in the future:

  • “…make it 50 minutes long. No, better yet, 25 or 30 min.”
  • “Coffee on I.V. — the lectures could cause spontaneous narcolepsy.”
  • “Remove [professor] from his catatonic trance.”
  • “Reduce volume of material–don’t try to create the world in seven days!! That’s God’s job!!”
  • “Prof. could wear funny hats and dance the Mazurka.”
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