© 1997 Rainer Glaser. All rights reserved.

The University of Missouri at Columbia
Chemistry 416 - Organic Spectroscopy - Fall Semester 1997

Teaching Evaluations
Overall Rating 3.85

Criteria of evaluation FS97 WS96
Organization and preparation of lectures and discussions 4.00 3.55
Instructor's enthusiasm for the subject matter 4.00 3.82
Helpfulness in answering questions and clarifying points 3.86 3.45
Ability to lecture in a manner which is easily followed 3.57 3.36
Ability to stimulate interest in the subject 3.93 3.55
Overall rating of the instructor 3.93 3.80
Your rating of how much you have learned 3.64 3.20
Overall rating of the course 3.71 3.60
Overall rating 3.85 3.55



1. List the strong and weak features of the lecturer and include suggestions for improvement.

Student 1: Very enthusiastic, which makes a good lecturer, although a little fast at times. The e-mail discussion list was a valuable teaching tool. A great number of practice problems was also very useful.
Student 2: GOOD ORGANIZATION & PRESENTATION. EASILY UNDERSTANDBALE LECTURES. TEST QUESTIONS COULD BE PRESENTED A LITTLE MORE CLEARLY; SOME WERE CONFUSING AS TO THE ANSWERS EXPECTED.
Student 3: Strong: lecturer knows the material and likes it. Weak: Overheads hard to follow, too much text. It was difficult to read, write and listen all at once. Another comment: test were on more practical matters, lecture was on more theory. This was hard to get used to.
Student 4: The strong features of the lecturer are: (1) enthusiastic, (2) makes the subject easy, (3) cooperative, (4) understanding.
Student 5: He has strong ability on elucidating the question and arising the interest of the listeners.
Student 6: When lecturing, you tend to go too fast for the students to follow what you are talking about (what's on the overhead) and to take notes.
Student 7: THE LECTURER WAS EXCELLENT. NO IMPROVEMENTS NECESSARY.
Student 8: Very good organization.
Student 10: Strong: We have lots of text books and reference papers. Weak: I think some knowledge beyond the scope of this class.
Student 11: Strong: Presented material at a level that could be understood. Weak: Due to amount of material covered, went sometimes too fast.
Student 13: Dr. Glaser RULES.!!
Student 14: Very enthusiastic, friendly with students.
2. Compare the lecturer to others you have had (especially with those in science courses at this level).

Student 1: No other teachers I have had have placed such an important focus on email and the internet. I liked this.
Student 2: Very good.
Student 3: Very good, but challenging.
Student 4: To me, this lecturer is better than the other one in this semester. Since this is my first semester, so I have taken 2 courses. Although a 400 level course, I am confident about what I have learnt, that is only due to the lecturer.
Student 5: He prepared and organized the material carefully, giving new and useful information on the field in talking to us.
Student 6: Very good compared to others. He took the time to prepare and explain difficult subject areas.
Student 7: I LEARNED A LOT IN THIS COURSE. I HAD NEVER TAKEN A SPECTROSCOPY COURSE BEFORE, AND KNEW LITTLE. HOWEVER, I FEEL QUITE COMFORTABLE WITH SPEC. NOW. THIS IS ALL DUE TO THE LECTURER.
Student 9: Among the best.
Student 10: This lecturer prepared the stuff very carefully.
Student 11: Lecturer more enthusiastic about topic than some other professors.
Student 12: Enthusiastic and helpful.
Student 13: He is the BEST!!! & the NICEST!!!
3. List the strong and weak features of the overall course (not the lecturer) and include suggestions on how its quality might be improved.

Student 1: Interesting. Learned the principles and applications of the most important forms of spectrsocopy. The only suggestion I have is very impractical! That would be to discuss more types of spectroscopy.
Student 2: Weak: Cost of books. Number of tests and projects might be reduced by 1 or 2 depending on setup.
Student 3: Strong: Learned a lot. Weak: Took time away from other courses because of the amount of work. Improved by not assigning Field's problems, specific exercises and group projects for same week. In addition, I would ghave preferred the lst project was not put off until the last 2 weeks of school.
Student 4: The course is well organized, we can acquire a lot about organic spectroscopy. But it seemed that UV, IR and MS have been neglected. If they are not important they can be substituted by some important spectrosopic methods.
Student 5: This course is attractive and useful.
Student 6: Strong point was we covered just main areas of importance and dif not waste time on trivial information. On the projects, I think there should be more instructor impact for the grades rather than just student input.
Student 7: THE LECTURE WAS VERY GOOD.
Student 8: Talk more about spec. appl. in org. synthesis.
Student 11: Strong: Focused on learning details of working with spectra. Weak: Course required much more time outside of course (night class and additional readings) than was available due to other time constraints and responsibilities of graduate students.
Student 12: Good enough at present.
Student 13: No suggestions. Excellent format.
Student 14: I have learnt more in this class than in the other I was taking.
4. Compare the course with the others you have taken.

Student 1: I learned, and enjoyed learning, more about spectroscopy than I learned in any other course I've taken that dealt with spectroscopy.
Student 2: Good material and approach to the topic.
Student 3: A lot of work!
Student 4: This is much better course. Well oriented and knowledgeable course.
Student 5: Easy to follow - that is key in this course.
Student 6: Very informative.
Student 7: ONE OF THE BEST CHEMISTRY COURSES I'VE HAD.
Student 9: This one is better.
Student 10: This course is very practical.
Student 11: Requires much more time than other courses.
Student 12: Interesting, useful.
Student 13: Excellent learning experience.
Student 14: Always helpful and encourages students to think to solve problems.
5. & 6. Your overall rating of the course and your approximate GPA prior to this semester.

Student 1: A and 4.0.
Student 2: B and 3.8.
Student 3: B and 3.0.
Studnet 4: A, no GPA as yet, this is my first semester.
Student 5: A.
Student 6: A, about 3.
Student 7: A, 3.4.
Student 8: A, 3.6.
Student 9: A, about A.
Student 10: A, 3.7.
Student 11: B, 3.3.
Student 12: A, about 3.8.
Student 13: A, 3.5.
Student 14: B, N.A.