COURSE EVALUATIONS

“True genius resides in the capacity for evaluation of

uncertain, hazardous, and conflicting information.”

 

— Sir Winston L. Churchill (1874-1965)

his section contains unabridged course evaluations from my time teaching at Norwich University (Fall 2013 to present) and Syracuse University (Fall 2008 to Spring 2013).  The latter part of the section contains evaluations from Syracuse, gathered via paper forms and electronically.

You can view unabridged course evaluations from all the semesters of my teaching by navigating the links below.  The files are provided as PDF files, with a table of student responses reported in aggregate, followed by comments.

Please note that links are divided by school and semester (yyyyss, where yyyy represents the year and ss represents the semester: 10—spring, 20—summer, and 40—fall).

201510

201410

201440

201340

I joined Norwich University as a lecturer in July of 2013.  Initially, I taught introductory-level computer programming courses (IS130 and IS131), as well as a sophomore/junior-level electrical circuits course for mechanical and electrical engineers and computer science students interested in pursuing an engineering minor (EE204).  In the semesters, for which evaluations are available, my feedback average was the highest in the department (with a near-100% response rate).

During my second semester at Norwich, I proposed an advanced image processing course which was offered under the umbrella of the computer science department as IS460I.  It had about a 50/50 enrollment of electrical/computer engineering students, as well as those in computer science and computer security tracks.

There were two challenges in this course:

  • One of the challenges was negotiating the licensing agreement with MathWorks, as Norwich did not subscribe to the Total Academic Headcount license from MathWorks, therefore faculty and student editions of MATLAB R2013 (b and a, respectively) were different (hence, some negative feedback regarding the use of MATLAB, as the students were missing some of the toolboxes in their edition of the software).
  • Another challenge was trying to fit two semesters of material from graduate-level computer vision and image processing courses into a single semester undergraduate course (normally, advanced topics like the Hough Transform and RANSAC are not covered in a typical image processing course for undergraduates).

Despite it being a theoretically-heavy course with some software licensing hiccups, the students seemed to enjoy it—as I tied together theory and practice in weekly in-class and lab assignments.

My official teaching duties at Syracuse University started in the Fall semester of 2008, when I was appointed as the teaching assistant for introductory electric circuits (ELE231 and 232). Initially, my responsibilities revolved around teaching "recitations", which covered key concepts and examples.

The recitations quickly evolved into "fast-track" sessions, where the class topics and analysis methods were covered in a compressed form. I provided the students with the tools necessary for succeeding in the class and taught them to apply simple concepts to fairly complex circuit analysis problems. This approach was quite successful, as evidenced by the students' scores on exams and homework assignments. When I felt that the class was falling behind or the retention rate for the material was declining, I organized large review sessions, where I addressed student questions and concerns, as well as provided a quick overview of the material.

I developed, graded, and administered all of the exams, homework assignments, and quizzes for the course. I have been appointed as the main teaching assistant for ELE231 and 232 for a total of 10 semesters.

In addition to my regular TA duties, I was an active TA Mentor with the Graduate School. I assisted with organizing and executing summer and winter TA Orientation Programs, where almost 400 new teaching assistants are introduced to the Syracuse University campus. As a teaching mentor, I provided support to a group of foreign and domestic teaching assistants by conducting small- and large group discussions/activities designed for a smooth transition of newly-appointed teaching assistants into the campus environment. My duties as a TA Mentor spanned throughout the year and I was always available to help my assigned teaching assistants with any concerns that they might have had—personal or professional.

CONTENT COPYRIGHT © 2014, AKHAN ALMAGAMBETOV