COURSE EVALUATION QUESTIONNAIRE
FALL SEMESTER 2000
1. THE COURSE INTERNET WEB SITE served for students as a basic source of information
related to the course. In the space below, evaluate the utility and convenience
of the site. Was it readily accessible for you personally? Why / why not? What
value did it provide as you worked your way through course materials and
assignments? Was the site appropriately structured and organized—could you
easily find what you needed when you needed it? How important was the
availability of instructor email access? Of the discussion forum
materials? Of access to your grade
records? How often did you visit the site? What new skills, if any, were
acquired as a result of having to access the Web-site? Did you take advantage
of Web access to explore other Internet resources? What suggestions do you have
regarding additional elements to add (or subtract) from the site?
2. THE EXPECTATIONS AND ASSUMPTIONS portion of the Course Web Site INADEQUATELY /
APPROPRIATELY reflected the scope and demands required (in terms of reading,
writing, research and pre-course skill preparation) for success in this course.
Knowing these in advance WAS / WAS NOT useful. My expected course grade
ADEQUATELY / INADEQUATELY captures the amount of time and effort expended in
pursuit of course goals and objectives and the academic skill level brought to
bear on course assignments in light of these expectations and assumptions.
3. What ACADEMIC SKILLS (related to reading,
writing, discussion, critical and analytical thinking, time management or
conducting research) did you master or improve over the course of the last
quarter as a direct result of having enrolled in this course? Which of these
skills, if any, will transfer to other educational endeavors? Should future
courses provide more explicit and detailed attention to any of these skills in
praticular? Which ones? Why?
How?
4. The syllabus
for the course listed a series of specific LEARNING OBJECTIVES for HIS
372 / 572, THE HISTORY OF EARLY MODERN JAPAN. The following statements seek
your reaction to this procedure.
a. The specific objectives listed in the syllabus were
WORTHLESS/ ADEQUATE/ VALUABLE in orienting and guiding my study of the course
material.
b. The specific objectives for the course were achieved
FULLY/ TO SOME DEGREE/ NOT AT ALL
5. Students in HIS 372 / 572 were asked to read chapters
and articles from a variety of sources collected on reserve in the CSU library.
Selections from these sources served as assigned reading for the course. The
following statements seek your evaluation of these readings.
a. The readings assigned were WORTHLESS/ ADEQUATE/
VALUABLE in increasing my understanding of Early Modern Japanese civilization
and culture.
b. I would RECOMMEND/ DISCOURAGE this approach to
reading assignments in future offerings of this course.
COMMENTS (include suggestions for additional or substitute readings for the
course):
6.
Evaluation was confined
in HIS 372 / 572 to a series of five Journal Assignments, one short research
essay and one extended research paper. Together with class attendance and
participation in )online and in class) discussion, these exercises provided the
basis for grade assignments in the course.
a. Overall this evaluation procedure was WORTHLESS/
ADEQUATE/ VALUABLE in stimulating my study of Early Modern Japan.
b. The journal entries were WORTHLESS/ ADEQUATE/
VALUABLE in stimulating keeping up with reading assignments on a regular basis.
These assignments were WORTHLESS/ ADEQUATE/ VALUABLE as a self-evaluation and
teaching tool. They provided ADEQUATE/ INADEQUATE regular feedback on my
progress in the course. I have found my identified interests SUBSTANTIALLY
DEEPENED / ALTERED / MODIFIED TO SOME DEGREE by the course of study I have just
completed.
c. The short research essay on an assigned topic was
WORTHLESS/ ADEQUATE/ VALUABLE as a teaching tool.
d. The extended research project on a topic of my choice
stimulated and focused my interest in the subject matter of the course A GREAT DEAL / ADEQUATELY / ONLY A
LITTLE. The assignment proved
WORTHLESS/ ADEQUATE/ VALUABLE as a teaching tool.
e. This evaluation procedure should be ABANDONED/
MAINTAINED/ MODIFIED in future offerings of the course.
f.
A midterm and/or final
examination would have provided a BETTER/ WORSE opportunity to demonstrate my
mastery of course content.
COMMENTS:
7.
Please respond to each
of the following statements by circling the appropriate phrase:
a. I am more familiar now than at the beginning of the
course with basic terms, personalities and concepts associated with the study
of the Tokugawa Period in Japanese history
STRONGLY AGREE AGREE
NO OPINION DISAGREE STRONGLY DISAGREE
b. I am now better able to discuss with insight and
illustrative detail selected patterns of economic, political, social and
cultural modernization occurring in Japan between 1600 and 1868, accounting in
the process particularly for the impact on those patterns of past Japanese
tradition, the policies and practices of the Tokugawa and the role of internally-generated
innovation.
STRONGLY AGREE AGREE
NO OPINION DISAGREE STRONGLY DISAGREE
c. I am now more familiar with and able to assess
aspects of early modern Japanese culture gained as a result of an independent
exploration of the role played by a single individual against the backdrop of
urban cultural change and development between 1600 and 1868.
STRONGLY AGREE AGREE
NO OPINION DISAGREE STRONGLY DISAGREE
d. I can now successfully evaluate the impact of the
modernization process in early modern Japan within a specific and focused area
of personal interest, assessing the interaction between such influencing
factors as maintained tradition and purposeful innovation.
STRONGLY AGREE AGREE
NO OPINION DISAGREE STRONGLY DISAGREE
e. I can now describe the lingering effects of Tokugawa
era policies, formulas and institutions on both modern and contemporary
Japanese life and institutions.
STRONGLY AGREE AGREE
NO OPINION DISAGREE STRONGLY DISAGREE
8.
How many hours per week did you devote to
this single course? How did this compare to the amount of time spent on other
courses in which you were enrolled this semester? How much of the assigned
reading did you complete? What relationship (if any) existed for you between
the amount of time invested in the various subjects covered in the course and
the amount you learned—that is, when you read and studied more about a topic,
did you learn more as a result or not?
9.
Have your attitudes
towards and images of Japan changed as a result of this course? If so, how? Be
specific.
10.
Describe briefly what
you consider to be the most valuable insight you have gained as a direct result
of having taken this course.
11.
I was most frustrated
by the course when—
12.
Would you recommend
this course to a friend? Why/ why not?
13.
Did this course meet
your expectations and fulfill the purposes you intended when you initially
enrolled? In what ways? In what ways did it not?
14.
I plan to take more
courses in the following areas (circle those that apply): NONWESTERN STUDIES /
HISTORY / ASIAN STUDIES / JAPANESE STUDIES / JAPANESE HISTORY.
15.
Comment below (use
reverse side if necessary) on any other aspect(s) of the course— content,
organization, teaching style, discussion opportunities—that you feel ought to
be retained, replaced or modified. COMMENTS ON THE EVALUATION QUESTIONNAIRE
ITSELF WOULD BE APPRECIATED.