I present this information from all courses on a single web page (not separate pages for each course) because reading about student experiences and opinions from the entire set of courses I teach has value, i.e., patterns exist.  You can scroll down to the course and semester you are particularly interested in, but I'd encourage you to peruse the larger compilation of comments.

I have inserted scanned copies of the computer generated evaluations.  They are from the semesters since they have been administered - Spring 2001.  They are not as easy (or as fun) to read as the actual written comments by students.  The written comments follow the scanned responses.  Again, they have been typed as written by each student.  Remember, the form has the comments by category: 'strengths', 'weaknesses', 'improvements suggested', for both 'the course' and 'the instructor'.  (I put a key to these categories at the beginning of each course to remind you of them.)  ENJOY!

Computer Tabulated Responses -


 

STUDENT WRITTEN COMMENTS

 ECOLOGY & EVOLUTION

Student 1:  i s - 'knowledgeable'; c si - 'using other tools such as videos and speakers to present information other than just lecture'.

Student 2:  c s - 'ecology textbook was clear and helpful'; i s - 'obviously knowledgeable about subject matter & emotionally attached to some ideas'; c w - 'evolution textbook presented a lot of side info - meant to be helpful, but was actually distracting from core ideas, for example, it presented so many discoveries leading up to understanding of human evolution, but so many of those described has turned out to be erroneous that the info about the current, accepted lineage was largely obscured'.

Student 3: c s - ' evolution book was great'; i s - 'very passionate about topics'; c w - 'ecology book was horrible'; i w -  Needs to lighten up sometimes.  Teach material that is on tests.'; c si - 'teach ecology first when students are energetic.'; in si - 'cover test material'.

Student 4: c w - I don't see why this is a required course.  The material learned often seemed unnecessary for a student to know to appreciate the queries on the world we live in.';  c si - 'break this class up.  make a separate course for ecology and another for evolution.';  i si - try to work on relations with people and listen to the concerns of your student.

Student 5: c s - 'the texts of the course were good & not only fun to read, but educational.'  i s - 'Dr. White always seemed very excited and interested in whatever he was talking and teaching about.'  i w - 'on tests, he would take off points for answers that were the same as in the book or in class.  He seemed to favor some students over others.  Lectures did not always cover tested material.'  i si - 'understand that we don't know any of this stuff yet.  That's why we're in the class, to learn.  Teach us everything, don't assume we'll figure it out.'

Student 6: c s - 'the subject matter was quite interesting.  Also, the textbooks used were easy to follow and understand.';  i s - 'conveyed the information in an easy to understand manner.  He also stimulated class discussion a lot, which is quite rare among many science teachers.';  c w - ' the amount of material needed to be known for the tests was a bit much at times.';  i w - 'non apparent';  c si - 'tests were a bit burdensome.'

Student 7:  i s - 'he seemed to sincerely care about the effort of students'.; i w - 'the test itself was not too hard- it was the information and answers that he expected of you.  I would sometimes have perfectly good answer but would get zero credit.'; i si - 'giving partial credit would help.  His grading was harsh.  Also, please let class out on time.  You would sometimes keep us an extra 5 minutes late and I was late for work many times because of this.'

Student 8:  i s - 'extra credit for seminars.';  i w  - 'often frustrated with students.  Was not open to student opinions in class discussions.  i si - 'shortened class time because he often went over 12:15 and we had organic lab shortly after.'

Student 9:  i s - ' the grading policy is very good, so is the way you teach.';  c w - ' I don't see how this course fits into the whole premed scene.';  i w - 'its hard to give a definite correct answer sometimes because some questions are very broad.'; i si - 'you should write more comments on test so we know exactly what you're looking for.'

Student 10:  i s - 'his zest for the topics of evolution and ecology are catching.'; c w - 'more human evolution.'; i w - 'less reading from the text.  I am a big girl and can do it!'
 

  BIOLOGY OF ORGANISMS LAB

Student 1:  c s - 'it definitely helped augment the material discussed in lecture.  I learned a lot of useful information.'; i s - 'very enthusiastic about the material, and also very knowledgeable.';  c w - 'quizzes required way too much time to study, as I felt very insignificant facts and names appeared on the quizzes, as well as practical.  No curve, even though when the practical was so hard that the highest grade was an 80.  Student grades on lab reports should not be based on how everyone else did.';  i w - 'needs to be more consistent with what he wants on lab reports.  When discussing lab reports, seemed too condescending.'; c si - the sections of this course need to be more equal because the lab practicals were so varied.  Not have students memorize phyla, class, etc. for every organism as it will leave my brain so quickly, it's a waste of time.'; i si - 'the field trip was a nice break from being in the lab all the time.'

Student 2: c s - 'actual experience with the organisms we learned about.  Created better critical report writing skills.'; i s - 'knew the material.';  c w -'too late in the afternoon.'; i w -'graded too difficulty.'; i si - 'allow more time for reports'

Student 3: c s -'great subject matter, good lab book; like recitation.'; i s -'greatly helped me with my scientific writing.'; c w -'daily quizzes were not representative of the material.'; i w -'vague explanations.'; c si -'better daily quizzes.'; i si - 'get to the point of the lecture sooner so we don't get lost.'

Student 4: c s - 'provides information about a wide variety  of organisms that proves as a backdrop for further biological study.'; i s - 'always willing to meet and discuss problems with students.'; c w - 'this course requires much more work then most two credit hr. courses.'; i w - 'insisted on testing for details rather then grand concepts.  Unclear on grading expectations. ;  i si - 'be very clear with students about what and how things will be tested.'

Student 5: c s - 'the lab manual was a great guide.'; i si - 'some dry run practicals.'

Student 6: i s - 'I think that you worked well with all of the students.';  i si - 'When grading lab reports please follow grading procedures that were stated in class and in the manual.  I think that a better explanation may have been needed.'

Student 7: i s - 'Dr. White showed enthusiasm for the subject.  I enjoy classes in which teachers still love what they do.';  i w - 'Dr. White expected too much when it came to the lab reports - a new experience for us.  However, he was always available for help with them.'

Student 8: c s - 'covered life cycles in depth; lots of visuals helped.'; i s - 'enthusiastic.'; i w - 'sometimes unclear on key ideas.'; i si - 'highlight what will be on upcoming quizzes, point out key ideas'.

Student 9: c s - 'examination of very vast diversity of organisms.  I felt I had a very thorough survey of life.  I loved the field trip to Jean Lafitte National Park.; recitation = good thing.'; i s - 'Dr White was very helpful in relating information from a morphological, ecological and evolutionary standpoint.  I also found Dr. White to be very funny.'; c w - 'I found it extremely difficult class to obtain a A in this class.  I will not be receiving one, but neither will anyone else in my lab section.  Should their not be a standard bell curve statistic in any class? No more evening labs! Please.'; c si - 'It is impossible to memorize everything.  In light of this, quizzes should be multiple choice and perhaps more conceptual.  (I realize that some memorization is necessary.).'

Student 10: i s - 'Dr White's lab practical seemed to be more difficult than lab practicals given by other professors.  He thoroughly explains the subject.  Good pointers are offered when he is consulted about lab reports.  he does care about his students.'; c s - 'This course has ridiculous quizzes that are on a surplus of material.  However, they are worth 10 pts.  The recitation is not beneficial.  It is too much like a lecture.  It should be more focused on actual lab procedures.  For example, I think the recitation professor should illustrate the dissections; therefore we will know what to do.'; c si - 'Recitation professor should teach things that do agree with all lab teachers because we are learning one thing in recitation but it does not correlate to what our lab professor expects.';  i si - 'I feel that the professor needs to agree on how difficult to make quizzes.  One teacher should not be harder than others.'

HUMAN ECOLOGICAL SCIENCE - Honors

Student 1: c s - 'The books were very helpful and interesting.  The field trips were great hands on experience.'; i s - 'Very interesting lectures, easy to understand.  His enthusiasm for the subject makes the students enjoy it.'

Student 2: c s - 'Go field trips!!!' i s - 'A vast encyclopedia of random scientific facts.'; c w - 'tests on the difficult side; level of detail wasn't specified.'

Student 3: c s - 'The readings (i.e. the 3 books) were informative and entertaining. The field trips were fun and relevant.  The class lectures were enlightening.'  i s - 'Passionate about the subject.  Informed on the subject.  Creative in assignments and extracurricular activities.'

Student 4: c s - 'field trips; interesting course content.';  i s - 'very passionate.'  i w - 'tangents; flustered easily.'

Student 5: c s - 'Field Trips!'; i s - 'instructor's knowledge of material.  Sense of humor.'  i w - 'stop going off on tangents; ' c si - 'make the Audubon trip later in the day.'

Student 6: c s - 'immersed students in the natural world.';  i s - 'very enthusiastic and knowledgeable about the subject matter.';  c w - out-of-class assignments were not made known to students before they registered.';  i w - very demanding even for non-majors.'; c si - 'inform students about field trip requirement before they register.'

Student 7: c s - 'real great experiences on field trips; encouraged us to prioritize environment; well rounded material learned through varied reading material.'; i s - 'very genuine and honest; very knowledgeable on subject; passionately encourages students to become involved and aware.';  c w - 'I wish there would be more class participation 'in class' encouraged.';  i w - 'seems to feel that students don't care and that we don't know much; we are not apathetic; the tinge of negativity was slightly frustrating.'  c si - 'more class presentations by students; reinforce that the tests will require detailed memorization.'

Student 8:  c s - 'it teaches biology.'; i s - 'knows the material and is impassioned about it.'; c w - 'The course takes too much of an environmental bent while hiding behind the ecology portion.'

Student 9: c s - 'interesting - the readings and the material.'

Student 10: c s - 'marvelous field trips; sometimes beyond the normal class, allowed for some physical experiences of things discussed; i s - 'willingness to speak with students; very engaging lecture style.'

Student 11: i w - 'Dr. White needs to realize that some students do have interest and experience in the wilderness.'

Student 12: c s - 'Field trips are excellent back-up and eye-opening experience to apply course content.'

Student 13: c s - 'The field trips are an essential and highly enjoyable part of the course.'

Computer Tabulated Responses -


 

STUDENT WRITTEN COMMENTS.

    ECOLOGY

Student 1:  c s - 'The handouts for each chapter were really helpful.'; i s - 'very knowledgeable.'; c w - 'too much lecturing; quizzes were at times unpredictable.'; c si - 'supplement lecture with videos, etc.'

Student 2: c s - 'good class, I learned a lot even if it was only through the lecture material.'; i s - 'great teacher; wish you taught some of the other courses that I need - like A & P.'

Student 3: c s - 'interesting material.'; i s - 'knowledgeable and passionate.'; i w - 'Dr White could be scary and unapproachable at times; he seems as though he can be harsh on students.'; c si - 'more discussion!'; i si - 'relax a bit.'

Student 4: c s - 'the course was a very enriching experience and was necessary in my educational endeavor.  This course, or a lower level version of it should be offered and counts as a common curriculum course science elective.' ; i s - 'The instructor is very intelligent and knowledgeable about the subject - to the point that it is a way of life.  A particular strength is every time a question popped into my head he answered it immediately.'; c w - 'The test help you to learn, but take all of the fun out of receiving A's and feeling like you actually learned something.  Not that I didn't feel that way - it is just too much writing and hard core grading.'; i w - ' sometimes it was intimidation to approach you and I can't explain why.  Maybe that you can't relate to people who don't care about things to the extent that you do.'; c si - 'Give up all of the required writing - not completely, but those random terms that were hardly mentioned and not discussed in detail.'; i si - 'understand that it is so important to be able to get on an eye-to-eye level with the student.  Many backgrounds have shaped individuals and not everyone will feel the same about things.  Try to see where the student is and take that into consideration.  Be patient.'

Student 5: c s - 'taught extensive ecological terms, which helped in understanding journal research articles.'; i c - 'gave good notes which supplemented the text information; quizzes helped motivate to keep up with readings.'; c w - 'examples and graphs could have been explained clearer.'; i w - 'grading of tests was harsh at times.'; c si - 'better text.'

Student 6: c s - 'this was extremely educational and motivated me to think deeper into species, populations and community ecology.'; i s - 'Dr. White pushes for a deeper level of biological understanding of subject material.';  i w - 'Lectures of material read were fast and cluttered.  The material should discussed in an unrushed manner.'; i si - 'get the class involved in the lecture material.'

Student 7: c s - 'very interesting material.  The book has great figures and the short chapters are psychologically pleasing (not overwhelming); the book also covers the material in an interesting way.'; i s - 'knew his stuff in ecology; was open to questions asked; the notes given to the students were very helpful in dealing with a lot of material; liked the overheads.'; i w - 'seems a bit pessimistic about students interest in the material'; i si - 'allow more time for class discussion.'

ECOLOGY LAB

Student 1: c s - 'the field trips were beneficial and fun learning experience.'; c w - 'The grading on the reports was much harder than seemed to be expected.  There was not enough explanation of what was really expected from the reports until the end of the semester.'

Student 2: c s - 'fieldwork enhanced the lecture information.'; i s - enthusiastic about field trips.'; c w - 'ended late.'; i w - 'overlap of lab reports and tests were difficult at times.'; c si - 'start field trips earlier so they don't end late.'; i si - 'teach assessment of research in beginning before starting lab reports.'

Student 3: c s - 'The field trips were great learning experiences and allows me to do thinks I wouldn't normally.'; c w - 'The Bayou Sauvage trip wasn't fun.  The conditions weren't good.  Too much lab time was used to learn how to write lab reports.'; c si - 'set up one on one meeting with each student to do a one time evaluation of lab report writing.'

Student 4: c s - 'This is a great course and I have learned a lot throughout the semester.  This was actually my favorite class this semester and maybe in college.  Lab was especially a very exciting and great learning experience.';  i s - 'communicated the subject matter very effectively.'; c si - 'maybe its just me, but how you grade tests seems to be very difficult.  It's very hard still to make an A on a test even when I studied very hard.'

Student 5: c s - 'fun trips and a 'real' element to the science of ecology.';  i s - 'knowledgeable.'; c si - 'need better communication about trip plans, times and expectations; do not have a trip to the dead fish museum - serves no real purpose.'; i si - 'a little more relaxed about leaving times; not everyone can eat in 10 minutes before leaving for 5 hours.,

Student 6: c s - 'the field work really put a new hands-on perspective on ecology.'; i s - 'the amount of excitement he had excited me to learn and understand what was being studied.'; c w - 'lab should coincide with the material of that particular week in lecture.'; i w - 'non reflected subject matter of the lab to cover lecture material.'; i si - 'relate examples from the reading with lab exercises.'

Student 7: c s. - 'Lab field trips were a very good learning experience.  Getting out into the world we are studying and applying what we are learning makes the subject more powerful.  Foraging and flocking and habitat selection were especially eye opening.'; i s - 'Dr. White is very knowledgeable in this field.  I found his knowledge of the wetlands and plant to be very interesting.  He is also available for consultation whenever needed.'; i w - 'I think grading on the lab reports was a little harsh.  Too much time was required for the finished product he desired - time I did not have.'; i si - 'less papers or make then all worth 25 pts.'

CONSERVATION BIOLOGY

Student 1: i w - 'The instructor was vague about what magazines could be used for a research paper, and apparently did not make it understood that if certain magazines were not used then it would lower one's grade two letters.  He is too harsh in grading.  A lot of effort was put into the paper and it was written well.  I feel that even though my paper was written well and was appropriate subject matter, I received a much lower grade because of anal retentiveness.'

Student 2: c s - 'Field trip was good learning experience; loved the videos especially the flower video.';  i s - 'knew the subject and was excited about it; gave good summaries and lectures on the chapters; gave a lecture in the real, outside world that we were learning about.'; c w - 'the chapters in the book are long and wordy - it's overwhelming.'; i w - 'I think the grading of papers and tests was a bit harsh.'; c si - 'book that's more to the point.'; i si - 'people want to learn about this stuff; they may not look like it, but it is interesting material.  This class is an opportunity to change the way people think, but I think the pessimism in dealing with students/humans can be frustrating.'

Student 3: i w - 'Class is extremely long.  More hands-on approach.  Too much talking; maybe add more videos to syllabus.'; i si - 'Needs to add a true/false or multiple choice portion to his test.  An all essay test allows too much error.  Some students were given full credit for essays that were incomplete where others were penalized.'

Student 4: c s - 'showed conservation on various scales/levels.'; i w - 'followed syllabus and gave handouts that helped us follow along in lecture.'; i w - 'very bias when dealing with students.  Showed extreme favoritism to 2 students and this was also reflected in grading.  Grading was unfair; did not give even partial credit.'; i si - 'be fair to all students and notice who is putting effort into the class.  Lighten up on the grading.'

Student 5: i s - ' He could lecture for hours on end.  He really enjoyed what he taught and was very knowledgeable.'; c w - ' It was long and quite dry learning.  Maybe if the subject was presented in a more interesting manner.;'

Student 6: c s - 'I do really like the idea of this course.  We, as students do need a course to help become more aware of certain things that are happening around us.'; i w - 'I did not like the way this instructor taught this class.  I do believes he was passionate about the subject.'

Student 7: i s - 'great study guides!'

Student 8: c s - 'the course was very interesting and a valuable learning experience.'; i s - 'You could tell that the instructor had very strong personal feelings about the subject matter covered in this course.'; i w - 'The instructor seemed unapproachable.'

Student 9: c s - 'the subject matter of the course was very interesting.  To learn about it and be able to see it in everyday life.  Also, it helps to put the environment into a different perspective.'; i s - 'He really seemed to care about the subject matter and really expressed a desire to make the students care about it also.'; c w - 'Sometimes the material covered was discussed for too long and became boring.  I think too much time was spent on some subjects.'; i w - 'Sometimes he would discuss material for too long.'

Student 10: c s - 'The course was a great and beautiful dive into thinks that are so important.  To put thinks out into the world that are sometimes concealed is a great idea.'; i s - 'The instructor is highly efficient at explaining his ideas in a way students can understand.  Thank you, it has  effected how I think about things!'; c w - 'tests were comprised mainly of writing which isn't really a weakness but a hassle.'; i w - 'gets a little upset when he encounters people who are less passionate in what he thinks is important.'; c si - 'have classes outside.'; c si - 'easy like sunday morning'.

Computer Tabulated Responses -


 
 

STUDENT WRITTEN COMMENTS.

  ECOLOGY & EVOLUTION

Student 1: c w - 'I think some field trips could have been incorporated into the course.  It seems silly to take a course on 'ecology & evolution' and never go outside.'; i w - 'I found the tests of this course to be in disjunction with the material covered in class.  Matching sections, for example, though put on for 'objectivity' seemed actually to be more subjective.  I found myself realizing that it was more of the professor's own word association than actual matching to definitions.  This was very frustrating because instead of being able to define a word I knew the meaning of, I felt like I was expected to read my professor's mind to how he was associating it.'

Student 2: c s - 'extremely interesting subject material.'; i s - 'extremely interesting and stimulates ability for students to understand information more thoroughly.'; c w - 'the book - what evolution is being so different than the first text.  It was too hard to convert studying methods.'; i w - 'inconsistency of testing style.'; c si - 'more organized outline of subject matter for the evolution book.';  i si - 'tests and subject matter included on tests needs to be better explained and organized by the instructor.  Keeping a constant test format would be less embarrassing for instructor and students.'

Student 3: c s - 'learned a lot about ecology and evolution.'; i s -'tries to make sure everyone understand the material.'; c w - 'too much information with so little time.'; i w - 'sometimes he gets sidetracked.'; c si - 'should split to make ecology one class and evolution another.'; i si - 'none'

Student 4: i si - 'take more time to prepare the class.'

Student 5: c s - 'very interesting subject matter!; texts were very good; especially the evolution book.'; i s - 'very smart and enthusiastic; knows what he is talking about; wants everyone to learn.';  c w - 'didn't have enough time to through it all.'; i w - 'tests were were obscure; didn't know where he got some of the info; format kept changing.'; c si - 'less material so we can thoroughly cover it all.'; i si - 'standard test format less interpretation of definitions on matching.'

Student 6: c s - 'interesting subject matter; tests were useful.'; i s - 'very open to the opinion of the students on how the course was going to be taught.'; i s - 'matching on tests were very confusing.'

Student 7: c w - 'tests never followed a definite format - like a new teacher, every time we took a test; no matter how much I studied, my tests never seemed to reflect it.'

  ORGANISMAL BIOLOGY LAB

Student 1: c w - 'many quizzes not based on text.'; c si - 'base more quizzes on text.'

Student 2: i s - 'I love Dr. White!'

Student 3: i si - 'stay calm.'

Student 4: c w - 'some sections of lab need to be rewritten.'

Student 5: c s - 'good intro course.'; i s - 'made class interesting; very approachable.'

Student 6: c s - 'lab is fun.'; c w - 'quizzes are worth too much and side assignments are worth too little.'

    HUMAN ECOLOGICAL SCIENCE - Honors

Student 1: c s - 'really informative; I learned so much and was really surprised at how much it increased my awareness and sensitivity to critical issues.'; i s - 'very enthusiastic about the course material.  He obviously enjoys his work as an ecologist and a professor and his enthusiasm is transferred to the students.'; c si - 'Increase points assigned to the participation in the field trips because they are required and are not scheduled during regular class hours; possibly give more options to those who absolutely can not attend.'

Student 2: c s - 'the field trips; the books, especially 'The Third Chimpanzee'.; i s - 'very enthusiastic; a professors enthusiasm and personal experience of the material (both of which Dr. White has) makes students much more willing to learn.'  c w - 'even though we are not biology majors, we could stand a little science.'; i w - 'sometimes we got the impression that Dr. White didn't think we had the capabilities to grasp certain concepts because we are not biology majors.'

Student 3: c s - 'TRIPS!'; i s - 'absolutely loves what he does and always has a very enthusiastic attitude about the material.'; c si - 'no suggestions, so here are a few lines from my favorite song: 'The sailors say Brandy you're a fine girl, what a good wife you would be . . .'

Student 4: c s - 'enthusiastic lectures; field trips; good books'; i s - 'enthusiastic.'; i w - 'please be more open to student questions in class.'

Student 5: c s - 'field trips; readings.'; i s - 'involved in the subject material.'; c w - 'most students are not familiar with subject beforehand.'; c si - 'more field trips'

Student 6: c s - 'field trips; reading assignments.'; i s - 'passionate about subject material.'; c w - 'over emphasis upon test performance; poor test set up - should be longer essays or multiple choice.'; c si - 'grade upon papers more heavily - less on tests.'

Student 7: c s - 'I really did learn a lot from this class; it was very stimulating and thought provoking.  The field trips and 3 books were superb and overall fun.'; i s - 'You clearly know a great deal about your field and are very passionate - which is quite refreshing.  Obviously we have to trust you to take us to the middle of nowhere.'; c w - The articles were difficult and I don't think the tests were adequate gauges of knowledge acquisition.  I feel bad knowing my grade doesn't reflect how taking this class has really impacted my interactions with the world.'; i w - 'I agree with you on most things/opinions but a lot of other people felt the class was biased.  I think it needed to be, though.'; c si - 'We're not biology majors, so you might want to even chill with all the science - just a little.'; i si - 'let us talk a little bit more, and I know how hard it is to actually encourage/stimulate discussion, but I think that's really important.'

Student 8: c s - 'Ecology, in its reference to other natural worlds, is interesting.'; i s - 'Knowledge of subject; canoe expertise.'; c w - 'not taught systematically, as a science; what we need to know was unclear in the course.'; i w - 'seemed to show impatience with students, take their lack of enthusiasm personally.'; c si - 'have some form of textbook; type introduction to ecology, so that students can know what to study to get an understanding of ecology.'; i si -'more patience . . . with regard to students; more systematic presentation of material.'

Computer Tabulated Responses -

STUDENT WRITTEN COMMENTS.

    ECOLOGY

Student 1: c s - 'the course was beneficial as an upper level ecology course oriented towards the interested and highly motivated student.   Small class size was one of the greatest pluses of the class, stimulating conversation amongst class mates, and students and professor.'

Student 2: c s - 'interesting'; i s - 'very enthusiastic about class and information'; c w - 'skips over a lot of statistical info - that could be very important in grad school, etc.'; i w - 'lecture sometimes jumped around a lot - often doesn't complete a thought.' i si - 'convey what you are looking for in test question - extent of detail.'

Student 3: c s - 'outline of chapters in Krebs was helpful for study.'; c si - 'I think the number of quizzes should be lessened or they should be removed altogether.'

Student 4: c s - 'the course and the subjects were interesting, but it lacked a little more organization.'; i s - 'lectures were a little unorganized and repetitive, but the subjects were interesting and the professor knew the matter well.'

Student 5: c s - 'the subject was interesting.'; i s - 'graded tests quickly.  provided study notes to accompany text.'; i w - 'did not indicate why answers were wrong or why we got an 8 out of 10 on essay test questions.'; c si - 'have a textbook with an accompanying workbook.'

ECOLOGY LAB

Student 1: c s - 'informal oral presentations were a nice way to learn new material from scientific papers.  Big Bend was a wonderful experience and it (ought?) to be an essential part of the understanding of ecology in different biomes.'; c w - 'write-ups for labs should have a clear format from the beginning, so that extra session on writing labs not necessary later.'

Student 2: c s - 'trips were great fun and interesting.  The lab exercises were great t showing the principles while at the same time being enjoyable.  Big Bend was awesome, THANKS.';  i s - 'selected great activities for the labs and was helpful in the process of writing the reports.'

Student 3: i s - 'the knowledge of the instructor about the area in which field studies were conducted added to a "real world" element to activities.  Lab write-ups were extremely beneficial - I have very seldom had to write so frequently or consistently for any biology course.  The trip to Big Bend was phenomenal.'

Student 4: c s - 'incredible trip.'; i s - 'enthusiastic.'

Student 5: c s - 'the lab trips were fun and informative.'; i s - 'graded lab reports quickly.' i w - 'graded language too harshly on lab reports.'; i si - 'the oral presentations were fun, do more of them!  give a page indicating points of the lab reports: example - format (15 pts), language (5 pts), etc.  Have fill-in-the-blanks on test more!'

HUMAN ECOLOGY

Student 1: c s - 'I liked the material and books that we had to read.'; i s - 'he was kind of funny.'; c w - 'I didn't care so much about the Louisiana stuff.  I wanted to learn more about ecology in general.  I was very difficult to take good notes in the class because the lectures were hard to pay attention to.'; i w - 'Didn't really know what was supposed to be notes or what was supposed to be just rambling. Sometimes I barely had any notes written for a lecture.'; c si - 'Should have more visual aids, like video.  The tests were too difficult because the lectures were not that effective; thus I had bad notes.';  i si - 'make lecture notes more effective.'

Student 2: c s - 'all three selections of books were fascinating, and an effective amount of material without over loading us.'; i s - 'Dr. White really opens the doors of the world of ecology and environmentalism in an exciting way.  He is passionate about what he teaches, and that passion is contagious.  I'm not a science person, but this was definitely my favorite class this semester.'

Student 3: c s - 'the content is interesting and informative.'; i s - 'very knowledgeable.'; c w - 'not very structured.'; i w - 'does not cover things in an intelligent order.'; c si - 'add in some oral presentation aspect.'; i si - 'be more structured in giving lectures (fewer tangents).'

Student 4: c s - 'good intro course to the concept of ecology and human interaction with it.'; i s - 'animated, passionate about subject matter.'; c si - 'more pictures/videos to relate subject matter to students.'

Student 5: c s - 'I could tell the professor cared deeply about the subject matter and student's grades; enthusiasm was always present.'; i s - 'great passion for teaching/student interactions.'; i w - 'Did not grade clearly; often the only suggestions were to write more on the tests.  I wrote and filled an entire test with subject matter and received a 41.  I had no clue what the professor wanted to see or read.'; i si - 'Be more specific about what you expect ought to be learned.  I took 3 pages of notes on tangent subject matter completely irrelevant to test material.'

Student 6: c s - 'Difficult - elaborates on the entire subject; uses terms signifying key functions and qualities; protracted style is well versed, mature understanding - lots of important points all covered.'; i w - 'Difficult - protracted style makes understanding crucially important material less defined than original intent.  Scientific outlook method is good but too strict for non-majors.';  i si - 'I believe that students are acutely, at Loyola and in New Orleans, prepared to respond to social problems with an inchoate, but obviously holistic ecological understanding.  The subject breadth could be expanded to include more events and include more components of ecological science.'

Student 7: i si - 'Provide a handout of terms/subject matter to look for when reading books.  Reading the books can be over whelming as to what to note/remember.  Give this prior to reading books.'

Student 8: i s - 'Professor was passionate about subject - very engaging - wanted student involvement.'; c w - 'Tests were very subjective.  Subject matter could have been handled more objectively.  Felt like tests were not graded fairly and had trouble understanding how professor decided how many points to deduct.  Felt like I learned a lot but it did not reflect on my test scores.  What was the point of Tropical Nature?  Strongly disagree with canoe trip at night.'

Student 9: c s - 'The readings were very good.  They were eye openers to people who don't normally think about their environment.  The canoe trip was a valuable experience.';  c si - 'Although the readings were good, it was a lot.  Perhaps you could layout the page numbers or give some indications to students as to where they should be in their readings.'

Student 10: i s - 'You can tell that Dr. White really is passionate about the subject and cares about helping students.'

Student 11: c s - 'I enjoyed "The Third Chimpanzee" and discussions on environmental topics - Louisiana wetlands, dams, etc.'; i s - 'a strong passion for subject matter.'; c w - 'a bit tedious in lecture - needs more variety because topics are interesting.'; i w - 'bit harsh particularly with test grading.'

Student 12: c s - 'Great books. Excellent field trip.';  i s - 'Strong lecturer - the course is well planned and enjoyable.'

Computer Tabulated Responses -

STUDENT WRITTEN COMMENTS.

  ECOLOGY & EVOLUTION - section 001
 

Student 1: c s - 'The experience was better than I expected.  I feel as though I am more aware of my universe.'; s i - 'I love how much you enjoy what you do and with what passion you have.'

Student 2: s i - 'Expressed subject matter very clearly.  Made sense of a lot of things that were not so clear in the text.'; w c - 'Sometimes the material I put in essays on tests weren't given enough credit when I thought I gave adequate answers.  It just seemed like points were given kind of randomly???'; si c - 'Maybe an outline of what kind of answers are 'A' answers or are expected for write-ups and tests, etc.'

Student 3: s c - 'I could have tested out if such a test were available.'

Student 4: s i - 'Made helpful comments that related to the material covered.'

Student 5: s c - 'The books were great. Using excerpts instead of the entire book was beneficial to students.'; s i - 'Dr. White is very passionate about his work.'

Student 6: s i - 'Love the extra credit assignments .  Next semester need more extra credit.'; w i - 'Too picky with grading papers makes me wonder if he is biased about students when grading papers.'; si  i - 'Try not to go over the entire chapter in 2 days - extend it.'

Student 7: s i - 'The instructor should not be so critical on grading papers when its suppose to be the students thoughts not the instructor.  I thought college was about interpreting your own thoughts, not the ones straight from the book!'

Student 8: s i - 'Putting Power Point presentations and giving handouts.'; w c - 'Learning ecology seemed rushed.'

Student 9: s c - 'The course was a great way to culminate the regard biologies - I thoroughly enjoyed it.'; s i - 'Dr. white was an excellent and fair teacher overall.  All course materials & objectives were made clear & concise.  Tests were challenging yet not unreasonable.  I thoroughly enjoyed having him as a professor.  He had great enthusiasm for this subject & great respect for the students.'

Student 10: s i - 'Wide base of knowledge, interest in subject.'; si i - 'Try not to assume what is intuitive.'

Student 11: s c - 'Straight forward material.'; s i - 'Has a lot of passion for what he teaches.'; w i - 'Doesn't know what he wants on tests.'

Student 12: s c - 'Some of the material was fairly dull.'; s i - 'Seems passionate about subject.'; w c - 'I couldn't buy a textbook!  The bookstore ran out and no matter how many times I tried I couldn't get one.  This is not conducive to good studying!'; si c - 'Order more textbooks.'

Student 13: s i - 'Very organized, good presentation for notes.'; w i - 'The tests were like those in grammar school.  Need more apply your knowledge questions not so many lists and definitions.  Takes off points & won't say why.'; s i - 'The books were good but not necessary.  The notes covered what we needed to know & you can do well without reading the textbook.'

Student 14: s i - 'Did a wonderful job conveying a complex and elaborate matter effectively while stimulating critical thinking & application in the practical world.'

Student 15: s i - 'Very knowledgeable of the material.'; w i - 'Boring.'; s i - 'Make it less boring.'

Student 16: s c - 'Many of the science classes I have taken give tests in multiple choice format.  This class forced me to make sure I truly knew the info and was able to clearly write about the subject matter.' s i - 'Dr. White has a truly unique personality.  His passion for the subject shinned through and I won't forget his examples!'; si c - 'Perhaps a 5 - 10 minute break.'

Student 17: s c - 'This course was a valuable learning experience.  I provided me with the basics of evolution and ecology and it has made me want to learn further about the different topics.'; s i - 'Dr. White is very passionate in what he does.  In the classroom, he in enthusiastic and enjoyable. I really like how he just wants his students to be more aware of their surroundings and how they effect the environment.  I enjoy his teaching so much that I am taking three classes with him next semester.'

Student 18: s c - 'The course was great.  I liked the section about how the environment is connected together more than the evolution section.'; s i - 'Dr. White seems to know just about everything about ecology.  He is a great teacher not because he necessarily knows so much, but because he presents it to us in a way that we can easily understand the concepts.  This was my favorite class of the semester.'

Student 19: s c - 'Cool new information.'; s i - 'Knows his stuff.'; w c - 'More interaction.'

    ECOLOGY & EVOLUTION - section 002

Student 1: s i - 'You can tell Dr. White really loves his work.  It made me more interested in the class.'; w i - 'Sometimes made off the wall comments.  Also grades tests strangely.  I would put an answer similar to his & I would be marked off for it.'

Student 2: s c - 'Good intro course.'; s i - 'Very knowledgeable and available.'; w c - 'Move more rapidly to get into serious detail.'

Student 3: s i - 'He explained the course material well and was knowledgeable about the subject material.'; w c - 'The tests were a bit hard to gage as to whether you had to include more than what the teacher called for or just enough.  It seemed to fluctuate and wasn't so set (which preventing me from making the same mistakes the next time).'

Student 4: s c - 'This course was an excellent learning experience.'; s i - 'Very knowledgeable about all subjects.'

Student 5: s i - 'The lecture handouts were very helpful.'

Student 6: s i - 'Organization of lectures and powerpoints was very effective.'; w i - 'Had difficulty stimulating discussion.'

Student 7: s c - 'The course covered a broad amount of topics which was very educational and informative.  The evolutionary section was very interesting.  Slides informative.  Very good!  The new books were great, not too in depth.'; s i -'You are very enthusiastic about the topics which makes it easy to learn the subjects, as well as pay attention in class.'

Student 8: s i - 'Very thorough in lecture.  Gives opportunity of extra credit - good!'

Student 9: s c - 'I thought the two books were beneficial and they were cheap!'

Student 10: s c - 'I really enjoyed the course a lot - my favorite part of the course was human evolution.'

Student 11: si i - 'Be more specific in what you expect on tests - by saying you want a term defined is different from what you want.'

Student 12: s c - 'The books are great - they get straight to the point at hand.  The handouts are great - they allow you to listen more, instead of trying to take tons of notes.'

Student 13: w c - 'Too much detail.'; w i - 'Tests were graded very difficult.'

Student 14: s c - 'This was a very interesting course.'; s i - 'Loves his work.  Knows what he is teaching.'; w c - 'Tests were very difficult. Sometimes a little too strenuous.'

Student 15: s i - 'I enjoyed the class and Dr. White's teaching style.  I would recommend him to other students for this course.'

Student 16: w i - 'Format of your tests was too difficult.'

    HUMAN ECOLOGICAL SCIENCE - Honors

Student 1: s c - 'It was very helpful to me to have the science textbook to study before we moved on to the other tests.  I very much enjoyed our other tests also - Diamond and McPhee; these should stay.'; s i - 'Dr. White did indeed stimulate independent thought.  I found myself thinking about the issues discussed in class on my own time and even talking about them at work and in other classes.'; w c - 'I was not as prepared for the questions on the second test as I was for those on the first test.  Some in-class study time would have helped me figure out what kinds of concepts I needed to be clearest on.

Student 2: w c - 'The books were not needed.  They were a waste of time.  Often topics were skipped and students were simply left hanging.'; w i - 'Dr. White did not communicate the subject matter effectively.  Most of the time was spent talking to prize pupils of the class.';  si c - 'Do not use the books.  They were not valuable assets to the course.'; si i - 'Teach the class and not individual students.'

Student 3: s c - 'Changed my life!  New material, explained on the perfect level for me, a non-scientist.  Field trips.'; s i - 'Fun, engaging welcomed dissent and dialog.'; w c - 'Too hard tests.  No extra credit.'; si c - Oral presentations & require field trips.  Do not take field trip info off tests because some students didn't consider them a priority!  Offer extra credit.'

Student 4: s c - 'Great fresh approach.  Different subject matter.  Very relevant course.'; s i - 'Very entertaining.  Most knowledgeable.'

Student 5: w c - 'More time for student discussion.'

Student 6: s c - 'The subject matter is interesting.'; w c - 'Contents too technical and specific for being a common curriculum course.'; w i - 'The tests were sometimes not representative of what we learned in class - needs to explain better.'; si c - 'Make course less time consuming - it takes up too much out of classroom time - extra credit.'; si i - 'Don't grade so harshly.'

Student 9: s c - 'Great books; fun field trips; thought provoking.'; s i - 'Knows his stuff.'; w c - 'Tests were not representative of course content - too nit picky.'; w i - 'Dr. White talked down to students, especially those who knew what he was talking about - almost as if he felt threatened by someone else's information.'; si c - 'Needs extra credit.'

Student 10: s c - 'The material we covered was fantastic.  I learned a lot!  Do not get rid of 'Encounters with the Archdruid.'

Computer Tabulated Responses -

STUDENT WRITTEN COMMENTS.

  ECOLOGY

Student 1: s c - ' Powerpoint presentations'; s i - 'Knowledgeable in his field.'; si c - "Presentations should be online.'

Student 2: s c - I would recommend this course to anyone.  It truly added a lot to my experience as a biology major, and has opened my eyes to other possibilities in the science field.'; s i - 'It is rare to learn from a professor that is so passionate about the subject matter.  His knowledge and expertise shined through on the students.'

Student 3: s c - 'The book simplified all of the material, while still not taking away from the complexity of the subject matter.'; s i - 'Very good job in explaining difficult material.'

Student 4: s c - 'Very interesting.  Gives a great in-depth look to supplement overview form 2nd year.'; s i - 'Beyond enthusiastic and immensely knowledgeable about ecology.  Very interested in making sure everyone understands.'

Student 5: s c - 'Definitely makes you realize about the issues out there: a lot of the content of the class was new to me!  Big Bend was 'awesome'.; s i - 'Passionate about ecology and wants others to share his love for ecology.'; w c - 'A lot of writing in short period of time!  Especially lab reports.'; si c - 'Less emphasis on lab reports.'

Student 6: s c - 'Great class to put the world in perspective.'; s i - 'Very knowledgeable and conscious of the world around him'; w c - 'Grading sometimes is more subjective than stated.'; si c - 'Maybe an entire class devoted to lab writing.'

Student 7: s c - 'I  found the class to be a very valuable learning experience.  I feel I have learned a lot about ecology and how it effects our world.'; s i - 'I think Dr. White is a wonderful professor.  I think he really takes the time to make sure his students understand the course material.'

Student 8: s c - 'Big Bend trip was awesome!!  I would recommend this class to anyone on that alone.  The class, however, was also a great experience.  I enjoyed the material and the field trips.'; s i - 'You da man, Dr. White!'

Student 9: s c - 'The course was a great learning experience. I really like the power point presentations.'; s i - 'He really enjoys this class and that makes students enjoy the class as well.'; w c - 'The exam material was sometimes excessive.'

Student 10: s c - 'Even though it was a time consuming class it was very informative and useful class.  Very interesting material which gives you a different perspective of things!'; s i - 'Very good instructor.  Knows what he is talking about and you can see that what he teaches is what he loves.'; w c - 'I believe that more than two exams should be given.  At least one more because sometimes I felt that it was too much info to cram in and not all was retained because of this.'

Student 11: s c - 'This course was a valuable learning experience.  I enjoyed the class, and our class trip to Big Bend was a life changing experience.'; s i - 'Dr. White is my favorite college professor.  He challenges me and makes me think.  He is a very good teacher and evaluator.  He genuinely cares about all his students.'; si i - 'I think sometimes he is partial in grading lab reports.  He has shown this in comparison with other students, however he is a great teacher!'

Student 12: s c - 'The best biology course by far at stimulating critical, creative, and analytical thinking.'; s i -'Extremely well versed (by the highest university standards) in the subject matter, with visible and permeating, and even contagious enthusiasm and emotional connection to the subject and the implications.  Instructor the reason why the course stimulated so much thinking.'

Student 13: s c - 'Interesting information on the types of animals behavior & habitat.  Lots of environmental information which we could relate.'; s i - 'Eccentric guy, very outgoing though.  Could be nice at times, but very unsympathetic.'

 ECOLOGY LAB

Student 1: s c - 'The labs were both fun and educational.'; s i - 'Dr. White tries very hard to boost student confidence about reading and understanding journal articles - THANKS!'; w i - 'Very vague on requirements for structure of papers.'

Student 2: s c - 'Being out in the field is one of the greatest experiences.  We go from reading a book to hands on experiences and can narrate a personal experience.'

Student 3: s c - 'I really enjoyed the trips.  My favorite trip was the one to the Natalbany River.'

Student 4: s c - 'The field trips were great and definitely helpful in learning about ecology.'; s i - 'Passionate, passionate, passionate! He made lab fun and very, very educational.'; w c - 'Redoing lab reports was so stressful!'

Student 5: s c - 'Big Bend was freakin' awesome!'; s i - 'Knows the curriculum as it applies to the real world.'; w c - 'Lab report process needs refining for students who have trouble with it.'

Student 6: s c - 'Dr. White is an enthusiastic instructor.  He shows care and concern to this students.  He applies the information we learn to the real world.'; s - 'This course is valuable in that all people should understand habitats and how important their elements are.'

Student 7: s c - 'I really enjoyed the marsh and flocking & foraging labs!'

Student 8: s i - 'A great professor.  I think its wonderful that he would take a group of college students to Big Bend Texas to experience what we have been studying.'

Student 9: s c - 'The labs were very important in helping me understand the material covered in class.  It gave you a hands on approach in which you were actually able to experience and see what you learned in class.'

Student 10: s c - 'Extremely enlightening field experiences.  The trips were excellent ways of witnessing and experiencing first hand the principles discussed in lecture.  These really left an imprint on me personally, and likely on all involved.  Writing was extremely appropriate.'; s i - 'Excellent work facilitating and organizing and leading these trips.  Leadership was the reason the trips were what they were.'

CONSERVATION BIOLOGY
 

Student 1: s c - 'This course evaluates effectively the importance of conserving the world's habitats.  It is a valuable subject to be aware of!!  I know so much more about the world's ecosystems now and the huge crisis to conserve them.  This course has definitely opened by eyes!'; s i - 'Dr. White is an incredible professor.  He takes so much pride in his work.  He has so much compassion and love for nature.'

Student 2: s c - 'I strongly recommend this course; it is an eye opening experience.'; s i - 'The instructor was so enthusiastic about the material that it really helped you to become involved in what he was saying.'

Student 3: s c - 'The subject matter is something people take for granted and by knowing the basics of conservation we are able to educate others!'; s i - 'Passionate about this subject and is truly concerned with the future of the conservation effort!  Seeing him so passionate made me love the class!'

Student 4: s c - 'Excellently directed with none of the difficulties one would expect in such a multidisciplinary value laden science.'; s i - 'Organized and presented complex, often convoluted subject matter effectively and efficiently, while simultaneously stimulating much critical, creative, and analytical thought.'

Student 5: s c - 'This class has opened my eyes to great concerns and stirred a passion inside.'; w c - 'Despite many attempts, open discussion among students about conservation concerns was never achieved satisfactorily.  There needs to be an environment that is more conducive for open discussion.'

Computer Tabulated Responses -

STUDENT WRITTEN COMMENTS.

  ECOLOGY & EVOLUTION - section 001

Student 1: s c - It was a very interesting course that make students think about their role in th world.'; s i - 'He was very enthusiastic about the subjects and stimulated a lot of thinking from the students.'; w i - 'Not too specific in the way he grades short anwers/essay questions.'

Student 2: s c - 'Very informative class.'; s i - 'Knows his information very well.'; w i - 'Very tough grader.'

Student 3: s c - 'I learned a lot, especially when it came to affects of humans on the environment.'; s i - 'Communicates the material well and it passionate about what he teaches.'

Student 4: s c - 'I enjoyed the evolution section.  I found it to be extremely educational.'; s i - 'You have a wonderful and exciting passion for biology.'; w i - 'Your grading was a bit hasty.  I think you need to be more open minded when grading.  Sometimes there's more than one correct answer.'

Student 5: s i - 'Dr. White is a pretty funny guy.'; w c - 'I think that 'The Third Chimpanzee' should be added to the curriculum as required reading.  I really tied together everything we were learning about.'

Student 6: s c - 'The extra credit book, 'The Third Chimp', was very interesting and should definitely be offered again - maybe even required.'; w c - 'I think the course should cover more of the material in a applicable manner with the students discussing some of the material - students usually learn better that way.'

Student 7: s i - 'Was very passionate about the subject material and conveyed that to the class.; w i - 'Tried to employ scare tactics of 'you won't get into medical school.'; si c - 'Have field trips.'; si i - 'Don't repeat phrases off power-point slides.'

Student 8: s i - 'The extra credit opportunities were nice.'; w i - 'He did not seem impartial when dealing with students.  The tests were very subjective.'; si c - 'I don't think that this course should be required but rather an elective.'

Student 9:  s c - 'Powerpoint lectures were helpful for the exams.  They were useful tin outlining what each chapter was about.'; s i - 'Dr. White gives a thorough amount of information on topics.'; w i - 'Dr. White sometimes goes over the information too much.  Also, he gets boring at times.'

Student 10: s i - 'Good teacher that communicates and teaches material well.'; w i - 'Graded tests too subjectively.  Tests were not good tests of biology - more like english.'

Student 11: s c - 'The extra credit reading of 'The Third Chimnpanzee' was great.  It should be incorporated into the course as more than extra credit.'; w c - 'Too much jargon.  Too much time spent explaining jargon.'; si c - 'If you want us to learn jargon, assign it as a vocabulary list for homework at the start of each chapter or topic.  This way we can spend more time discussing concepts and implications.'

Student 12: s c - 'The Third Chimp' was a great book.  This course refined my views of humans and of nature.'; s i - 'Teaches the material effectively.  Best biology teacher I have had.  Supplying the class with notes made the learning experience easier.'; w c - 'Not enough on human impact.'

Student 13: s c - 'The course covers material that should be more or less common knowledge to people, but is not.  It introduces ideas on the effects humans have on the environment.'; s i - 'Definately loves what he teaches.  Willing to listen and help our if you disagree with the way he graded something.'; si i - 'Have more in class assignments.  Keep the books as part of the material taught.  The things covered in class are beneficial, so instead of open discussion assign comment pages to be done on certain topics.'

Student 14: s c - 'Powerpoint lectures.  Darwin book was helpful in understanding evolution.'; w i - 'More comments on the writing assignments would help to improve grades.'

Student 15: s c - 'I enjoyed learning about evolution and ecology.  The subject stimulated further thinking and understanding of many issues.'; s i - 'Dr. White taught the subject well and passed the information comprehensively.  I understood the subject well when he explained it.'

Student 16: s i - 'Dr. White is a very good professor.  I have learned so much in his class.  He has even interested me in furthering my knowledge in the ecology and evolution field.'; si c - 'I think there should be more ecology and evolutionary courses at Loyola and I think that every student should be required to take at least one.'

    ECOLOGY & EVOLUTION - section 002

Student 1: si i - 'You grade like a Nazi!  The tests should be graded according to the correctness of the answers not in relation to who you thought had the best answer.  I had fun in your class though.'

Student 2: w c - 'This class is interesting but seems unnecessary and out of place/out of sequence in the core classes.'; w i - 'Rambles too much.  Speaks in random patterns and incomplete thoughts.'

Student 3: s c - 'Was a valuable tool to learn a different aspect of biology that typically is not covered.'; s i - 'Very enthusiastic about the subject materail being presented.'; w c - 'The course was sometimes broken up in a dicontinuous fashion.'; w i - 'Ambiguous on what was considered an appropriate knowledge of the material, and what was not.'; si c - 'Spend more time linking ecology and evolution so the two don't seem so disjointed.'

Student 4: s c - 'Loved the Darwin book.  Campbell textbook is really good - should use this again.'; s i - 'Passionate.'; w c - 'Needs to delve into the applications of ecology/evolution to everyday life.'; w i - 'Can be overly passionate at times.'

Student 5: s i - 'Funny, extremely excited/interested in the subject.'; si i - 'Have a series of points that must be covered in an answer beforehand and assign points (grade) based on this list.'

Student 6: s i - 'Shows an obvious understanding of the material.'; w i - 'Lectures would be more interesting if Dr. White did not read to us.  Please discuss.'

Studemt 7: s i - 'You teach the material very well, communicating the info clearly and efficiently - somthing most biology profs can not do.'; si i - 'It seems that there was inconsistency in the grading of exams when comparing with other students.'

Student 8: s c - 'Interesting, informative.'; s i - 'Enthusiastic about the subject.'; w i - 'Grades assignments harshly.'

Student 9: s i - 'Very enthusiastic about teaching.'; w c - 'Tests should have a more objective component, not completely essay.'; w i - 'Bias grading on assignments and tests.'

Student 10: s c - 'Loved the class and teacher, except grading style.  Should be a separate evolution course.'

Student 11: s i - 'Printed off lecture notes which were helpful.  White rules!'

Student 12: s i - 'Tests papers were graded quickly and returned by the following class.'

Student 13: s i - 'Was very helpful and explained hard concepts well.'; w c - 'The test were all essay which made it difficult to include everything needed to get full credit.'

Student 15: s c - 'Very valuable learning experience that opened my up to the truths behind much of what the less educated population banters falsely about.'; s i - 'Amazing lectures.  Communicates and applied the subject matter clearly and precisely to our everyday experiences.  Wiped away preconceived incorrect stereotypes and ideas that society has put into our heads.  He was comical and very persuasive.  He did a really nice job of explaining book material letting students opine and talk, and also was not afraid of admitting when he was wrong or has made a mistake.  Fabulous, fabulous learning experience.'

Student 16: s i - 'Very passionate about what he teaches.'; w c - 'Exam questions didn't reflect as much of lecture notes.  Too many short answers.'

Student 17: s i - 'There were some good points made and it stimulated some critical thinking.'; w c - 'There was too much repetition.  This is an upper level biology course.'

Student 18: s i - 'He seemed to truly love what he taught.  His excitment for the topics made me much more interested in the subject.'
 

    HUMAN ECOLOGICAL SCIENCE - Honors

Student 1: s c - 'Interesting, eye opening, thoug a little depressing.  Field trips and reading were educational and interesting.'; s i - 'effective, passionate'; c w - 'Covers a whole lot of information in very little time.'; si c - 'Mabe a little time towards the end of the semester informing the students what they can do to be more environmentally friendly.  Spend some time on possible solutions on an individual level.  Consider having class read Daniel Quinn's Ishmael.'; si i - 'Personally I wouldn't have minded more environmentalism Dr. White, but that is just me.'

Student 2: s c - 'Trips, class discussions'; s i - 'Very knowledgeable'; w c - '9:30 a.m. too early'; si c - 'later hour.'

Student 3: s c - 'Great texts.  Important topic that's often overlooked.  Field trips provided opportunity to study eoclogy with hands-on perspective.'; s i - 'Stimulated class discussions.  Not too regimented, we covered a ll the material, but at a pace that allowed for discussion and excursions into related topics.  Kept class interesting.'

Student 4: s c - 'The field trips were very useful because they allowed us to apply classroom lessons to the real world.  I very much liked the books we read, especially Tropical Nature.'; s i - 'He is very enthusiatic about the subject and he did a good job of explaining concepts.'

Student 5: s c - 'The field trips really helped cement what we learned in class.'; s i - 'Communicated subject well.'; w i - 'Goes on tangents.'

Student 6: si c - 'Include 'Rising Tide' in the course reading (at least parts of it when discussing rivers).'

Student 7: s c - 'Great introduction to Ecology for non-majors.  Well organized and important for students, especially those that spend much of their time in their dorm rooms with their appliances.';  s i - 'Dr White's a great teacher.  Passionate, educated, and interested in what we have to say.  Evenmore, he's humbled by his experiences and so is wonderful to talk to.  Always makes time for this students.'

Student 8: s c - 'The field trips were excellent in demonstrating concepts discussed in class.'; s i - 'Great enthusiasm about subject matter.  Communicated and expressed subject matter effectively.'; si c - 'I would have liked to spend more time on the concepts covered in the last half of class and seen more effectively how humans have impacted the earth, etc.'; si i - 'It would be helpful to have a study guide for the test.  It would also be helpful if you could post a sample question on your website and give an example of the type of depth you are looking for in an answers.'

Student 9: s c - 'Never imagined I'd ever like a course like this.  Not just about biology but biology that is important and applicable to everyday life!  The field trips were really fun.'; s i - 'Very passionate about ecology.  Presented materials in unbiased fashion and made great, impassionate points about ecology.'; si c - 'Less articles that are heavy on the science terms.'