Compilation of Sample Responses to Web-Based Survey of IHUM Students—Fall 2001

 

 

Please note: Each number preceding an answer for Questions 1-4 designates an individual respondent, whose number is the same for all five questions.

 

For Question 5, the first number represents, in our judgment, the numerical equivalent that should be awarded the remark (see final portion of summary). The second number designates the individual respondent.

 

Anonymity has also been preserved for IHUM faculty and fellows by replacing specific names with randomly chosen letters of the alphabet.

 

 

 

Sample Answers to Question 1

 

1             An effective IHUM lecture should be very well structured in a logical, clear way. The use of powerpoint or overheads would be a plus/

2             To provide different insights for students on the reading and incorporate the experience and knowledge of the professors while being exciting and not just a regurgitation of information.

3             clear and thorough interpretation on major ideas of the book in order to open up student discussions in section.

4             An effective lecture should illuminate the readings (if the text is heavy and perhaps hard to understand lectures could help student understanding) and also to incite good discussion and critical thinking about these texts by introducing applicable outside ideas and parallels.

5             Good information and thesis to educate us.

6             Lectures should help me better understand the works I have read, how they relate to one another under the common theme and how this theme functions in the context inside the text and in the real world.

7             To help us with critical thinking skills that have a basis in knowledge of literature and philosophy and some history.

8             to deepen understanding/ prepare for reading of texts by providing context and/or presenting related works

9             Informative and inspiring- intellectually stimulating/enthusiastic prof.

10           explain themes in texts

11           To offer an interesting interpretation on the material

12           I think the lecturers should attempt to give further insight into the texts/subjects through a an exploration of their personal reading of/perspective on the work. This enables deeper learning and understanding of course material as well as makes the lectures more interesting. In the case of more fact based subject matter, it seems that the lecture should be based on providing the exigence, the significance, further details on the matter, in some way enhancing the subject matter. In the course I just took, Course X, we were told that the lectures could almost be treated as secondary texts, in that they provided certain new and enhanced perspectives. They were great (although a lot of that has to do with how engaging the professors were, which I know is not the issue).

13           insight into texts and timeperiods of texts

14           Broaden the scope of readings a student has: good works of literature/essays are mandatory. Should emphasize critical thinking, synthesizing information. Should try to delve deeply into whatever department it is from, to give students more of a feeling of depth, instead of floating around in information that is useless.

15           Introduce themes of reading material

16           An effective IHUM lecture should be well-prepared and relevant.

17           explain the texts from the viewpoints of the lecturers; interact with students to get their ideas

18           An effective IHUM lecture should deal with different aspects of studies like philosophy and politics, or law etc.. I think the IHUM should be a way for students to determine the kind of area of study they like and offering a couple of persperctives with one IHUM will help this.

19           To cause a student to gain interest in a subject matter he/she would not normally be interested in.

20           An IHUM lecture should clarify or expand on the texts, depending on the complexity of the text. In difficult texts, such as philosophy, the lecture should clarify while asking a few pertinent questions about the philosophy behind the text that relate to the course theme. In a straightforward text, such as a scientific journal, expansion on background or extension to the theme is needed more than clarification.

21           To quickly brush over all the ideas in the books and inspire inquisitive thinking.

22           An effective lecture should provide information about the works not made clear by the work itself and additional background information.

23           An effective IHUM lecture should draw on the texts as a method of explaining some larger, more general point, or it should draw on text to answer a specific question that is posed by this course. A lecture does not have to do so much close reading of the text - that sort of analysis belongs in section - but it should draw on the text to explain some larger idea.

24           An effective lecture should capture the student's attention, focusing on a specific idea or topic of interest. The lecturer should be very comfortable with the material, having thought deeply about the subject.

25           to further and instigate thoughts about the course subjects
be entertaining and conducive to interesting the students

26           To present a current perspective on the material being presented.

27           A good Ihum lecture should keep issues open and present several interpretations. It should be engaging and well spoken, so that the students can pay attention.
It should cover material that will be any exam. Creativity in medium is great.

28           He or she should just guide the discussion and offer insights when the discussion is slow.

29           The lecturers should express their thoughts on the works that they feel will stimulate deeper thinking on the student's part.

30           clarify issues or questions raised in the readings. bring up current perspectives on the topics. give an expert opinion.

31           An effective IHUM lecture should intrique the students and perhaps even cause controversy. I happen to enjoy a lecture more when I can disagree with a professor and thus given an incentive to think critically and originally.

32           The lecture should not just be a summary of the reading material, but should mostly consist of the professor's interpretation of and commentary of the material. Or maybe the professor could offer other peopple's interpretations of the readings. I think the only problem with my fall quarter lectures as that there was too much summary.

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371         An effective lecture would deal directly with the texts included and discuss various interpretations of them. Professors should be able to draw real-world applications to the material, thus broadening the student's understanding of the texts as they relate to contemporary society.

372         Lectures should stimulate and provoke thought while honing my skills in the humanistic disciplines.

373         Should try to explain the texts to the students and should give a historical backdrop from which to read the texts. Then the lecturer should state an opinion about the meaning or purpose of the text.

374         Provide new insight into a way of looking at the world, through historical, anthropoligicalm, and philosophical perspectives.

375         make the student think about not only the literary work but how their life relates, analyze themes of life and how they are portrayed in literature.

376         Lecture should educate students about particular subjects as well as their historical contexts.

377         offering ideas and interpretations of the text relevant to the course

378         Provide different interpretations to the texts that help the student understand the material more in-depth and from different angles.

379         They should serve to stimulate new thought in students and give them material and ideas to discuss and debate in section.

380         I think that the IHUM lectures should be more geared towards developement of the information in the sources to apply to broader ideas than those presented in the text. The lectures should benefit from the expertise and knowledge of the professors.

381        

382         The lecture should make insights into the material that students will not yet be able to do on their own. They should explain that which needs explaining and provide further background or information relating to the work and the topic and/or theme of the course as a whole.

383         An IHUM lecture should present an interesting point of view related to the assigned reading, giving students a new perspective on what they have read.

384         It should provide background for a text and an interpretation that shows how the work fits in with the theme of the course

385         It should be informative and well researched. It should address issues arising from texts and draw parallels between the texts and real life. Finally, it should be engaging and applicable to the real world

386         To give a general overview of the text - themes, characters, historical background.

387         An effective Ihum lecture should stimulate the class. Nobody should dread ihum lecture and nobody should be falling asleep.

388         It should stimulate the minds of the audience as well as be entertaining. The lecture should mostly focus on the material in the book, but can involve outside issues, as long as there is a clear connection.

389         It should stimulate the minds of the audience as well as entertain them.

390         To review and expand upon content of reading. To provide outside critical analysis of reading. To illuminate historical and literary background of reading. To relate elements of the texts to themes and paterns of the texts.

391         It should explain any concepts that came up in the reading, bring in interesting outside material relating to those concepts and give background on the book, author or anything we are working on.

392         In-depth discussion of material from the expert's point of view.

393         To educate the students and to serve as an extention of the course readings.

394         Should engage the audience and make the kids enjoy the content of the course. They should foster interesting discussion topics for sections.

395         It should take up some interesting aspect of the topics one is studying and discuss that in depth and not just skim over the general topics. I also feel that lecture classes should be smaller and more interactive and should have less amounts of reading as HW so that more can be discussed with fewer people and that there should be some parallel between the work for different IHUMs because otherwise some classes have a lot of work and others don't and that isn't fair.

396         An effective IHUM lectures should serve several purposes: clarify course readings, tie readings together and with the overall course subject, and offer other information and perspectives that are not available in the reading.

397         It should raise and answer questions about the text and it should introduce material from outside sources that influenced the text.

398         An effective IHUM lecture should introduce new and interesting ideas about the texts.

399         It should make you reevaluate your interests and personal values.

400         It should help the student become accustomed to lectures. It should also serve a good basis of development in mental and evauluation skills.

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707         -introduce students to new ideas
-relate and explain information from the texts

708         to clarify course material, to introduce new topics and information, cover possible answers or debates over the topics etc

709         clarify reading, address points of interest

710         It should inform the student and engage them in learning without just regurgitating the reading.

711         It should clarify the text but in an interesting manner.

712         It should provide insight or explanation into literature

713         An Ihum lecture should add considerable insight into the course readings, along with adding different and unique view points.

714         To clarify the selected readings and present questions for a student to think about in terms of the text in order to gain a greater understanding of what is being read.

715         Clarify the reading and present multiple viewpoints on the material

716         engage class,
provide info,
explain concepts

717         The lectures should be able to connect the novels with current ideas and values, and they should address some of the essay topics.

718         Simply to introduce students to humanities

719         To give students scholarly background on the texts to add to their knowledge and understanding. Also, to present different frameworks in which to interpret the texts.

720         Engaging the students in critical thinking, presenting a variety of viewpoints, perspectives, synthesis of what was read....broadening what was read to larger, more philosophical points.

721         to illuminate the texts in the perspective of the lecturer and provide background for themes in the course

722         Exlain some vague ideas in the readings and talk about the thoretical aspects that are central ideas of the course. The lecture on one particular chapter should also connect it to the unit as a whole.

723         It should be an informative and engaging experience that presents concept for critical thinking and exploration.

724         An effective IHUM lecture should address the elements of the texts that can be applied toward our current situation.

725         It is try to spark discussion in the following lectures.

726         explain the text clearer and apply it to modern day life.

727         Critical analysis of events/texts, provoke thought

728         An IHUM lecture should provide students with a general background for the weekly readings, as well as guidelines for what to focus on when going through the assignments. An effective lecture should provide an analyzation of the readings which the students can use as a starting off point for section discussion.

729         introduce students of all majors to classical literature that they would otherwise probably not seek out for themselves

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1032      An effective IHUM lecture should adequately address and interpret the reading material assigned. It should also engage students with interesting ideas and thoughts that provoke further discussion in section.

1033      An effective IHUM lecture should definitely concern the reading material and provoke new, insightful ideas within the student.

1034      I believe it should provide the students with an opportunity to better understand the readings, the concepts, and the many new ideas they are learning.

1035      explain themes of the text with more definitive responses from profs.

1036      An effective IHUM lecture, which is evolved around the text,
should be informative, insightful, and should draw conclusions
that are parallel to our real life situations.

1037      To touch upon the main points of the course and provide a basis for discussion in section.

1038      A way for the student to learn how the humanities relate to life in the present.

1039      An IHUM Lecturer should give you give you insights into his field, something one might not be able to do until taking those upper-division courses.

1040      An effective IHUM lecture should stimulate and entertain a student's mind as best as possible. Creativity and energy are definite pluses to an IHUM lecturer.

1041      It should provide interesting information to provoke thoughtful discussion and debate.

1042      An effective lecture should include some sort of background information to the text as well as the speaker's interpretation or views on the text.

1043      It should stimulate the student to consider aspects of the book or work that are not directly apparent.

1044      To clarify the relevance and significance of the readings. Lectures should continue the seminar/sections tradition of upholding the pursuit of the study of man.

1045      Explain works of literature currently being read in class within different contexts, according to the specific subject areas of the different professors

1046      It should be interesting and thought provoking.

1047      to interest the student in that area of study

1048      It should cover additional material external to the course,while tying these materials wo what we have in our readers.

1049      - Introduce students to a liberal arts education
- Encourage them to explore areas of study not necessarily within their major

1050      AN effective IHUM is one in which both the students and he professor can walk away with feeling of contentment and satisfication concerning the work that was done and the topics that were discussed. In addition both the student snad the teachers should feel that the class was useful.

1051      It should be an interesting course in which a student becomes knowledgable in a subject which they might not otherwise study. Also, the freshman format exposes them to new friends

1052      To encourage people who are not typically interested in the humanities to explore the humanities

1053      To give further insight into the readings or introduce new ideas that somehow link to the current unit.

1054      They should expand the student's knowledge on the subject and give him or her a better understanding of the background of the subject.

1055      An effective IHUM lecture should present useful and inciteful information to the students in an effective way.

1056      Introduce the main topics and works being studied in the class, give insight into what they mean/ what their significance is, teach the "facts" in the course.

1057      An effective IHUM lecture should put the readings into perspective and provide intelligent insights on the books. They should provide background information to provide a context for the readings.

1058      Clarify and build upon readings. Provide outisde examples, case studies, etc which either support of question the readings

1059      The lecture should not just summarize the text but provide analysis of the text. It should raise questions about the text that students should consider and then be able to discuss in section.

1060      to introduce new ideas/interpretations of the text we read

1061      It should serve as a supplemental "text" to the ihum. It should not function the same way as a section. In other words, it should present an argument or teach, but shouldn't be a discussion of sorts or a forum for a lecturer to throw out various ideas and concepts.

1062      An effective IHUM lecture should introduce students to various aspects of the humanities and social sciences - such as anthropology, history, sociology, philosophy, and psychology. It be engaging; that is, it should discuss issues of interest and variety. Students should gain insight into the humanities, and become a little more proficient in a couple of disciplines. For example, from my IHUM lecture, I have learned more about philosophy and anthropology.

1063      Revealing less-than-obvious insights of the work.

 

 

Sample Answers to Question 2

 

1             A good section should raise lots of profound questions and start lots of heated conversations and debates. It should add more insights to the reading and lectures.

2             To solidify the main points of the reading and assignments and to open up the course for student prompted discussion instead of just set-up banter by the teaching fellow.

3             Becuase sections are small, students can voice their opinions and discuss with their teaching fellows, sharing intellectual ideas and understanding the books.

4             In discussion, one should have a continuation of the ideas brough up in lectures through class discussions. Additionally, in discussions students should be able to ask specific questions about the text, whether it is a difficulty with a particular passage, or a difference of oppinion that the student wishes to share. The introduction of new materials to help with understanding the readings, lectures and topics and also very helpful. Also, student led discussion groups allow the students to participate more and feel like one is really contributing.

5             Loose agenda: basically, if the class wants to follow a tangent, it shall be followed. Better to have excited students than dead ones.

6             It should bring to the surface ideas submerged and uninvestigated. It should probe meaningful and difficult passages and help the students reach enlightenment.

7             allowing everyone to put in comments equally and be listened to and critiqued fairly so that they can learn how to discuss issues in a knowledgeable manner.

8             same; more intimate and open to questions; introduction of new/related material; lively discussion about topic to make the texts interesting

9             clarify info from texts and lectures

10           explore themes in depth

11           Close reading of the text. Focused discussion.

12          

13           clarification and discussion of concepts and challenges raised in texts

14           Take what the lecturer has said, and comment, criticize, or deepen the level of the lcture. Answer the questions of students. Section leader should facilitate dialectic discourse among the students.

15           Discuss themes of reading material, elaborate upon it

16           An effective IHUM discussion section needs diversity, balance, and enthusiasm. It is also requires close integration to the lectures.

17           answer any questions about the texts or concepts; promote discussion to get ideas flowing

18           An effective IHUM discussion should consist of debates and also visual aids. (like seeing movies on the topic, going to events related to the IHUM)

19           To allow the student the confidence to speak up about his/her opinions without feeling uncomfortable.

20           An IHUM discussion should both expand and clarify the lecture and readings. IHUM discussions should help to expand in the language of the modern teenager rather than the language of the expert academic. IHUM discussions should also be a building ground for the beginning of papers, and serve as an example of how to engage in academic discussion.

21           To discuss major topics in the books in depth.

22           The section should provide a forum to analyze and discuss the works.

23           An effective IHUM section should go in depth on those ideas presented in lecture. Discussions in section should do close reading of the text and use the text to justify those ideas presented in lecture and other ideas discussed in section.

24           An effective section integrates all of the ideas introduced in lecture and readings, making connections between ideas. It also presents a forum for students to articulate ideas that they have had in a non-judgemental setting.

25           to elaborate upon the course's themespropagate talk and different ideas

26           To discuss the personal experience of encountering the information in lecture.

27           To provide a place to have a really good discussion about topics in class and to do the more technical things. The leader should be able to lead the discussion and encourage debate.

28           Just to help students to think more in depth.

29           Students should be able to discuss the works, both generally and with closer readings.

30           give a chance for the student to raise questions. discuss the issues from lecture.

31           An effective IHUM discussion should allow the students to engage in debate and open discussion on a subject that has been clearly explained. We should be able to dissect and exhaust the points of a lecture to the point where we have given it a heightened meaning.

32           Discussions shouldn't rehash what was said in the lecture - they should build upon the lectures. Students should ask questions about material that confused them and discuss what they agreed with/didn't agree with in the readings and lecture.

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371         An effective IHUM section should serve to stimulate your mind and accelerate your thought processes. This, of course, cannot be taught, but by discussing the course's content, a person's reasoning abilities can be enhanced.

372         It should provide an opportunity for the student to share his/her thoughts and ideas with others.

373         Should help us understand the texts and the lectures and allow us to voice our opinions.

374         Insightful discussion. Bring the essence of the works to life.

375         help u understand the book, learn more ab yourself

376         Discussion should clear up any confusion about the lecture, and should also add to the lecture.

377         to reinforce those ideas or present alternatives. it should also be a place where people can throw thier own ideas out there for discussion.

378         Learn from other students by hearing their views. Challenge each other's ideas so that everyone is forced to seriously evaluate their own thoughts and understand more thoroughly why they have these thoughts.

379         They should provide a forum for students to speak any ideas they have about the topic and have them critically looked at and analyzed.

380         The sections are where the information in the sources should be thoroughly examined and then related to the ideas that the lecture professor brings up. Sections are the best of opportunities to ensure that the knowledge conveyed in the sources is fully understood.

381         Engage personal interest in topics studied; allow individuals to hear many different viewpoints.

382         The section should be a forum where students can share ideas and ask questions about the works. The section leader should facilitate these discussions and answer any questions not adressed in the lecture.

383         It should be interesting and allow students to share their ideas as well as hear others' viewpoints.

384         Giving students a chance to sort through ideas on their own. Discussion leader there to give a little direction to the discussion and clarify any points the students are confused about

385         An IHUM section should be primarilly to discuss/evaluate the issues raised in the lectures and to expand upon them.

386         Allow students to elaborate on these idea with their own unique conclusions.

387         It should stimulate intellectual thought.

388         It should allow all students to participate equally and be a forum to exchange ideas in.

389         It should be a forum to exchange ideas and observe how others think

390         To review content of lecture and provide further information. While the discussion element of section is helpful, not all of it should be given over to that. A significant part should be given over to elements and background of the text that the lecturer did not hit on. Namely the TFs should have information beyond the lecture about the texts.

391         It should engage everyone in the discussion to explore the concepts and purpose of the book by talking about topics among peers. The discussion section leader should avoid lecturing but steer the course of the conversation in the correct direction by posing questions and challenging accepted views.

392         Let people discuss their own ideas and hear the ideas of others.

393         To stimulate the thoughts of the students into an effective and worth while discussion where each student has something to learn form the discussion

394         Should enhance understanding of the material through interaction with discussion leader and other students. DO NOT DO THE SAME THING EVERY SINGLE DAY!!! STUDENTS LEARN BETTER WITH A LITTLE VARIETY AND SOME FUN!!! DO SKITS, MOCK TRIALS, OR SOMETHING OTHER THAN TWO DISCUSSION QUESTIONS EVERY DAY!!! PLEASE!!!

395         It should discuss in detail the ideas talked about in lecture and should include discussions and participation from all students so that we hear the perspectives of everyone.

396         An effective IHUM discussion should clarify course readings, allow students to interact and present multiple viewpoints, and be an environment that is conducive to listening and learning. Discussions should also provide information and feedback for assignments, and be able to clarify any individual questions students might have.

397         IHUM discussion should focus on the texts more than just having people say whatever comes to their minds, which often has nothing to do with the texts.

398         An effective IHUM discussion section should answer questions about the texts and about the lectures, while providing an open environment for students to discuss ideas raised by the texts.

399         Same as lecture, but more talking.

400         The discussion should encourage the student to analyze and develop thoughts helpful for essays, etc.

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707         -expound on ideas presented in lectures and texts-listen to thoughts of other students and teacher fellow-allow students to practice their speaking/thinking/listening skills-help students prepare for/ improve on papers and exams

708         it should serve to clarify lecture, answer questions, focus on course objective within the text.

709         clarify lectures and reading, offer ways to understand text

710         It should help to support lecture by explaining in detail any confusing points. It should also be a time to express opinions and debate certain topics in the reading or from lecture.

711         An IHUM discussion should be an open forum for students to have their questions about the text answered and to discuss questions arising from the text and lecture that interest the students.

712         It should be an opportunity to discuss a work and ideas about what it could mean.

713         An effective Ihum descussion should help understand other peoples' viewpoints and personal philosophies

714         To allow the student to hear the interpretaions of others and at the same tie, place his or her own interpretation of the text before the others for discussion. This allows the student to strengthen his or her opinion of the text and also gives a diverse understanding of the text to each section participant.

715         Sharing of opinions, further clarification and development of the material

716         explain concepts,develop opinions

717         The section should be a continuation of the lecture and should answer any questions that the students have. In addition, it should strive to make the material interesting and it should also aid the students in drafting their essays. In addition, it should address the subject in an objective fashion and allow everyone an equal chance to participate.

718         To go over the reading materials and the lecture materials

719         To allow discussion between students about their own interpretations of the texts; the section leader should be as uninvolved as possible and just allow the students to explore their own ideas.

720         Clarifying the reading, clarifying lecture, tying all the points together. It should also allow ALL the students to voice their opinions, letting them control the flow of discussion.

721         help students analyze the texts through discussion

722         It should clarify any questions a student has from the lecture and also give students the chance to express their views on it. It should encourage students to express their views whithout fear of ridicule and thus enhance their public speaking abilities.

723         It should go delve into the concepts expressed by the professor and allow students to formulate opinions and gain a greater understanding of the class through a nourishing environment.

724         An effective discussion should follow up the lecture by examining in greater detail the applicable portions of the texts.

725         The section should be a encouraging environment for all students to have the chance to talk about the books and issues in general.

726         expand on what the lecture addresses, contradictor agree with what was said.

727         discuss questions raised by text, help to understand text

728         Clarification of lecture points, as well as critical analyzation of assigned readings or movies, etc. Debates and discussion that encourage all opinions and do not necessarily provide definite answers.

729         clarify concepts brought up in lecture, allow for individual assimilation of the concepts through free discussion

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1032      An effective IHUM discussion section should go over the material presented in lecture, addressing the reading material at hand, as well as provide helpful insight to students about the topics discussed. Students should be able to go to section to help further their understanding of the text as well as engage in meaningful discussions about lectures, as well as reading material.

1033     

1034      I believe it is very important that the students be able to express their opinions. I also believe it si imortant that all the students be included in discussion and that a certain group of people within the group should not run the discussion

1035      talk about such themes discussed in lecture, uphold or dispel them, and discuss more ideas.

1036      An effective IHUM lecture should reflect and discuss the informative lecture, where the discussion is focused on the professorsÆ argument. Furthermore, the section should do several interactive activities that evolve around the main arguments of the lecture and the text.

1037      To clarify and go in depth on the points touched upon in lecture and that are expected to be known for exams/papers.

1038      A more one-on-one approach to the topic at hand.

1039      An IHUM discussion section should help improve one's analytic and argumentive skills.

1040      An effective IHUM discussion should stimulate and entertain a student's mind through intense and fun discussions about the subjects talked about in class. Discussion should encourage ALL students, extroverted and introverted, to discuss their reactions to the lecture.

1041      It should recap the lecture and spark debates and analysis of the materials.

1042      An effective discussion section should delve further into different ways to analyze the material. The section should expand on the discussion from lecture as well as contribute new ideas. Also, the students should be able to participate in the discussion and offer their own views.

1043      It should explore topics brought up in the lecture thoroughly.

1044      Sections should explore the nuances and connections that the lecture could not get to, and also help solidify the importance of the subject to other parts of life.

1045      to answer questions about the lecture and to stimulate group discussion on the works, in an INFORMAL setting

1046      It should make students think about their own ideas and engage everyone in discussion.

1047      to further discussion about topics brought up in lecture

1048      It should allow us to vocalize our thoughts and in so doing, sort them out and pit them aainst the views of others to test their workability.

1049      - Provide an open forum for discussion of material in the class- Connect the material covered in the class with real events in history or current times- Bring the more abstract concepts onto a more human and manageable level

1050      IHUM discussion should be an open arena for critical thought, and argument in order the solidify the students' understanding and attitude towards the text. Fore, in having a soldified attiude towards the text students are able to clearly and confidently approach the text and the final.

1051      It should further bond the group of individuals... and talk mainly about how the lectures affect our lives today

1052      To allow students to explore in greater depth a text

1053      clarify questions on the lecture and maybe get the section leader's own spin on the subject we're learning about. be introduced to what he/she personally finds interesting or would like to explore.

1054      Elaborate on the lecture, answer questions, and give new ideas to the subject covered.

1055      An effective IHUM section should develope the thoughts of the students about a certain subject.

1056      Discuss what was learned in class, but not be limited to discussing only what the lecturer mentioned.

1057      An effective IHUM section should be a place to hold intelligent discussions where all members bring up interesting points from the readings.

1058      Small intimate discussions. Hear others views and feelings on course material. Delve more deeply into material and its signifigance. Tie to things relevant in our lives today

1059      Section should be further analysis than just a summary about the ideas in lecture. Section should provide more ideas about the text since everyone in section has a different way of interpreting the text.

1060      to help students generate and examine ideas like those brought up in lecture

1061      An effective section should be very loose, and allow students to just discuss the readings and topics of the ihum. It should be student driven as oppossed to task or activity based and should allow for tangential disscussions.

1062      An effective section should go into depth about the topics introduced during lecture. It should be a chance for students to have their say, and a chance for everybody to get their word in (unlike in lecture, which by its nature limits the amount of student discussion possible). It should be a chance for students to be exposed to various viewpoints that are different from their own, a chance to assimilate new ideas. It should also be a chance to go over texts and to get help on IHUM papers.

1063      Reaching conclusions on the work, not just asking a whole bunch of questions that never get answered-more section leader leadership.

 

 

Sample Answers to Question 3

 

1             I think that I should learn how to read texts so that I will get the most out of them. Informations, such as the historal context of the author, would be helpful.

2             I think to pull out the valuable information inside and also not to read things too critically because it is easy to get caught up in verbage that is not always key.

3             the different techniques that the authors use

4             How to finish all the readings on time while, not missing important details. Also how to look for key topics, taking notes in margins, and searching for analytical questions to ask about the books.

5             Donno

6             I wish there were more emphasis on how to read a text to then relate to a paper. What elements should be focursed on, which imagery is pertinant? These distinguishments would be helpful.

7             how to discuss themes, why they are important, and what texts mean to us in the real world. More importantly, what NOT to do in discussing texts-- like, whether or not we should discuss the author's intent, or the title, something like that.

8             depends on the focus of the course. would be nice to have preparation isolating arguments, descifering writing styles that we might not be accustomed to.

9             analyzation

10           what to look for

11           You should learn how to go about interpreting a text.

12          

13           effective analysis

14           Approach texts from a non-biased angle, and then be able to form a view on the text. But also, to be flexible, and able to look at a text from many different angles and examine the many different layers of meaning.

15           how to effectively and efficiently understand different varieties of texts.

16           We should learn to be critical and yet open to new ideas and concepts

17           analytical skills; ability to conduct a close reading

18           As I explained I think IHUM should consist of different ways of dealing with a text. For example when reading a text the student should be able to view it both from a philosophical and classical or political perspective. By this method the student will understand the different views of looking at the same text and explore his/her interests.

19           The ability to feel interested in reading the texts, instead of just reading them just because they're required.

20           How to approach texts with preparedness, how to analyze the important aspects of the text afterwards, how to break the language down to an understandable level

21           Nothing. You should already know how to do that.

22           You should learn how to critically read works and not take everything at face value.

23           One of the hallmarks of the IHUM courses in general is the great variety of texts used- not only between classes, but even in one specific class, there is large variety of genres and time periods examined. This diversity of study presents a challenge. To meet this challenge, I believe that an effective IHUM course will show us how to read different genres of literature differently, how to respond to different time periods. An effective IHUM course will establish the contet for a work so that we can more fully evaluate and understand the works we are reading.

24           IHUM should teach students how to read critically, but it should especially teach students how different fields approach a text. A philosopher would approach a text in a fundamentally different way from an English professor.

25           how to read texts carefullybe able to analyze them effectively

26           The methodology of reading and writing in the humanities.

27           That there is no linear approach to texts, that how one thinks of them before has been challenged throughout time by several critics. What people have thought about the text. If it's classical, why is it a classic.

28           Basically, to learn to read carefully and take into account tone, word choice, repetition, etc.

29           We should learn to read past the obvious and discover the underlying messages the author is trying to convey to us.

30           that there is little that is definite, as there are numerous interpretations. question the author rather than just accept it; active reading vs. passive

31           In IHUM I should learn to interpret texts efficiently, apply them to different situations and draw my own conclusions.

32         The most important thing that IHUM should stress is that reading must be interpretted and always questioned, not just taken at face value. Just because a famous person wrote a certain book does not mean that book is correct. Students should be taught not only to question, but also to argue convincingly why they question the material.
*********************

371         I should learn how to read a text from various angles simultaneously. That way, I would be able to consider and synthesize different perspectives without time-burdening analysis.

372         The student should not only learn how to read a text closely but he/she should also learn to respond to the text with unique opinions and stances.

373         Should learn to read texts in an analytical and objective way, but also in an interactive and interpretive way.

374         Trying to get to the "essence" of the text and to the the philosophiocal origins and direction of the text. Applying those concepts to everyday life.

375         different viewpts.

376         We should learn how to enjoy all types of texts, no matter what genre.

377         ways to think about things beyond the obvious and taking into context the time and culture in which the text was written.

378         New ways of thinking about the texts and what to get from them.

379         One should learn to approach with an open mind and the feeling that first impressions are not always right and we must look at everything the text presents to us.

380         I think that IHUM should be a forum in which you learn to analyze sources in more atypical ways that apply more directly with issues that hit closer to home.

381        

382         I should learn to approach texts with a holistic point of view, taking into account influences from art and music and other areas of the humanities, not just from a literary viewpoint.

383         Taking some time to think about what you are reading while reading it will help you get much more out of the text.

384         Just that you should take note of your own biases when reading a text, as well as the biases of the author

385         Lectures should teach with an eye towards close reading and theme recognition

386         How to comprehend a text well enough so that you can talk about it with others and defend your positiions, and also so that you can relate it to society and your own life.

387         Comprehensive reading skills

388         I think the main thing we should learn in IHUM courses is how to approach texts from different angles, not just the ones we come into Stanford having.

389         FROM VERY DIFFERENT ANGLES - which three lecturers would provide

390         How to begin to perform critical analysis of texts. The difficulty and requirements should motivate students to find good ways to understand and evaluate texts, rather than pad their papers with ineffectual information from the texts.

391         Reading the text before lecture usually makes the lecture both more interesting and worthwhile to attend. Jotting down notes on the sides of the pages also helps take down my thoughts without interrupting the flow of the book.

392         Time management

393         Ways to effectively and efficiently read the text while fully comprehending the text

394         Critical reading

395         I think we should learn how to let the author challenge the views we already have and perhaps see how the text influences the way we think about things.

396         An IHUM course should help to show the scholar's approach, but also in general should offer multiple approaches and allow the students to choose their own approach suitable to their beliefs and desires.

397        

398         I think I should learn how to read a text indepth and draw from it key ideas and connections to other texts and the outside world.

399         To be able to discuss a peice of literature competantly even if you haven't read it.

400         I should learn how to read it correctly, which points are most important, and what i hsould concentrate most on.

*********************

707         -critical reading-be able to make comparisons-be able to pick out important parts of text, summarize main points

708         different ways to view information, and analyze literature etc.

709         ways to put things in perspective, what the text is working to do etc.

710         I think that I should learn how to pick out the important parts of lengthy texts and to read efficiently and comprehensively.

711         I should be able to approach a text from multiple angles and be able to see how the arguments are developed and how can they be countered.

712         One should learn how to begin to look at a text and take its meaning.

713         We should learn how to effectivly distill the authors main points and themes from the texts.

714         I think the most fundamental teaching in an IHUM course regarding texts is that one learns to decipher the complex writing syle of the text being read and come to a greater understanding of the text through analyzation.

715         The different viewpoints inherent in classical texts, the background to the text.

716         critical evaluation skillshave an open mind

717         One should learn how to read and analyze the text analytically. Different concepts, how they were novel to the author's time period and similar items should be expressed not only in lecture, but in discussion as well.

718         The mature way of keeping an open mind and realizing others also have open minds

719         I think that you should be exposed to as many schools of interpretation as possible,

720         To read critically, to learn to find connections between different texts, to learn to find the bigger picture and broader application that a text implicates.

721         focus on the big picture and relate texts to one another

722         I think that I should learn about different aspects of the world that I haven't had the chance to study. I would like to have knowlege of the history and culture of as many areas of the world as possible, and I would also like to learn about major phylosophers in different periods of time. I believe that while a lot of the IHUM programs teach about most of these things, they only concentrate on Western civilization. There should also be classes about Africa and other parts of the world, if the aim of IHUM courses is to make students more open to the world. In IHUM,we should also learn approach the texts without any prejudgement and absorb its main points.

723         How to derive key themes and ideas and apply them to other texts or concepts.

724         I believe that first and foremost, the course must approach the texts from a practical point of view, that is "How can these texts and their contents be used to improve our current situation?", and secondly the the course may address the elements of the texts that make them aesthetically pleasing.

725         Texts should be approached as a work taken within the context of historical, social, and other factors.

726        

727         be open to multiple interpretations, learn how to pick an interpretation or feel comfortable with ambiguity

728         How to evaluate the credibility of an author, not to take things at face value, read historical and cultural context into the actual documents. But also appreciate them for their value.

729         how to not make them seem so overwhelming and undecipherable

***********************

1032      I should learn techniques and valuable insight in dissecting complex works.

1033     

1034      I think it is important to be able to learn how to analyze hidden meanings of texts, literary devices and how they are used for certain effects and lastly, how to identify the argument the author is trying to make.

1035     

1036      I think what I should learn from an IHUM course about how to approach texts is that a work must be examined from different viewpoints and perspectives before one can draw a conclusion, hence the number of multiple professors and their view-points.

1037      How to glean the main points that need to be known, and how to incorporate them into section/papers.

1038      Figuring out what is important and what is not.

1039      How to look for the substance and not the details. How to approach the text with a knowledge of its historical context.

1040      IHUM should teach kids how to analyze texts on their own -- so that in the future, students may be able to analyze critically (if they wanted to) any works that they might want to study in depth.

1041      Learn to read beyond the conventional and explore all possible options and interpretations.

1042      In IHUM, students should not only learn to appreciate texts for their literary merit but also look at them from an analytical or a historical standpoint.

1043      The students should learn to tackle non-obvious topics brought up in the reading.

1044      The bias from which the author is coming from, and the ends he/she is trying to acheive.

1045      how to analyze them critically, how to dig through layers of meaning in order to try to get at an author's intent, and how to draw ideas from works of literature in order to be able to apply them in a broader, oftentimes different, field of work

1046      It should teach how to analyze texts thoroughly.

1047      how to approach texts

1048      Approach it analytically, think about the historical context of the author, think if why he or she wrote it this way, whether there is any larger significance behind this piece f writing.

1049      - You should learn how to approach each text with the view that it is not necessarily correct or true just because it is used as a textbook. The multiple IHUM lecturers should present DIFFERENT viewpoints on each text.

1050     

1051      i think most of us already know... how to get further into the text... read deeper.... see the text in its historical context.. analyze the author and understand where they are coming from.

1052      I think that lecture should provide context and some theories about the text and that discussion should be laissez-faire and the students should be able to approach the text in any way they see fit

1053      how to evaluate and recognize the author's biases and influences so you can look at the text more critically. be able to look at it and decide what parts of it you agree w/, what parts you don't agree w/, and why.

1054      Learn what is important to understand and what is not.

1055      You should learn to approach texts as experiences from which you can gain knowledge.

1056      How to read different kinds of texts differently (historical v. fictional, for example) and be able to analyze them both.

1057      I should learn how to do careful readings and to critically analyze texts.

1058      Analytical reading, how to see what is important. Critical viewing of movies. How to analyze other forms of media

1059      The course should teach you to look at texts in more than one way, to look at them beyond our initial preconceptions.

1060      just different ways to read the text, different interpretations, styles of literary criticism, etc.

1061      I think that IHUM should teach students how to view a text specifically. I think that IHUM should help students narrow their thesis in papers by going in depth into a topic.

1062      One should learn to read a text closely, and reread if necessary for a fuller understanding. Also, when analyzing a text it helps to talk about it with other people, because they might have picked up on something that you missed, or they might have different views or ideas that you didn't think about. One should definitely learn to approach texts with an open mind.

1063      approach as if you were trying to find the less-obvious, more obscure connections and points.

 

 

Sample Answers to Question 4

 

1             The assignments should test the knowledge of the student to make sure he or she did the reading.

2             To provide the students the oportunity to have their own arguments heard and also to show a good understanding of the course material. Also to give them some creative options so that there is a different style than just the normal essay outline. Also to let them expand their ideas and focus on issues in the course that are of personal importance and significance.

3             essays. groups projects would be fun, too, but it seems like literature is more of an individual development of ideas. exams are not really necessary becuase only facts can be tested, whereas literature is more alive than that. since class participating counts so much in section, every class is like oral report.

4             To solidify the understanding of the readings, lectures, and discussions while encouraging students to use own creative and critical thinking skills.

5             To make the student think

6             Essay should give the student the oportunity to re-examine the work and come to a better personal understanding. Discussions should serve as a mixing of all ideas and thoughts raised by the text that can then be built upon to reach better understanding. Group Projects should be fun.

7             to establish clear thinking skills and the emergence of a position on a specific topic.

8             inspire lively discussion and make the texts seem interesting

9             test knowledge

10           learn about the thinker's beliefs

11           Writing about texts always furthers understanding, because it requires a close examination that cannot be equalled in a verbal discussion.

12          

13           independent analysis

14           essays are an integral part of an IHUM program. through essays we can synthesize what we have learned, and analyze the material. Sometimes, multiple shorter essays are more effective than a couple of large essays.

15           Display student's ability to understand material and convey his/her arguments effectively.

16           Assignments should reinforce course material and let students explore more of their own interests at the same time.

17           serve as a platform for students to express their views on and understanding of the texts and concepts

18           I think the essays should be more flexible, like communtaries focusing on the ideas of the student rather than the right or wrong analysis. Also i think students should be graded according to their progress throughout the course.

19           To demonstrate that the course material is being learned.

20           The assignments should test the understanding of the texts and an ability to expand on or interpret the texts to be useful in a paper.

21           To make sure that you know how to think and that you're doing the work.

22           The assignments show understanding and help develop writing and oral skills.

23           Assignments should serve as a period of discovery for the student. Before an assignment, i.e. in regular lecture or discussion sections, there is discovery happening, for students are learning about the texts and how to read them. However, assignments offer a chance for individual thinking and they force us to put our thinking into a coherent argument which others can appreciate. Thus, assignments such as papers are important in that they force us to do original thinking and explain that thinking well- these skills both allow us to understand texts in a much better way than if there were no such assignments.

24           Assignments serve to integrate ideas introduced in lecture and discussion, but they should also lead to new insights. Ideally, these assignments would teach a student how to express ideas in a meaningful way.

25           to solidify certain themes and ideas in a concrete form

26           To increase competence in writing and thinking about these topics.

27           To explore the topics and the messages of the text. To encourage creativity and diversity of still well founded opinions. To illuminate by personal thinking new areas in the subject.

28           To help a student learn to think and formulate their thoughts into an argument based essay.

29           Assignments should be given so students can form their own opinions outside of what is discussed in the section.

30           allow for the opportunity for the student to think things through and articulate them. give practice for writing academic essays.

31           Assignments should better our essay writing skills and our public speaking skills. They should also allow us to improve our thinking skills so that we can find greater and deeper meaning in the works we explore.

32           Assignments should not be to summarize readings, but to analyze them and have the students put their own spin on the reading. It is when we actively interact with the readings when the humanities really becomes worthwhile and interesting. Also, I don't think IHUM essays should have word limits. A few times I felt inspired to exceed the word limit since I was so interested in my topic, but I was not allowed to. This only stunted my intellectual drive.

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371         To provoke direct thought from the texts and use that thought to shape my own ideas and present it in a clear manner.

372         They should evaluate a student's general understanding of the material covered.

373         The assignments should help us think more about our personal opinions toward the course material.

374         To bring concepts together. Create a framework and memoir of what has been discussed and learned.

375         force yourself to think ab ur own opinions and express them

376         Assignments should be evaluated for ideas, not just for grammar and punctuation.

377         they should be a chance for us to expand on out ideas and interpretations of the texts.

378         Force the students to think more in-depth about the texts and practice taking a stance and defending it.

379         Most of the assignments should serve to increase a students understanding of the texts rather than test how well they write or how well they know the texts. It should be an exploratory process and have nothing to do with grading.

380         They should be used to combine the various viewpoints presented in the different texts into a more open forum of discussion and investigation.

381        

382         Assignments should give students a chance to express original ideas relating to the reading assignments as well as an assessment that they have done the work and understand it.

383         They should serve to increase students' understanding of the texts (although I'm not sure they really achieve this purpose), and provide a basis for evaluation.

384         development of writing skills...learning what is expected of a college-level paper

385         Assignments should have the primary purpose of ensuring that students have done the reading and getting students to recognize/communicate the broader implications of an individual work.

386         To let students extrapolate on the ideas discusse din class and bring about their own inferences and beliefs.

387         Such assignments should teach students the fundemetals of academic work at Stanford University

388         It challanges us to move beyond superficial readings of books.

389         To analyze our texts and think outside of the superficial border

390         The most critical understanding students will take is getting a personal impression from each work studied. Ten years after taking the course, the students will not remember the themes covered, or even the theme of their course. What they will take with them, if they are thoroughly exposed to the texts and their background, is an understanding of an individual author's accomplishments in the texts. Assignments should be directed to achieving this.

391         Assignments are to both test the knowledge which we have taken from the texts and the lectures and allows us to combine all that knowledge into a cohesive work.

392         They should make you think deeply about a subject matter, but not kill you.

393         To display the knowledge and understanding by the student

394         reinforce material that you don't already know well

395         I think they should encourage a student to think in ways they have never thought in before and to appreciate the texts they write about and not grow to dislike them because they have to write a paper on them.

396         Assignments should require critical thinking about the texts and the overall course in a manner that conveys an understanding of the material. They should require a certain amount of insight and should also emphasize free thinking.

397         Oral reports in IHUM are worthless. Exams are also pretty worthless. Papers are the only grading mechanism that should be used.

398         I think the group projects and individual presentations are good because they get more people invovled in the discussion and vary the structure of section. The essays are helpful in making students develop an idea about the texts.

399         Pain and torture.

400         Thier purpose should be to help prepare the student for essay topics that might be helpful in thier next 3 years in college.

***********

707         -help students discover more from lectures and texts-gain outside knowledge from research and others-practice writing and speaking skills

708         in order to allow the student to explore and use the avenues he was provided with in class

709         student's should expand on ideas in class, and explore the texts

710         It should make the student argue his own view or argument about the topic and force him/her to present his own ideas by using information from the class.

711         Assignments should give us a chance to express our ideas about the text. Questions should be open ended to allow for a variety of interpretations and interests.

712         One should learn to write and approach literature.

713         Asignments should be used to expand upon the texts and formulate your own ideas based on the readings.

714         I think the purposes of these assignments should be purely to enhance the skills of the student in the humanities areas and give each person the opportunity to express hisself in how he or she writes or presents information and beliefs.

715         To further understanding and create a venue for obtaining deeper knowledge of the material

716         display knowledgecritically evaluate

717         They should be pertinent to the topic and they should be expressed clearly. Some of the assignments were vague and debatable. Then some of these questions had to have been brought up to the TF who in turn had to bring it up to the professors and this just reduced the amount of time that we had writing the essay. Many of the essay topics were too broad.

718         Not a test of knowledge but a way to observe a working observation of knowledge of material and concepts

719         I think the essays should be an opportunity for the students to analyze a topic that interests them -- I think that students should be given more freedom in essay topics instead of having such specific prompts. They should also be a time for students to have their writing strongly critqued and therefore improved.

720         Making the students think, deepening understanding, applying knowlege/techniques learned in the course, looking to the bigger picture/scheme of course.

721         solely to ensure that the students can display their understanding of the texts and themes of the class

722         Assignments should help students understand the principles behind the course and enhance their writing and critical thinking abilities.

723         To help students gain a greater understanding of the concepts in the course and reflect and expand on personal interpretations.

724         Assignments should encourage the individual to thoroughly analyze the texts for ideas and principles that the individual may use to better his or her understanding of the area of study or principles the individual may apply to life. The assignment must endeavor to create a deeper understanding of the text and its usefulness.

725         They should give the students a chance to improve and bring their work to a higher level.

726        

727         to communicate ideas, to offer logical evidence for those ideas (critical thinking)

728         To develop students' skills in argument and the ability to write critically and influentially.

729         individual analysis of concepts introduced in lecture

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1032     

1033     

1034      I think they should help to improve the writing skills of the student and give them a chonce to better their understanding of how to analyze readings and find the meanings involved.

1035     

1036      I think the assignments should aid and cause the student to reflect on the text, itÆs arguments, and the professorÆs arguments as well.

1037      Demonstration of understanding of the material.

1038      They should serve as an outlet for someone to explore their mind.

1039      Essays, exams, and oral reports should help one develop the tool of articulation, effectively expressing ideas.

1040      Essays should get a student to write more and better. Exams should be designed to test for understanding of the subject -- not a mere memorization.

1041      To further the discussion.

1042      The most effective assignments would allow the students to take what they have heard in lecture and discussion and use this knowledge as a foundation to create their own interpretations. The assignements should be an opportunity for the students to present their own ideas and to work independently.

1043      They should force the student to analyze aspects of the text in a detailed manner.

1044      The assignments should ask students to demonstrate that they analyzed the content and evaluated the significance of what the texts said.

1045      to demonstrate critical evaluation skills, effective written and oral communication, and mastery of rhetorically persuasive arguments

1046      Assignments should make you develop your ideas further

1047      to make sure that students are doing the reading or going to lecture

1048      It should help us learn to create a personal voice or analysis that is creative to the texts we are reading.

1049      - Explore in further depth and on an individual basis the students' reactions to the material presented.

1050      Making teh students creatively and thoughtfully approach the text in a useful way so that they can improve their own understanding individually, and express themselves freely.

1051      to further the understanding of the texts but more importantly and i dont think this is done, to relate it to ourselves and serve as a personal reflection

1052      I'm not a big fan of essays or exams. I think the entire grade should be based on class participation. Essays are only an extremely time consuming way to put what you think in class onto ppaper and exams achieve much the same ends.

1053      a way for us to integrate what we've learned on a personal level so we have thought about it and come to some of our own conclusions about it.

1054      gain knowledge of the subject and keep it in mind, not just memorize it and then quickly forget it.

1055      Assignments should give the students an opportunity to talk about their interpretation of the ideas presented to them.

1056     

1057      The purpose of the assignments should be to allow the student to express her ideas, reactions and feelings about the books. It should be an opportunity for the student to be creative in her ways of expressing ideas.

1058      Develop a comfort with the material. Improve critical reading and writing skills. Work with others to see how the same idea can be viewed many ways and find the common ground. I didn't like taking a midterm. It felf rushed. An out of class paper could have demonstrated our knowledge and comprehension just as well without a time constraint.

1059      Assignments like essays and oral reports should demonstrate the student's understanding of the texts and should give insight into their individual thinking process. This insight would not only be for the professor but also for the student, this insight would help develop not only analytical skills but also writing skills.

1060      for students to have a chance to come up with their own ideas or interpretations of a text

1061      No comment

1062      Assignments should be a way of assesing how well students are doing in the course - how well they are learning to read and analyze texts, understand ideas brought forth in lecture and section, and come up with their own ideas and theses. However, assignments should also be used in themselves as learning devices : through working with and thinking about ideas and texts for projects, papers etc., the student should grow as a thinker and a writer.

1063      improve literature understanding

 

 

Sample Answers to Question 5

 

1 - 1       I think that my fall quater IHUM matched all the above comments.

3 - 2       The lectures were insightful but there was too much interaction and harshness in section. People seemed a little hesitant to express their true feelings for fear of being "shot down" but the fellow. It was not enough back and forth discussion and also the paper topics were a little narrow.

2 - 3       it did an ok job...

3 - 4       I felt lectures would drag on sometimes as in the attempt to ellucidate the text, nothing new or important was said and perhaps the lecturer had no thesis to give. Discussion groups, though occasionally following tangents really did help with general understanding and ability to conceptualize thoughts.

1 - 5       Great

1 - 6       I thought my TF was great. The paper assignments for Course X were good, though very challenging. the discussion was fruitful because of my very great TF who ws effective in opening the forum for discussion and guiding it towards meaningful conclusions.

1 - 7       I thought it was fabulous.

5 - 8       it was a painful experience and achieved these to only a minimal extent.

2 - 9       pretty decent

3 - 10    moderately educational

4 - 11    The lectures were not particularly useful in that the professsors many times talked abstractly about ideas with out a clear reference to the text. The lecturers also gave way too much background information on the Authors with out being clear about the connection to the text.

0 - 12   

1 - 13    successful and interesting

4 - 14    My fall quarter IHUM experience was on the low end. I did not feel that lecture was enlightening, nor did it highlight any of the material that I had read. Section often digressed onto other topics that, though interesting, did not further my understanding of the class material.

2 - 15    Course X.. material was excellent.. lectures were good, and section had fantastic potential, although it was only mediocre, but through no fault of the TF.

3 - 16    My IHUM experience for the autumn quarter has been adequate.

2 - 17    questions 1 and 2 were fulfilled; I personally still need help with number 3; for number 4, the assignments were more of a test than a platform to appreciate student thought which I found problematic

1 - 18    I really like my fall quarter IHUM, as the course X dealt with both political and philosophical issues. We had three lecturers from three different areas of study and i believe this brought alot to the course.

1 - 19    I enjoyed it. The lectures were interesting, and the discussions were very eventful. I learned more than I originally thought I would have.

1 - 20    I personally greatly enjoyed my autumn IHUM, and found it to be intellectually engaging without being gratuitously difficult.

2 - 21    Mostly great and sometimes horrible.

1 - 22    I think that my IHUM experience was very similar to my answers above.

1 - 23    I believe that my fall quarter IHUM did all the things above that I believe contribute to a fantastic IHUM course.

2 - 24    My experience has been positive for the most part. Sometimes, the lecturers were not very focused in addition to spending too much time trying to integrate their ideas with the other lecturers, rather than making their own material more exciting. Section was ideal, making the topics come alive in a wonderfully supportive setting.

? - 25    i figured most of those things out after the event

1 - 26    It was fantastic.

1 - 27    Wonderful experience. i took Course X. The professors gave great lectures and I had a very good discussion leaderl.

1 - 28    I really enjoyed my IHUM and I thought it helped my grow as a person.

1 - 29    I think IHUM has helped me begin to learn how to read texts on a deeper level and I have enjoyed discussing with my peers.

2 - 30    lecture was good, discussion was a little too lecture-like, the assignments were alright, if a little vague

1 - 31    During my fall IHUM I was often given the opportunity to challenge the ideas presented in lecture. It was also amazing how much we exhausted the literature and how I discovered a meaning in each work that I would never before have imagined. My understanding of the writing style demanded by these types of classes has also improved.

1 - 32    My IHUM (Course X) was awesome! It addressed an extremely, extremely interesting/important topic with good readings and lectures, and had a good mix of philosophy and anthropology. Most imporantly, students were required and inspired to interact with the material and formulate their own philosophies and opinions.

*************

1 - 371  It was awesome. Fulfilled most of my expectations.

1 - 372  My IHUM experience has been an intense but fulfiling adventure.

1 - 373  I thought it was a pretty good course. The final paper definitely helped me get in touch with my own ideas and thoughts about death and having a meaningful life.

2 - 374  Good texts. A little too much adherence to the concept of "X" which was talked about a lot, but never really related to the texts.

1 - 375  it was awesome, it was Course X and it taught me so much, the lecturers were amazing and my section leader Y was very good. he helped me think ab things a lot more, i discovered a lot ab myself.

2 - 376  The lectures were great most of the time, but the discussions were not particularly fruitful, and the assignments were graded too heavily based upon grammar and punctuation rather than depth of ideas.

1 - 377  i thought that it fulfilled these well and did a good job.

1 - 378  It accomplished all of them.

2 - 379  I enjoyed the lectures and the discussions, I think they provided me with a lot of new insight and the ability to think better. The writing assignments were not as well thought out as they should have been. They didn't promote a better understanding of the text just a gruelling waste of time.

1 - 380  I have had a good experience with my fall IHUM. I think that having a good TF for discussion helped in my enjoyment of IHUM.

0 - 381 

3 - 382  The lectures only partially fulfilled my expectations and the discussion did not at all. I did learn to approach texts in different ways, which was good, and the assignments were so-so.

3 - 383  It was mediocre.

2 - 384  pretty good

2 -385   with a few small exceptions, successful

3 - 386  All right. I liked my T.F. and did learn some interesting things from talking to my fellow students in discussion. However, i sometimes feel like IHUM is "mass-education" and that it is tailored more towards non-humanities majors.

1 - 387  They basically succeeded.

1 - 388  I loved it - I think Professor X is a great lecturer, and all of the above apply to him. TF Y also incorporated all of these comments as well in her discussion groups.

1 - 389  Professor X and TF Y are the embodiments of the above comments.

? - 390  Enlightenening and frightening.

3 - 391  One of my two professors lectured extremely poorly during fall quarter. While he was engaging and exciting--and brought outside material which was also interesting, he failed to concretely explain much at all in the way of concepts directly from the book. The assignments were okay, although I think the course leaders failed to give me very much direction in terms of choosing my final project topic.

1 - 392  Very good. Course X Rocks.

4 - 393  It was quite unfufilling in the manner that I didn't get out of it what I was expecting. I didn't learn as much as I was hoping. This quarter I want to actually get something out of IHUM

1 - 394  Course X was FANTASTIC! X is a great discussion leader, and Y and Z are wonderful lecturers (Q is OK). I loved this course

5 - 395  I did not like the first two texts we read at all because I did not feel we learnt anything much from them-we could have done better with more useful, more interesting texts.I liked only some of the lectures and am not sure how much I got out of the discussion sections.I definitely did not like the IHUM experience-it was very different and a lot less interesting than I thought it would be and I would have been better off taking another humanities course that I actually enjoyed-this was pretty much a waste of time except in that I learned how to write a literary analysis.

2 - 396  My fall quarter IHUM (Course X) was somewhat in the ballpark of my answers to 1-4. The lecture and discussion accomplished almost everything, though further clarification of some of the works and the assignments would have been helpful. There was no "taught" approach to the texts...students were allowed to choose their own. I do not know if this is characteristic of philosophy courses solely or all IHUMs...I hope it applies to all.

2 - 397  Although I generally liked my IHUM fall quarter, my previous responses stem from my criticisms of the course. Both lecturers, however, were fantastic and exceeded all my expectations.

2 - 398  I think my IHUM experience was fairly good. I enjoyed my section because it provided a good atmosphere to talk about the texts and had good projects and ways to get everyone involved. The lectures on a whole were interesting and gave me new insight on the texts, that I did not pick up on my own.

4 - 399  Pretty much just what I wrote.

2 - 400  It was good in that I learned a lot, however they didnt help me quite so much with writing skills.`

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3 - 707  -sections was very productive but i wish that everyone in the class had shared more and that we could have gotten more assistance on papers and preparations for tests-i often thought that the lectures were not especially pertinent to the topics of the te

4 - 708  My course failed to maintain focus. Profs and TA's were reluctant to address the the material and focal points of the course, because they were so concerned that it would give us ideas on what to write in our paper. Of course if lectures and discussions are effective they should provide us with ideas and avenues to explore and expand upon ideas. This approach caused lecture and section to fall short of the big picture. The intent and focal points of the course as a whole were never covered because the prof's and ta's didn't want to give us ideas for the paper. Thus, the class was hampered and lecture and section was rambling about unimportant things while the focal point of the course remained unadressed, except it was left for the student to address alone in his paper. The input of the profs, T.A's, and other students would have given multiple voices and perceptives to view the text, and in no way would it silence the view or perceptive of the student who is writing the paper.

4 - 709  teachers were so concerned with not addressing the information that was going to be in our writing assignments that they failed to address the subject and intent of the course. Ideas and perspectives can be shared without the student compromising their own opinion. Students will expand on those ideas in the paper not address them alone.

2 - 710  I really enjoyed my IHUM but felt that lecure was sometimes a little redundant. I thought my section was excellent.

2 - 711  My IHUM lecture has been interesting for the most part. Sometimes too much material is covered in a lecture so the main points are lost. More time should be given to discuss issues that interest the students in section, but overall section was interesting.

3 - 712  It was decent.

1 - 713  My fall quarter Ihum was exceptional.

1 - 714  I think my fall quarter IHUM course was quite effective in allowing my to see my own faults in my writing style and giving me the opportunity to diversify my text interpretations and understanding of humanities.

5 - 715  My TF turns Ihum into a confusing whirlpool of hell. Both of my professors go off on tangentsand never seem to actually focus on the material or present opposing opinions.

2 - 716  I had a good experience, although I was sometimes frustrated with prompts for IHUM papers.

5 - 717  It did not meet up to many of my expectations, the reading was dry and some discussions were uneventful. In addition, there were members of my section who talked excessively about their feelings and this drastically reduced the time spent on the material. In addition, these feelings did not add too much of a perspective on the material.

3 - 718  It was alright, but there were too many books to cover in depth to concepts were basic

2 - 719  It was overall very positive; I generally enjoyed both the texts and lectures, though the subject matter did get a bit dry towards the end of the quarter. I would have liked to have more freedom in essay topics.

1 - 720  Great! Course X was excellent- everything I wanted in IHUM, plus some.

2 - 721  The lectures were very good and my teaching fellow, Y was EXCELLENT!! Less reading assignments to be able to spend more time on each assignments.

1 - 722  I liked my fall quarter IHUM because one of the two professors fulfilled most of what I was looking for in the class. In addition, I studied about many things-architecture, music, art, poetry- in relation to the time periods they were created.

4 - 723  It was a mediocre experience. There was little room to let my opinions be expressed or us critical thinking. The course was too strict in its conceptual application.

3 - 724  I read and analyzed six incredible texts, but I feel that my professors and teaching fellows missed the larger picture in analyzing these texts. The two principles of gleaning useful principles and ideas, and understanding why a work is aesthetically pleasing were largely ignored. The professors offered great insight into the structure and literary elements of the texts, but I feel the greater lesson of how to incorporate these texts into our lives was not addressed.

2 - 725  Overall, it was good.

1 - 726  really good. very helpful class

2 - 727  when the texts don't interest me i don't ask myself questions, however when i am interested in the material the ihum definately satisfies the above criterion.

1 - 728  I had an excellent experience, primarily due to a really interesting professor who kept lecture entertaining and made us laugh. My section leader was very nice and made me enjoy the 3 hours every week while other students thought their section was torture.

2 - 729  Course X fulfilled all of these purposes except for the approach to texts, which was not entirely relevant to the course. The in-depth essay analyses seemed a little too much at times in consideration of the more superficial concepts, but overall, I thoroughly enjoyed this opportunity to explore what I believe are all the true humantities.

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4 - 1032               My fall quarter IHUM experience failed in certain respects, such as the lectures that seemed to confuse rather than clarify the reading material in class.

0 - 1033              

2 - 1034               It was good. I enjoyed my section but believed that there should have been a more even distribution of conversation among the people in the class. I also believe my section leader is a very amazing TF. He was extremely intelligent and knew how to help us and improve us as students.

0 - 1035              

2 - 1036               My previous IHUM experience provided most of the essentials, which I have listed, although I would have enjoyed more interactive activities.

2 - 1037               I think that it was overall a good experience.

2 - 1038               I liked it but thought sections were way to long.

1 - 1039               My discussion section was excellent, I can't believe how much my writing and argumentive skills have improved.

1 - 1040               Course X was definitely a thought provoking class. Y, my TF, was an excellent moderator and "thought-provoker" in our section and all the lectuers, Z, P, Q, were organized and interesting.

2 - 1041               Interesting but also kind of dry; not enough disagreeance and debate.

1 - 1042               My lectureres did an excellent job of establishing a background or presenting the histories of the texts we read. Once they had created a foundation, they then discussed their own interpretations and what meanings they drew from the literature. My section group tried to continue the ideas from lecture and learn how to then present their own views in writing.

2 - 1043               The lectures were interesting, but my section was pretty boring.

1 - 1044               It was a very enjoyable experience, that did well in fullfilling many of the parameters I set above.

3 - 1045               the works were very difficult to tie together; i would have liked to hear a more diverse analysis of the texts, instead of simply from the perspective of the english department

1 - 1046               It was good and taught me a lot.

3 - 1047               could be better

1 - 1048               It had been a delightful experience. I liked Course X a lot, partly because I am a techie. It definitely shaped my views on man's coexistential relationship with nature.

2 - 1049               I enjoyed it, was depressed by it... [POSITIVE]

1 - 1050               It was great, it was useful and thought provoking. I feel that I will use what I learned in the further to approach subjects inside and outside the humaniities.

2 - 1051               the lectures were interesting... my discussion was boring and did not stimulate me to delve into the issues anymore and i feel as though the essay topics could have been different

5 - 1052               I disliked it greatly. The paper topics were uninspiring (and thus so were my papers) and the discussion in section was much to narrow for me to enjoy.

2 - 1053               Lectures were usually interesting, usually X's lectures however were monotone, boring, and unfocused. the writing assignments were worthwhile and i got a lot out of both of them in terms of developing my own ideas about the topics.

1 - 1054               It was a good class and did all of this for me.

2 - 1055               My fall quarter IHUM experience was satisfactory.

0 - 1056              

1 - 1057               My IHUM experience was effective in light of my answers.

1 - 1058               I had a wonderful section and fantastic section leader. My classmates all had valuable things to say and I didn't think anyone spoke just for the sake of saying something. I found the course material very interesting and liked the synthesis of varied fields that it provided. For the most part the lectures were good, though some were a little slow.

1 - 1059               My IHUM experience has been very beneficial to me. The course has been effective in all of the areas I expected. It has made me look at texts in different ways that are opposed to my personal beliefs, which I think is great.

2 - 1060               worked out pretty well, although i would have been interested to see a little more formal examination through various literary criticisms

4 - 1061               I had a fairly poor fall quarter IHUM. I felt that the texts were not tied together, the IHUM lacked focus and the students were given very little direction. The only posotive aspect of my fall IHUM was the discussion group where i was allowed to openly discuss the readings with other students.

1 - 1062               I think that my fall IHUM has done a very good job of satisfying these requirements. I have been challenged to look and things in a new light, and I have been introduced to many new ideas. My lectures have been (for the most part) engaging, and section has been especially useful in helping me to develop.

3 - 1063               section wasn't very good, lecture was interesting