One of the best aspects of this course was the online OWL homework problems, which gave students detailed explanations and helpful feedback. The professor also provided in-class examples of the course material through detailed and visual lectures. The worst aspects of the course included the dul and unengaging lectures, as well as the difficult exams. The course would improve if the lecture notes and PowerPoint slides were made available to students. Students would like to see more content covered in each class period and for lectures to be more interactive and engaging. Prospective students should know that this is a fair introductory course to chemistry, but it can be hard if students don’t regularly attend lectures and practice the course problems.

The best aspects of the course included the interactive lectures and chemistry topics as they were presented in a very engaging format. The supporting homework assignments, review sessions and flow of the textbook also helped students stay on top of the course content. The worst aspects of this course were the chal enging course materials and exams. Students felt that the lectures provided inadequate information and often didn’t correlate with the textbook and the assigned practice problems. The course would improve if the homework assignments corresponded with the exam questions, and if there were section meetings with teaching assistants to go over the problems students were having difficulty with. Prospective students should know that this is a straightforward chemistry course, but students who want to be successful must real y spend time with their lecture notes and practice assignments. 64

Students found the best aspects of this class included the online homework assignments and problem sets, which students said helped them understand the concepts. However, some students found the lectures to be boring and wished the lecture slides were posted online. Students also disliked the class’ large lecture size and the fact the class lacked interactive activities. Suggestions for improvement included having the instructor post his lecture slides and notes online so students could study off them or view them if they missed class. Prospective students should know the course was a good introduction to Chemistry but that it was math intensive and required students to be independent learners as well.

The best aspects of this course included the professor who was described as engaging and the online resources and homework that was available, students said. Some students felt the large lecture style of the class wasn’t helpful for learning and complained that the professor could go over material too quickly. Suggestions for improvement included having more hands-on activities for students or problem solving in class. Some students also requested a reduction in class size to allow more one-on-one learning opportunities. Prospective students should know that a background in Chemistry was helpful for succeeding in the class, however with attention and time students were able to be successful.

Students broadly praised this course for introducing students to interesting concepts and theory in chemistry and for having a professor who provided students with copies of lecture slides online so they could study them outside class. Students had various issues with the course ranging from the difficulty of the subject matter to complaints that the instructor seemed to rush through lectures which resulted in students getting lost. Suggestions for improvement varied; some students requested that the instructor slow down and provide more feedback to students in class and on exams. Prospective students should know that this course was chal enging and, while not required, some experience with basic chemistry was helpful for succeeding in the course. 71

Students praised this course for covering an interesting topic and serving as a good introduction to or review of basic principles in chemistry. Issues with the course varied widely. Many students disliked the course’s huge class size which made it hard to interact with the instructor and feel engaged in the course. Students also found that the professor seemed to rush through presentations and did not post his lecture slides which made students feel lost. Suggestions for improvement varied as well. Many students wanted copies of the instructor’s PowerPoint slides to be posted online as wel as study guides so they could better prepare for exams. Students similarly wished that the class size of this large lecture style course be shrunk in order to al ow for more individual help and student-instructor interaction. Prospective students should know that this course is taught in a large-lecture style format and while challenging, students can succeed if they are willing to learn on their own.