| Q 1 | I am taking this course because | |||
| it is required for my program, and I won't take any more electronics than I have to. | it is required for my program, but I like electronics. | it fulfills a science requirement, and is a personal interest. | it is not required for my program, but is a personal interest. | |
| 18 | 24 | 2 | 2 | 0 |
| 39% | 52% | 4% | 4% | 0% |
| Q 2 | The lab web page was | |||
| a convenient way of delivering course information. | a convenient way of delivering the lab manual. | a convenient way of delivering both course information and the lab manual. | not a convenient way of delivering either course information or the lab manual. | I didn't pay much attention to the web page. |
| 19 | 14 | 11 | 2 | 0 |
| 41% | 30% | 24% | 4% | 0% |
| Q 3 | The lab demonstrator was | |||
| helpful in the lab. | knowledgeable about the lab. | both knowledgeable and helpful. | neither knowledgeable nor helpful. | |
| 13 | 11 | 22 | 0 | 0 |
| 28% | 24% | 48% | 0% | 0% |
| Q 4 | The lab marking | |||
| was fair. | included helpful feedback. | was both fair and helpful. | was neither fair nor helpful. | |
| 24 | 3 | 18 | 0 | 1 |
| 52% | 7% | 39% | 0% | 2% |
| Q 5 | Observing the lab demonstrator in this course has made me | |||
| consider applying to become a demonstrator for this course | consider applying to become a demonstrator but not for this course | less likely to become a lab demonstrator for this course | less likely to become a lab demonstrator for this or any other course | It has had no effect on my attitudes about lab demonstrating |
| 13 | 6 | 2 | 3 | 22 |
| 28% | 13% | 4% | 7% | 48% |
| Q 6 | The lab supervisor (ie. Terry) was | |||
| helpful in the lab. | knowledgeable about the lab. | both knowledgeable and helpful. | neither knowledgeable nor helpful. | |
| 12 | 6 | 28 | 0 | 0 |
| 26% | 13% | 61% | 0% | 0% |
| Q 7 | How clear was the lab schedule? (How clear were things like what lab you would be doing each week, when things were due to be handed in, etc.?) | |||
| very | fairly | not much | awful | I didn't pay much attention to the schedule. |
| 20 | 25 | 1 | 0 | 0 |
| 43% | 54% | 2% | 0% | 0% |
| Q 8 | Being required to demonstrate things in the lab was | |||
| useful to summarize important sections of each lab | a good way to have part of the lab mark assigned | both of the above | neither of the above | |
| 12 | 10 | 23 | 1 | 0 |
| 26% | 22% | 50% | 2% | 0% |
| Q 9 | The sequence of the labs was | |||
| useful because over time we were exposed to several different things (breadboards, keypads, LEDs, etc.) | less useful than if each week's circuit would have been needed for the following week's lab | Either of the above would have been equally effective. | ||
| 39 | 2 | 5 | 0 | 0 |
| 85% | 4% | 11% | 0% | 0% |
| Q 10 | Have you heard of or experienced blended learning before? | |||
| Yes, I have other courses doing it (or have had them previously). | Yes, I've heard of it, but never done it other than this. | No, I've never heard of it. | ||
| 17 | 4 | 24 | 1 | 0 |
| 37% | 9% | 52% | 2% | 0% |
| Q 11 | Did preparing for the lab ahead of time help you in the lab? | |||
| Yes, it saved time in the lab. | Yes, it helped me understand what to do in the lab. | both of the above | neither of the above | |
| 15 | 12 | 9 | 10 | 0 |
| 33% | 26% | 20% | 22% | 0% |
| Q 12 | Did the online quiz help you understand the important points? | |||
| Yes; answering the questions clarified what was important. | Yes; correcting my mistakes in the quiz helped me remember. | both of the above | neither of the above | |
| 10 | 11 | 11 | 14 | 0 |
| 22% | 24% | 24% | 30% | 0% |
| Q 13 | Including reading documents or watching videos and doing the online quizzes, about how long did you spend each week preparing for the lab? | |||
| Less than 15 minutes | Between 15 minutes and 1/2 hour | Between 1/2 hour and 1 hour | More than 1 hour | It varied greatly, from a few minutes to more than 1/2 hour. |
| 15 | 20 | 7 | 0 | 4 |
| 33% | 43% | 15% | 0% | 9% |
| Q 14 | After reading and following data sheets in these labs, | |||
| I feel pretty confident in doing that from now on. | I could do what I had to do in the labs again, but I'm not sure I could do it well for other things. | I don't think I could do it like I did in the lab without following the lab instructions again. | I was never really clear on how to do it in the lab. | |
| 18 | 15 | 7 | 6 | 0 |
| 39% | 33% | 15% | 13% | 0% |
| Q 15 | After using the breadboard in these labs, | |||
| I feel pretty confident in using it from now on. | I could do what I had to do in the labs again, but I'm not sure I could use it well for other things. | I don't think I could use it like I did in the lab without following the lab instructions again. | I was never really clear on how to use it in the lab. | |
| 36 | 7 | 2 | 0 | 0 |
| 80% | 16% | 4% | 0% | 0% |
| Q 16 | After using the debugger board in these labs, | |||
| I feel pretty confident in using it from now on. | I could do what I had to do in the labs again, but I'm not sure I could use it well for other things. | I don't think I could use it like I did in the lab without following the lab instructions again. | I was never really clear on how to use it in the lab. | |
| 28 | 15 | 3 | 0 | 0 |
| 61% | 33% | 7% | 0% | 0% |
| Q 17 | After using Quartus II in these labs, | |||
| I feel pretty confident in using it from now on. | I could do what I had to do in the labs again, but I'm not sure I could use it well for other things. | I don't think I could use it like I did in the lab without following the lab instructions again. | I was never really clear on how to use it in the lab. | |
| 23 | 13 | 8 | 2 | 0 |
| 50% | 28% | 17% | 4% | 0% |
| Q 18 | After using CPLDs in these labs, | |||
| I feel pretty confident in using them from now on. | I could do what I had to do in the labs again, but I'm not sure I could use them well for other things. | I don't think I could use them like I did in the lab without following the lab instructions again. | I was never really clear on how to use them in the lab. | |
| 26 | 12 | 5 | 3 | 0 |
| 57% | 26% | 11% | 7% | 0% |
| Q 19 | Many topics in the lab had written explanations on the web page as well as videos or screencasts. Which of these did you find more useful most of the time? | |||
| I found the written explanations much more useful. | I found the videos much more useful. | I found them both about equally useful (or it depended on the topic). | I hardly ever watched the videos; I usually just read the explanations on the web page. | I hardly ever read the explanations on the web page; I just watched the videos. |
| 14 | 12 | 9 | 11 | 0 |
| 30% | 26% | 20% | 24% | 0% |
| Q 20 | I feel comfortable using resistor arrays. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 6 | 4 | 14 | 11 | 11 |
| 13% | 9% | 30% | 24% | 24% |
| Q 21 | I feel comfortable using DIP switches. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 7 | 8 | 7 | 9 | 15 |
| 15% | 17% | 15% | 20% | 33% |
| Q 22 | I feel comfortable using keypads. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 5 | 10 | 14 | 5 | 12 |
| 11% | 22% | 30% | 11% | 26% |
| Q 23 | I feel comfortable using pushbutton switches. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 6 | 8 | 13 | 6 | 13 |
| 13% | 17% | 28% | 13% | 28% |
| Q 24 | I feel comfortable using individual LEDs. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 7 | 6 | 9 | 9 | 15 |
| 15% | 13% | 20% | 20% | 33% |
| Q 25 | I feel comfortable using bargraph LEDs. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 6 | 5 | 9 | 11 | 15 |
| 13% | 11% | 20% | 24% | 33% |
| Q 26 | I feel comfortable using 7 segment LED displays. | |||
| disagree strongly | disagree | neither agree nor disagree | agree | agree strongly |
| 9 | 7 | 8 | 8 | 14 |
| 20% | 15% | 17% | 17% | 30% |
| Q 27 | The labs were | |||
| a good complement to the lectures | a good reinforcement of the lectures | both of the above | pretty disconnected from the lectures and not much use | Both the labs and the lectures seemed pretty useless. |
| 18 | 6 | 13 | 9 | 0 |
| 39% | 13% | 28% | 20% | 0% |
| Q 28 | Compared to the other labs, I thought the project was | |||
| more interesting than regular labs | less work than the 2 or 3 more labs | Both of the above are true. | Neither of the above are true. | |
| 34 | 6 | 4 | 2 | 0 |
| 74% | 13% | 9% | 4% | 0% |
| Q 29 | When doing Phase I of the project; (i.e. description, inputs and outputs) | |||
| I found the sample on the website really helpful | I looked at the sample, but it didn't help much. | I didn't need the sample. | ||
| 41 | 4 | 1 | 0 | 0 |
| 89% | 9% | 2% | 0% | 0% |
| Q 30 | When doing Phase II of the project; (i.e. logic equations) | |||
| I found the sample on the website really helpful | I looked at the sample, but it didn't help much. | I didn't need the sample. | ||
| 42 | 2 | 1 | 1 | 0 |
| 91% | 4% | 2% | 2% | 0% |
| Q 31 | When doing Phase III of the project; (i.e. drawing and simulation) | |||
| I found the sample on the website really helpful | I looked at the sample, but it didn't help much. | I didn't need the sample. | ||
| 40 | 4 | 2 | 0 | 0 |
| 87% | 9% | 4% | 0% | 0% |
| Q 32 | When doing Phase IV of the project; (i.e. poster and prototype) | |||
| I found the samples really helpful | I looked at the samples, but they didn't help much. | I didn't need the samples. | ||
| 39 | 4 | 3 | 0 | 0 |
| 85% | 9% | 7% | 0% | 0% |
| Q 33 | The marking checklists for the project phases | |||
| were concise and made expectations consistent | were concise but did not make expectations consistent | made expectations consistent but were not concise | were not concise and did not make expectations consistent | |
| 31 | 8 | 4 | 3 | 0 |
| 67% | 17% | 9% | 7% | 0% |
| Q 34 | Pick whichever fits. | |||
| The project improved my understanding of digital design. | The project improved my wiring and debugging skills. | Both of the above are true. | Neither of the above are true. | |
| 13 | 5 | 25 | 3 | 0 |
| 28% | 11% | 54% | 7% | 0% |
| Q 35 | Designing, drawing and simulating the circuit for the project and then producing the working prototype | |||
| made me see how the whole process fit together | helped me have confidence that I could do the same in the future | both of the above | was unnecessary; the labs and assignments in the course covered all of the same stuff | was a waste of time; I didn't really understand it at all |
| 23 | 1 | 18 | 4 | 0 |
| 50% | 2% | 39% | 9% | 0% |
| Q 36 | The project poster was | |||
| useful to summarize the work involved in the project | a good way to assign part of the project mark | both of the above | neither of the above | |
| 18 | 8 | 9 | 11 | 0 |
| 39% | 17% | 20% | 24% | 0% |
| Q 37 | The project demonstration was | |||
| useful because it showed the project circuit in operation | a good way to assign part of the project mark | both of the above | neither of the above | |
| 20 | 3 | 20 | 3 | 0 |
| 43% | 7% | 43% | 7% | 0% |
| Q 38 | How did you feel about evaluating other students' projects? (Pick whichever fits best.) | |||
| It helped me pay attention to what makes a good project. | I liked the chance to indicate whether people did a good job or slacked off. | Both of the above are true. | I was uncomfortable evaluating other students. | |
| 14 | 10 | 11 | 11 | 0 |
| 30% | 22% | 24% | 24% | 0% |
| Q 39 | How did you feel about other students evaluating your project? (Pick whichever fits best.) | |||
| I didn't like it; people would just mark based on whether the presenter was a friend or not. | I liked it; I think students will sometimes judge more fairly than instructors and it wasn't just one person making the evaluation. | I didn't like it; I don't think students have consistent or realistic expectations. | I don't care how it's done. | |
| 9 | 13 | 12 | 11 | 0 |
| 20% | 29% | 27% | 24% | 0% |
| Q 40 | The rubric for marking the final projects had descriptions of poor, average, and excellent examples of each of the criteria. How helpful was that? | |||
| I found it quite helpful for all of the criteria. | I found it quite helpful for most of the criteria. | I found it helpful for a few of the criteria. | I read it, but it wasn't really helpful; I never had a clear idea of the distinctions. | I didn't look at it; I didn't find it necessary. |
| 16 | 15 | 9 | 5 | 1 |
| 35% | 33% | 20% | 11% | 2% |
| Q 41 | If someone was thinking of taking this course as an elective, you'd tell them | |||
| the labs make it more fun | the labs make everything seem more 'real' | Both of the above are true | the labs make it a lot more difficult | the labs don't really make much difference |
| 12 | 15 | 13 | 4 | 1 |
| 27% | 33% | 29% | 9% | 2% |
| Q 42 | The amount of work required for the labs was | |||
| much more than for the PC131 labs | more than for the PC131 labs | about the same as for the PC131 labs or I didn't do PC131 labs | less than for the PC131 labs | much less than for the PC131 labs |
| 4 | 5 | 9 | 15 | 12 |
| 9% | 11% | 20% | 33% | 27% |
| Q 43 | The amount of potentially useful learning produced by the labs was | |||
| much more than for the PC131 labs | more than for the PC131 labs | about the same as for the PC131 labs or I didn't do PC131 labs | less than for the PC131 labs | much less than for the PC131 labs |
| 18 | 12 | 14 | 1 | 0 |
| 40% | 27% | 31% | 2% | 0% |
| Q 44 | Pick the answer that best describes your feelings: | |||
| I look forward to doing more electronics labs in the future, if they're similar to these. | I dread doing more electronics labs in the future, if they're similar to these. | I don't expect to do any more electronics labs, so what I thought of these doesn't matter for the future. | I think the labs in different courses will be different enough that I can't base my expectations for future electronics labs on these. | |
| 25 | 2 | 7 | 10 | 0 |
| 57% | 5% | 16% | 23% | 0% |
| Q 45 | In order to improve teaching beyond my own courses, I'd like to be able to share the results of these evaluations with other instructors, students, etc. May I have your permission to do that? | |||
| Yes, I'd be glad if any improvement could come from this. | Yes, this is anonymous enough that I don't mind how the results are used. | No, this isn't anonymous enough for me to be comfortable with the results being shared. | No, even though this is anonymous I don't want the results to be shared. | |
| 37 | 6 | 0 | 0 | 0 |
| 86% | 14% | 0% | 0% | 0% |
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