I. Goals of the course

You can look back for a detailed list but in brief:

• Make progress towards independence
• Distinguish observations from mere assertions
• Grasp the basics of molecular biology as a useful tool

Do you now have an understanding of these goals? Do you consider them worthy?

Your thoughts on independence? Including ability to gain value from a research article?

Your thoughts on observations/assertions (and paying attention to the experiments behind observations)?

Your thoughts on molecular biology?

II. The Means of the Course

These goals were to be achieved through means you can review in detail.
Please consider whether they helped you achieve the stated goals of the course:

1. The classroom experience
   Look back on the on-line notes (example), companions (example), experiment simulations (example) -- all done (in theory) outside of class, followed by discussions in class driven by responses to surveys (example).

   I can't say that things worked out according to theory. After a few weeks, submitted surveys were a rarity. The model that classes would be devoted to questions participants suggested sort of fell apart. While I'm convinced that having you create your own knowledge rather than me pretend to hand it to you in the form of a lecture leads to deeper understanding and greater independence (again, a goal of the course), doing neither doesn't help much.

   I believe, that there was a strong correlation between those who came to class regularly and those who progressed the most, but I'm not sure which direction the causal arrow points (if either). Many in the past have suggested compelling class attendance, but that in my view runs directly counter to the goals of the course.

   I would very much like a theory that is put into practice, class activities that are so insanely worthwhile that everyone judges class to be worthy of zher time, and discovery simulations that actually promote discovery, because people actually engage in them and discover (or, failing that, some other route that achieves the course's goals). I wonder how to get there. Attempt to compel these activities? Can you instill free will and independence by compelling it (whatever that means)? Besides, you should know better than I what is the best use of your time.

   After a while, I began devoting classes to doing in class (in groups) what might have been done outside. Maybe that worked.

   Your thoughts?
   
    

2. Results vs conclusions
   The focus on primary research articles throughout the semester, supplemented by exercises in class, the summary of an experiment, the research proposal, and constant harping throughout the semester, were all attempts to help you see the difference between results and conclusions and the importance of understanding the experiment that led to a result. There were also many guides to help you develop strategies to cope with confusion, an inescapable part of science. ...And not only science. What other defense is there against fake news except to demand the evidence?

   The research proposal will be considered separately in a moment, but besides that, your thoughts? Did it work?
   
    

3. The research proposal
   I saw this as an opportunity to view research as something more than science fairs, to see how questions are raised by prior experimental results, and -- most important -- to engage in a scientific dialogue with a mentor who sees science not as a classroom lecture but rather a lifelong calling. I tried to spread the activity over the semester, but for some this didn't appear to happen.
   • What did you gain from writing a research proposal?
      
   • What did you gain from the panel discussion of your work?
      
   • Did your ability to give a presentation improve?
      
   • Are you better able to put yourself in the shoes of your target audience and communicate with them in mind?
      
   • Some participants chose a different path from gradual sustained effort extending from the beginning of the semester to the end (see the time line).
      
   • Some mentors commented on the scarcity of meetings suggested by their mentees.

   Your thoughts?
   
    

4. Exams
   • The first was a straightforward attempt to make sure you knew what the course was about. The other two concerned matters we had covered the weeks preceding the exam. These exams were designed to be not too taxing if you had kept up with problem sets, study questions, and simulations. If you had not, I can see that they could be very arduous affairs.
      
   • They were also supposed to be interesting, offering you an occasional glimpse into present day molecular biology (e.g. self-destructing bacteria).
      
   • And they were intended to be realistic simulations as to how you might approach problems years from now: no restrictions on outside resources, no short-term time limits.
      
   • Were they worthwhile?

   Your thoughts?
   
    

5. Help and feedback
   The idea was for problem sets you turn in to result in extensive feedback from either Brenna, Dalton, and Ramtin. They also had regular help sessions. I met with you individually during each of the last two exams and had additional individual meetings with many of you. There was also written feedback for the first two exams (but not the last), your summary of an experiment, and feedback related to your proposals and presentations. Some feedback came from your peers. There was also feedback during class. Add it up... How did this work for you? Did you feel you had adequate opportunity to get the help and feedback you needed?

   Your thoughts?
   

III. Bottom line

1. What advice would you give someone entering the class?
   
    
2. Three things you'd advise that this class never to do again?
   
    
3. Three things you'd advise that this class keep doing at all costs?
   
    
4. Three ideas that would make the course better for those that come after you? (I know... make shorter surveys)
   
    
5. Did you get what you wanted out of the course? If so, what? If not, what did you miss?
   Do you feel more proficient in some way? If so, how?
   What if anything do you think will still be with you from the course in five years?

A LONG questionnaire... Thanks!
(and thanks for a refreshingly engaged class!)

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