Most respondents remained enthusiastic about the readings, paper assignments, and Nina generally, and welcomed the opportunity to devise paper topics "using contemporary issues combined with classic philosophy." And Nina's use of humor and simplified language was also appreciated, "she never took a serious subject too seriously to make it boring."

CCS185	Fall '95
NEUROLINGUISTICS	Slavoljub Milekic
Format:	Proseminar
Approx. Class Size:	20
Surveys Returned:	14
Enrollment (yr):	1st:12; 2nd:1; 3rd:1; 4th:0
Prep.Time/Wk (hrs):	Avg: 3.5; Range: 1-6

Whether students liked this class or not seemed to be determined by their level of interest in the subject matter. Some wrote this class was too technical and not in-depth enough, while others wrote that Slavco was presented interesting material well. Students' knowledge and abilities varied widely and Slavco was only able to satisfy the few who found his style easy to learn from or who had some background in neurolinguistics. He couldn't seem to reach the students on either end of the spectrum and only a few in-between. Most students described him as condescending, difficult to learn from and inflexible in terms of welcoming alternative opinions, although some praised his wit and teaching style. One student liked his technique of answering questions with a question. Just about all the respondents said he encouraged student interaction and was available for help.

The class itself was very structured; students enjoyed the fact that each class started with a student facilitated discussion on a topic of interest (related to the course) chosen by the student. This was followed by a lecture and discussions which went on "bizarre tangents," that often resulted in a "loss of momentum" for the class. Missing more than two classes was not tolerated - beware Hampshire truants! Readings were dry, complex and sometimes seemed only vaguely relevant.

Slavco was praised for his background experience and intelligence, but the course left much to be desired. Those who had no background in the subject felt the class was aimed too much at advanced neurolinguistics students for a 100-level course. As it is, students recommend it only to those who are language or behavior concentrators.

CCS/HA 189	Fall '95
CANON FODDER: ESSENTIAL MYTHS OF WESTERN LITERATURE	David Kerr/Susan Tracy
Format:	Lecture with Discussion
Approx. Class Size:	25
Surveys Returned:	24
Enrollment (yr):	1st:14; 2nd:6; 3rd:4; 4th:0
Prep.Time/Wk (hrs):	Avg: 4.5; Range: 2-10

Affectionately called "A Death March through the Classics" by one student, this course travels at warp speed through Western literary expression (from The Odyssey to Swift) as a means to uncover the myths of Western culture. It sounds ambitious and respondents readily admit that their brains were taken for a fast ride through challenging material. In general, respondents enjoyed the course but found the large class size and the intimidating amount of material (the Bible in a week?) frustrating. One student offers this advice: "The best way to change the class is to do more of what we did."

The course included extensive readings and three papers. While the class was supposed to include discussion, respondents complained about a lack thereof. However, respondents highlighted the smaller group discussions (the class was divided into groups, with the aid of a TA) as a better learning method. Given the large class size, cited by many as a major drawback, this was an appropriate choice. Lectures were given in a "a fun fill-in-the-blanks style leaving open statements / questions for students to complete." In the presentation of material, two different approaches operated; "one focused on the actual readings for the course and was interested in student ideas [while] the other focused more on the historical aspects." "Meticulous attention to detail" accompanied a historical context for the readings. Comments on David and Susan's teaching styles generally complimented their approachability, enthusiasm for the material, and helpfulness.

CCS 209	Fall '95
CHINESE NATURAL PHILOSOPHY AND HEALTH CARE	Weihang Chen
Format:	Lecture with Discussion
Approx. Class Size:	25
Surveys Returned:	20
Enrollment (yr):	1st:8; 2nd:5; 3rd:2; 4th:0
Prep.Time/Wk (hrs):	Avg: 6; Range: 2-15

Weihang initially presented himself as strict and highly demanding, but in the long-haul his hard-ass attitude was apparently moderated by his "definite, personal interest in his students." Weihang was described as energetic, interested, very available to students, and just plain "excellent". Responses indicated that his few weaknesses were as a teacher rather than as an expert in the subject: He chose readings that were not related to class material. His lecture style (which dominated the class) was, for some students, less than exciting. Weihang's technique with assignments seemed to be to challenge students with difficult and somewhat vague assignments, then make himself available for individual help outside of class.

Weihang's potential students (especially those easily intimidated) should note there was much diversity of responses to how comfortable students were both in participating in the class and in approaching the instructor. Respondents noted that he was sometimes open to discussion and "different ways of lecturing," but essentially each class meeting involved Weihang lecturing to a room full of students who were alternately attentive, bored, or sleepy.

Complementing their thorough introduction to Chinese philosophy and health care, several students commented on how much they learned about the Western and Eastern paradigms in general. This interesting subject lends itself well to alternative teaching methods and one suggestion was that "there could be hands-on/experiential learning in this class." Acu-puncture anyone?

CCS 212	Fall '95
19th CENTURY CONTINENTAL PHILOSOPHY	Susan Hahn
Format:	Lecture with Discussion
Approx. Class Size:	11
Surveys Returned:	10
Enrollment (yr):	1st:1; 2nd:5; 3rd:3; 4th:1
Prep.Time/Wk (hrs):	Avg: 4; Range: 2-10

This being Susan Hahn's first time teaching at Hampshire, students thought maybe she needed time to get acclimated. There was an inescapable feeling that she didn't really like teaching here, or that perhaps she didn't quite like this school altogether. Responses were extreme in either direction - some dubbing Susan the best instructor they'd ever experienced, others digging their pencils almost tearingly through the survey forms with violent disgust.

While a generous number expressed confidence in Susan's intelligence, trust in her comprehension of the material, and respect for her knowledge, complaints were off the charts. There was no syllabus; the lectures were tedious and dull; comments on returned papers were unhelpful; the course objectives were nebulous and elusive; there was not enough writing; the instructor could not control intellectually unruly students; pacing was plodding and without direction; and excessive attention was given to the dominant students, such that students who didn't want to interrupt rarely got a chance to speak ("...any non-aggressive person in class who did raise hand did not get called on"). Nonetheless, Susan appeared to be very enthusiastic about the subject matter and more than willing to help students outside of class.

CCS 246	Fall '95
COGNITIVE PSYCHOLOGY	Neil Stillings
Format:	Lecture with Discussion
Approx. Class Size:	15
Surveys Returned:	11
Enrollment (yr):	1st:2; 2nd:6; 3rd:2; 4th:1
Prep.Time/Wk (hrs):	Avg: 6; Range: 2-14

The sentiment of most respondents was that cognitive psychology is a very difficult subject, but that Neil excelled at clarifying it. After struggling with technical primary source readings, students were relieved to be able to come to class and make sense of the jargon and even the concepts. Several respondents also noted that the Cognitive Psychology textbook helped with clarification. One student noted that it was helpful to have a background in the subject, but that the atmosphere of the class made students feel comfortable enough to stick their necks out and ask the 'dumb' questions if they really didn't understand the material. For the most part, Neil was sensitive to student with different levels of knowledge and ability. He was available, enthusiastic, easy-going, open-minded and welcomed alternate opinions. In fact, one student said that he added a special section on individual differences in the class texts because of a student's 'alternate opinion.'

CCS 279	Fall '95
ORIGINS OF MASS CULTURE	Susan Douglas
Format:	Lecture with Discussion
Approx. Class Size:	22
Surveys Returned:	17
Enrollment (yr):	1st:4; 2nd:4; 3rd:8; 4th:0
Prep.Time/Wk (hrs):	Avg: 3.5; Range: 2-8

This is a pop-culture revival meeting with a talented and very articulate preacher in the pulpit. Susan brings new critical approaches to cultural studies and, while including students' points of view, keeps the discussion in focus. It comes as no surprise that students savored every thoughtful discussion in which "Susan laid out the issues clearly, but then elaborat[ed] on them in an accessible yet complex way." The class format is described by one as "mediated class discussion" with Susan in high command. Enthusiasm for this class is consistently high, although some admit to a stamina level far below Susan's: "The thinking level it demanded was hard to maintain for three hours at a time." Class meetings once a week for three hours is the only complaint given by this pool of very satisfied students. Overall, students agree with this summary of the experience- "great readings, great professor, great discussions, and great papers."