NS 121p	Fall '95
HUMAN BIOLOGY: SELECTED TOPICS IN MEDICINE	Merle Bruno/Christopher Jarvis
Format:	Proseminar
Approx. Class Size:	30
Surveys Returned:	17
Enrollment (yr):	1st:16; 2nd:1; 3rd:0; 4th:0
Prep.Time/Wk (hrs):	Avg: 5.5; Range: 3-10

Chris and Merle used a "case study" method modeled after Harvard Medical School and students loved it. A patient's case history was presented to the class for diagnosis. Students often lacked necessary medical background, but honestly enjoye d having to do research and acquire that background. "This course really inspires you to go out and do research and learn how to do it well." The respondents wrote that Chris and Merle were enthusiastic, approachable, knowledgeable and gave go od feedback on papers. Several students disliked what they saw as "busywork," such as required weekly article summaries. As a proseminar, the course was intended to be a general introduction, but some respondents said the course tried to cover too much so nothing was covered in enough depth. Of those who commented on the work load there was an equal split between too little and too much.

NS 122p	Fall '95
HOW PEOPLE MOVE	Ann McNeal
Format:	Proseminar
Approx. Class Size:	16
Surveys Returned:	12
Enrollment (yr):	1st:11; 2nd:0; 3rd:0; 4th:0
Prep.Time/Wk (hrs):	Avg: 8; Range: 2-15

This class was taught by a good teacher and provided the seemingly unattainable (for many) NS Div I-on a platter. In theory, students designed experiments around a project, did the work, handed it in on time and left with a Div I. This may sound easy , but students emphasized that along with the Div I comes a lot of work that must be completed on time. Respondents also gave a lot of credit to Ann's teaching style, saying, among other things that she was enthusiastic, knowledgeable, receptive and avai lable. Her style provoked comments like, "The worst part of the class is everyone else doesn't teach like this." She used peer editing on papers and gave students freedom in designing their own projects and some experiments. The only complaints about h er teaching were that some lectures were not as pertinent to the reading as they could have been and that the focus of the class (which dealt entirely with electrical activity in muscles) could have been broader.

NS/H&A/SS/WP 129	Fall '95
WOMENS BODIES/WOMENS LIVES	Michelle Murrain/Lynne Hanley/Margaret Cerullo/Ellie Siegel
Format:	Seminar
Approx. Class Size:	65
Surveys Returned:	25
Enrollment (yr):	1st:20; 2nd:2; 3rd:0; 4th:0
Prep.Time/Wk (hrs):	Avg: 4.5; Range: 1-10

Women's Bodies/Women's Lives was a huge class (for Hampshire anyway). For the most part, students broke into small discussion groups and would meet as a whole once or twice a week. An overwhelming majority of students agreed that "when the class met as a whole group discussion slacked," or when the class met as a whole it "struck me as white feminism 101." There were lots of comments about large group discussions "sucking," with only one or two people talking at all and they were "talking out of their asses." A few students complained that the large "lecture was terrible, all [the teachers] read from papers." For the most part, students agreed that the small group discussions were effective and that the teachers were good. An overwhelming number of peple commented that they loved the reading.

Margaret Cerullo was articulate, enthusiastic, knowledgable, interesting and exiting. On the down side one student commented that she "interrupts students." Another complained of "harsh criticism" on papers. Lynn Hanley was articulate, easy to understand, helpful, focused, knowldgeable, "great," approachable and, as one enthusiastic student wrote "the best thing in the class". Michelle Murrain was a good teacher, open to suggestions, and enthused about the course. Some students complained that she was not approachable or interested and "only accessible by email," while an equal number commented that she was "very accessible." Another sudent complained of "harsh criticism" on papers. Some students also noted that "Instructors sometimes stressed their views too much, instead of allowing students to make up their own minds." Almost everyone agreed however, that the goal of the course was a good one and though sometimes disorganized, this was a good introductory course.

NS 141	Fall '95
BUGS AND DRUGS: NATURALLY OCCURING MEDICINES AND PESTICIDES	Nancy Lowry/Brian Schultz
Format:	Seminar
Approx. Class Size:	40
Surveys Returned:	24
Enrollment (yr):	1st:18; 2nd:3; 3rd:1; 4th:0
Prep.Time/Wk (hrs):	Avg: 2.5; Range: 0-6

"Boring" is how most respondents described this class. However, many also noted that although they stayed in the class, they weren't particularly hopeful about developing an NS Div I in the class. Nancy and Brian were good about helping students develop their Div I projects. While most students wrote that the instructors were approachable, available and helpful, they complained that lectures and discussions were unenthusiastic and that they lacked focus and depth. Another complaint was that the class "moved too slow" and "it was very high school." There were a few vehement dissenters who found the class interesting, informative and blamed the class' shortcomings on a number of "narrow-minded students." Several students mentioned that they would have liked more time spent on herbal medicines. Comments on the readings ran the gamut; from "extremely interesting" to "deathly boring."

NS 150	Fall '95
AGRICULTURE, ECOLOGY AND SOCIETY	Lawrence Winship
Format:	Lecture/Discussion/Field Study
Approx. Class Size:	45
Surveys Returned:	17
Enrollment (yr):	1st:16; 2nd:1; 3rd:0; 4th:0
Prep.Time/Wk (hrs):	Avg: 3.5; Range: 1-8

According to students, this class was large but still good. Larry brought the air of a small class (relaxed, conversational, interested in the indivdual student) to a large one and provided a steady stream of guest speakers to liven things up. Genera lly, students thought that these guest speakers and the frequent field trips were the best part of the class. As another Div I-on-a-platter class, projects were de rigeur. Students were allowed great flexibility in chosing a project and students worked in groups as well as alone. Really the only complaints about the class were about the readings and lack of organization, although some respondents celebrated Larry's flexibility.