COMS 3261 Class Structure Survey Form
This form is designed to record your preferences on the structure of class (both in- and outside of lecture), as well as the structure of assessment. This form is anonymous.

The instructor (Tim) will synthesize the class opinions and use it to adjust the the course. As the course progresses, there will be opportunities to adjust the class consensus, both informally in-class and by survey during week 3 of the course.

Thanks for your input! We'll work hard to incorporate it while keeping the course fair, transparent, and straightforward. (In particular, don't panic yet -- we won't shake things up too much.)
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Aggregated feedback from this survey (for example, the fraction of students who selected a particular option) may be presented to the class or published as part of a classroom experience report on participatory governance in the CS classroom. 

If you choose to opt out by checking the box below, I (Tim) will discard any written comments you choose to add after reading them, and won't publish or share them with the class. Either way, this survey is anonymous, so your responses won't be directly attributable to you.

If you're currently under 18, please check the opt-out box.
Question 1: Class Interactivity
In today's class, we used a majority-lecture format supplemented by puzzles and activities. Relative to today's class, I'd prefer:
Clear selection
Comments on Question 1:
Question 2: In-class Activity Types
In today's class, we discussed a variety of activities to which we could allocate class time. Which are you most interested in?
 *
Not interested.
Slight interest - I'm open to trying this.
Interested - let's do this in class.
Very interested - let's do this frequently.
Unsure or no preference
In-class solo puzzles and challenge problems (e.g., today's DFA construction puzzles))
In-class small-group puzzles and challenge problems
Short individual reflections: time devoted to thinking about what went well/poorly and planning ahead
Kahoot-style interactive quizzes
Traditional phone/clicker quizzes (no Kahoot-style competition)
Class time devoted to "troubleshooting": freeform Q&A, including concept and problem discussion
Class time devoted to worked examples/HW problem review
Class time devoted to discussion / student-directed exploration
Comments on Question 2:
Question 3: Grading Philosophy
In today's class, we distinguished the traditional grading scheme, in which all work submitted is incorporated into the final grade and weighted according to its scope, from 'standards-based' grading, in which the final grade is based on demonstrating mastery in the course objectives by the end of the course. (For example, in a standards-based grading scheme, correctly solving a problem type on the final exam might override missing it on a previous problem set.) Which would you prefer?
Clear selection
Comments on Question 3: 
Question 4: Grade Granularity
In today's class, we discussed a tradeoff between two ways of allocating the TAs' grading time. The traditional model uses a detailed, point-based rubric to communicate feedback, while the second extreme uses a more coarse-grained approach (e.g., grades like 'excellent', 'satisfactory', 'flawed', and 'blank', with point equivalents) and supplements this grade with more specific comments. To get the most out of the latter approach, students will need to read the comments. Which would you prefer?
Clear selection
Comments on Question 4:
The best evening(s) for a virtual session of Tim's office hours, in the 5-7pm range, would be
Over our 3:10 class, the best TOTAL amount of time allocated to breaks is about:
Clear selection
I prefer to allocate break time:
Clear selection
Other comments or suggestions:
Submit
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