Azenabor Course Evaluations

246-427-402 Clinical Immunology FALL 2001
Part A
Text for this class is terrified. I wish I had never read it. It just confused the class material
Part B
The inability to communicate by concepts lead to my not enjoying this class. The
instructor was very knowledgeable but needs to develop an efficient teaching style.
Exam and evaluation were graded a bit too hard. Yet instructor seems to be pain with
grading process.
Part B
I felt this course was poorly instructed. A textbook was required for this class, however
the instructor rarely used it. All diagrams came from a different source. What is the
point? The content of the course was very specific, for a one semester immunology class
information should have been presented more generally- students would probably have
gotten more on it if they didn’t spend the whole time writing notes down from overhead.
Lastly, you should be more considerate to your student. Your choice of words and action
were not always appropriates.
Part A.
The course was very hard. There was a lot of material in which the instructor presented
us with and not enough time.
Part B
The notes could have been handed out, which made us to spend a lot of time.
Part B
Exams were unfair, and there were so many note that I couldn’t follow along in class,
which made it harder to study. Professor was very energetic the subject matter
Part B
He needs to realize that this is an undergraduate course and not teach us on the level of
graduate students. The pace was too fast for the material he was teaching us.
Part B
Class always late, huge amounts of material given to us but no guidance on what was
important. Test very vague and sometimes not coseponding to material given. Not
responsible to students questions in class, almost mean when question is worked.
Faculty/Staff: Azenabor
Course #: 246-427-402
Title: Clinical Immunology
Fall 2002 Semester
PART A. COMMENTS: COURSE EVALUATION
The course contained a lot of information. The subject amount was more overwhelming than the
subject matter.
The text book in no way followed the topics discussed in lecture
good course, a great amount of material to digest in short period of time
PART B. COMMENTS: INSTRUCTOR EVALUATION
Prof. Azenabor is very enthusiastic about Immunology. Lectures were never dull & very
informative.
He needs to speak slower & more clearly.
less essay
Anthony is often hard to understand due to his accent. Also, it was hard to read his hand writing
on the board at times.
j:\everyone\health sciences\student evaluations\fall 2002\246-427-402

Course #: 246-547-408
Title: Clinical Lab Diagnosis
Fall 2002 Semester
I personally learned a lot from case studies packets. However, presentations allowed me to
practice public speaking.
Liked doing case studies but I think that concentrating on one case does not help as much as
doing multiple case studies. There were too many presentations.
Dr. Azenabor gave 3x the work that was expected and I really didn’t get much out of his
sessions.
j:\everyone\health sciences\student evaluations\fall 2002\246-547-408

Course #: 246-531-001
Title: Advanced Lectures in CLS
Spring 2003 Semester
Lectures were relevant and interesting, but needed more time to cover each virus more
specifically
• Very difficult to understand him – we spent more time trying to figure out what he was
saying than the concepts he was teaching
• Grading scale on tests = needs to be better clarified
• Exam material doesn’t reflect all materials presented
j:\everyone\health sciences\student evaluations\spring 2003\246-531-001

Course #: 246-710-413
Title: Seminar in CLS
Spring 2003 Semester
Seminar was very useful and a great opportunity. Very informative too.
Seminar course was very productive
Good.
Very friendly and approachable.
j:\everyone\health sciences\student evaluations\spring 2003\246-710-413

Course #: 246-537-492
Title: Medical Parasitology and Mycology
Summer 2003
I liked the handouts that were given to us in class, they were helpful in studying and will
be helpful to refer back to for boards. I also appreciated the review list, but it would have
been helpful to have the review list several days to a week before the test.
The course was very condensed.
Too much material in too short of a time
Too much to learn in such short time. Lectures were too fast to even understand what
was being said
The parasitology portion of the class had way too much information for a 2 week call
I don’t feel this instructor teaches at an appropriate difficulty level. He is very difficult to
understand and he doesn’t clearly explain the concept. I really do not enjoy having this
professor.
Instructor was not cooperative at all with students. His lecture Presentation Notes were
extremely difficult to read and he often went too fast to copy the notes. When students
asked him to please slow down (since we had no book and our exams were written essays
taken from the notes,) he usually would not slow his pace & then would lecture us on
proper note taking techniques! It wouldn’t have been so bad, if he would have listened to
the student’s requests. It seemed as though there was a lot of unneccessary frustration
created in an already difficult course.
Not everyone is as intelligent as you are therefore being rushed made things very stressful
& tense.
Lectures were hard to understand. Overheads & notes were not very legitible.
He DID NOT! understand when we asked him to slow down so we could keep up.
Would just say ‘you don’t need to know that’ and took it off the screen. I hate going to
this class and am glad it’s over!
The instructor was presenting the material on the 1st day a little too fast and the whole
class asked him to please slow down and proceeded faster! He said we weren’t writing
fast enough! BAD – this was very discouraging. It is hard to understand the professor
because he is foreign & when he talks fast it is even harder!
He did not seem concerned at all with the classes ability to understand the material or
him. All he was concerned about was finishing the book in 2 weeks, one that we were
not required to have or even have the option to buy.
Faculty/Staff: Anthony Azenabor
Title: Clinical Immunology
Course #: 246-427-001
Fall 2004
Course content was challenging, but the format of the exams made it harder. Instead of
exam essay questions being worded “Tell about this,” it would be better to be prompted
with more specific questions. Otherwise, we have to memorize whole paragraphs, and
short term memory questions like that do not help us remember the material in the long
run.
Too much information at a time. If you are going to ask questions out of a book – make
it available to the students!
I think the course is fine and the material were understandable
The lecture notes were helpful w/ the material, but the length of time we spent copying
notes was not a good use of time, it would have been easier to concentrate if taking notes
on powerpoint or outlines instead of ___(illegible). Also we were always rushed to write
everything fast & the class went over time 5-10 min. every class. The exam reflected the
lecture, but the multiple choice part of the exams was not fair- it was straight from the
book, & taken randomly from chapters – so it was hard to study for – also,the books is
necessary & the instructor told us it was not and did not have the book available in the
bookstore until a month into the course. The multiple choice questions were taken
directly from the book – so it was a disadvantage not to have the book until a month into
the course.
The course was extremely fast pased & amount of material that had to be remembered for
one exam was extremely difficult while having other classes. I feel there was too much
expected. Course was organized well.
I think that the textbook that was only “recommended” for class should have been
required since the material that was presented in class came straight from the book.
This course went way to quickly for the amount of material that was taught. You could
almost break this up into two semesters.
The detailed course content seemes to be at a graduate level instead of undergraduate in

some situations. I do not feel this level of detail will be necessary in a MED Tech
profession. This course is more appropriate for those continuing onto research or
advanced degrees.
Testing style is very good. It covers a lot of material but it is a good amount. It forms a
great basis of knowledge.
Course should be changed to reflect clinical immunology applications not research
immunology (or biochemistry)
While this course covered a lot of topics, I don’t feel like it was a whole course. It
jumped around a lot and coming out of it, I feel like I know som concepts but I don’t
have a good overall immunology understanding. The instructor picked topics he likes
instead of giving us the wide picture.
If we are to be tested & expected to memorize all the details he expected us to, I would
want the class to be 2 semesters in length.
Professor sometimes tends to go a little fast.
I didn’t like the way the instructor spoke at length about a topic & then put the notes on
the overhead so we had to hurry to write them down. It would have been better to do
them simultaneously. Also, I didn’t like the format of the notes – usually in paragraph
form almost verbatim from the text book. The exams were sometimes too long. They
didn’t test our knowledge, but how fast we could write & memorize exact passages from
the notes.
Professor Azenabor was very enthusiastic about the material which is good but he would
talk for 15 minutes on a particular subject, then put up a huge page of notes and only give
you 5 minutes to write them. When some of the students asked him to put it back up, he
did not but called our class slow and made us feel rather stupid. We are here to learn; if
we knew the material already, we wouldn’t be here. Perhaps he should talk about the
notes while we write or just work on being less rude.
There were many points during the semester when he said that we needed to keep up the
pace and learn the material quickly, he probably just wanted to encourage us but it made
for a difficult learning environment. He has to realize that with his accent he is hard to
understand and he must slow down his speaking accordinetly.
Memorizing book paraphrases to be regeratate in essay format does little in teaching

applications great for mechanisms
Instructor cannot teach, cannot communicate well with students, instructor expects us to
listen to him talk while he puts 100 million pages of notes on board. That we must copy
because he does not follow a text book. But that is impossible. The only thing I learned
in this class was how to write fast
Needs to remember that students cannot write as fast as someone can talk. Slow down a
little bit. He did not leave class room for evaluation.
A suggestion is to provide the course notes on D2L and save this time in class for
interactive class discussions about the topics and how they relate to our future clinical lab
sciences professions. The instructor was always very enthusiastic. Overall, I enjoyed him
as a teacher but the class structure could have been better utilized.
Firstly, he did NOT leave the room as I filled out this evaluation, lending itself to a bad
situation. I would also suggest having Dr. Azenabor put his notes onto D2L or
someplace where they are accessible, he goes way to fast and makes it impossible to
really comprehend what is going on because all you’re doing is rushing to get the notes.
The exams were challenging and fair, but the grading was a bit questionable as he
stressed things in his grading that he didn’t really stress in class.
I appreciate the material more when Dr. Azenabor lectures on important material and
then allows us to take notes. A lot of times, it seems we go through the material too fast
and are expected to keep pace. Dr. Azenabor is in the room during this evaluation. A
postitive point is that he is very energetic & enthusiastic.
Instructor showed enthusiasm for the topic & knew the subject very well. Moved
through materials so fast it was hard to undertand it and I could never listen to what was
being said because I was too busy writing. Also, instructor said students were too slow or
weren’t going fast enough while we were all writing our arms off!
The instructor had the ability to explain the material clearly and in an effective way
Overall, he was a decent instructor, but with regards to writing/taking notes, I thought he
was a little demanding. He would talk about the notes & put them up on the board
expecting us to copy them “quickly” and would complain sometimes that we were not
fast enough. I think the notes should be on the overhead when he’s talking. It would
make writing easier.
He was difficult to understand at times. I feel he talked down to the students and made
questions & comments unwelcomed because student were always wrong in answering.
The note taking was excessive & very fast paced – there was not time to digest the
material before he would continue to the next topic. I feel it inhibited a lot of learning
that could have been done during class time…when you give evaluations out, LEAVE
THE ROOM!
The instructor had enthusiasm for the material, but otherwise he was very
unapproachable and it was very frustrating to try to talk to him talking about grades or
course material. It was a very frustrating course due to the instructors attitude and the
note taking (fast pace) in class, also the exams were not clear. The questions were very
general – yet he wanted specific answers – so it was hard to study & answer the questions
w/out knowing what he was looking for. I learned a lot about immunology, but it was not
a good learning experience, I would not recommend this course to other students.
Faculty/Staff: Anthony Azenabor
Course #: 246-547-001
Title: Clinical Laboratory Diagnosis/Immunohematology
Fall 2004

Fair, but not very understanding.

He should not interrupt students during presentations.
Enthusiastic
Too hard on presentation.

Course #: 246-547-001
Title: Clinical Laboratory Diagnosis/Immunology
Fall 2004

Too much in too little time, presentations too long.
I hate 30 min presentations
He was rude to some of the students. He rushed students through their presentations.
Faculty/Staff: A. Azenabor
Course #: 246-531-001
Title: Adv. Lectures in Clinical Lab Sciences
Spring 2005
Need clear objectives, points of true importance/things that need to be learned in order to excel.
Content didn’t reflect the material we should have learned about.
Material didn’t seem relevant.
The handouts were good. Reading assignments might help. A couple of short quizzes
throughout the semester might encourage students to review the materials more often.
Needs to learn how to emphasis and make known points he considers important. Needs to
clarify his expectations or question and answers he finds acceptable. Needs to become a better
presenter – consisting his power points and once again – emphasizing the thing or ideas he
finds important.
Maybe his exams would go over better if the words “diagram your answer” were included with
each question.
Explanation of what your expectation are on exams would be helpful. Paragraphs of information
was hard to decipher what info. went with what info.
He knew his stuff but it would be nice for him to also refer a book in which he get his material.
It would be helpful to have power point slides available.
Instructor was very organized and challenging. Presented material in a way which makes the
class think and learn.
Expects us to take too many notes in not enough time. Handouts would be nice.
Course #: 246-537-491
Title: Medical Parasitology and Mycology
Summer 2005
I would like to see you take a little more effort to write exam questions. Just writing
down topics does not make it an exam.
There was too much material to cover in a 2 week course.
Lots of info to learn, stressful.
OK
Interesting topic
This course was very frustrating (the lecture) and a waste of time.
He wouldn’t give us any feedback on our grades. I had no idea if I passed or failed.
Instructor was much more confident and excited about Parasitology. He was not as
confident and I don’t think he enjoyed mycology and thus it was less interesting to listen
to him talk about Mycology.
I cannot believe you would not give us feedback on the first exam! How are we
supposed to know how to prepare for the next exam. It was a rotten rotten thing to do!
You are the worst instructor I have ever had at three major universities.
Lecture word for word from textbook made class very boring. I could have read the book
and learned more than coming to class.
Good job keeping class interested.
Dr. Azenabor has very high expectations for his students. He grades his exams in a very
difficult way.
Terrible teacher, keep him in the lab.
I do not thin Prof. Azenabor should be allowed to teach students. He is too arrogant and
close-minded. He does not listen to students and would not allow us to know the grades
on exams or look at the exams. His attitude was disrespectful to students and even
threatening at times when arguing over exams. He even threatened to penalize 30 points
for arguing over subjects on an exam. (The students were and inconvenience to him) He
would not admit mistakes like not telling us about an exam questions and the students
lost the points. Also, the lecture was a complete waste of time. He photocopied the book
and read it word for word on the overhead. He did not appear knowledgeable at all and I
would have learned more by reading the text instead of attending lectures. His exams
were also unfair and did not show understanding of the material. It was how much one
could memorize his notes word for word and regurgitate them. I do not recommend this
course because of the instructor and would tell future students to take it at another
university – or any course he taught to take it at another university.
INSTRUCTOR: A. Azenabor
COURSE NUMBER: 246-427-001
TITLE: Clinical Immunology
TERM: Fall 2005
COMMENTS – PART A
It was very good course to understand immunology.
Good sometimes went too fast…
Less time focused on details & more time spent on the big picture would be very
beneficial. So much time is spent copying the notes that it is difficult to take time to
listen in class. There should also be more room to interpret & rephrase notes on tests
instead having to repeat them almost verbatim on exams.
Information was not always s totally clear.
The course covers all aspects of immunology. After attending all lectures, I now have a
good knowledge of many concepts of immunology. Which are going to be very useful in
my present and future research.
A lot of information in this course & writing! But the course was manageable and
concepts were brought together well.
COMMENTS – PART B
I hated the notes it was so much really fast that I spent all of lecture tying to get it all
down and not really listening to the professor. And its just bad to read everything off the
power point as an instructor in my opinion. Then gain more may have been added and I
just didn’t hear it. Also the exams were very long for the time allotted it was a fight to
get finished each time.
Excellent! It took him some time to reach a point of intereacting/being more laid back
with students. About ½ into the semester he ended up being my favorite instructor & I
was happy to attend all classes! Keep it up!
Much of the information given is speech was over powering by the amount of info on
screen.
The instructor demonstrated mastery of the subject. He presented lectures in a very

simplified manner and devoted enough time to explain the concepts to the understanding
of students. He has been very willing to receive questions from students even after
lectures.
Mostly good, only thing, professor went past class time a few times, when other students
had to leave to get to other classes, yet he still tested on these ideas that were presented
after class time was up, and sometimes it was 10-15 minutes after class time that
presentation continued.
The instructor was ineffective at communicating course material effectively.
I think you do an excellent job of teaching and maintaining interest, however, I feel I
could get more from you when you’re talking if a basic outline was provided to each of
us.
Dr. Azenabor tends to get excited and starts to rush through material a bit too fast.
He delivered the subject matter with a better excellence.

Course#: 246-547-001
Title: Immunology
Fall 2005
It’s a good idea to sign up for topics before the class begins, but it would be nice to know
the guidelines prior to the weekend.
PART B. COMMENTS: COURSE EVALUATION
Timing if the presentations ended up well.
I did not appreciate that you were overbooked and our class overlapped w/ another class
you teach. We could have completed all case studies and presentations on thurs. if you
did not have to leave our class time for anothers.
I hate you for making me hate school. You may be a good researcher but you are the
worst instructor! You don’t teach, you grade unfairly and you don’t give feedback or test
results. If I had one wish, I would fire your ass and ban you from ever teaching again, so
you can’t ever put another student thru the hell you put me thru!!!
TITLE: Adv. Lectures – Clinical Lab Sciences
TERM: Spring 2006
COMMENTS – PART A
I really enjoyed the graduate students presenting their own lectures. It was interesting.
Course was very interesting and informative.
The course was informative and have both clinical and (illegible) blanace.
Excellent class!
A good review of virology.
With a topic as broad as virology I think that class time would be better utilized if the
power points contained information in a more concise form. The course should focus
more on viruses and less on chylamida.
COMMENTS – PART B
Instructor very good.
We needed handouts to keep up with the speed of the lecture.
Extremely knowledgeable on subject matter, always son point! Pleasure to come to class
every week!
Bad instructor can’t understand what he says!
Enthusiastic about the subject.
The instructor showed mastering of the subject.

TITLE: Advanced Immunology
TERM: Spring 2006
COMMENTS – PART A
The course is enlighting and educative. It has really broadening my critical thinking in
the science of immunology and the health science in general.
Course was very interesting. Thought-provoking presentations weekly did much to

advance my knowledge of the subject.
COMMENTS – PART B
The professoer is the type that should be in most university. He always want people to
improve on their potential he is a great mentor.
Instructor is an absolute expert over the subject matter and is very helpful.
Title: 246-537-491 Medical Parasitology/Mycology
Instructor: A. Azenabor
Semester: Summer 2006
COMMENTS: Part A – Course Evaluation
Parasit was run very well Mycology however seemed to be just past over. I mean it was
taught but it wasn’t as full as it could have been since fungus and immunecompromised
individuals are on the rise.
The handouts were very helpful.
COMMENTS: Part B – Instructor Evaluation
Knew & communicated subject manner extremely well.
Powerpoints are wonderful so much easier to understand follow and study!!
Presented info well far short amount of time.
Good, liked getting the handouts with the powerpoints on, the material was all new so did
good job presenting. Somehow try to do more discussion, case studies or something to
keep students from falling asleep – sinced it happened regularily for a lot of students.
246-427-001 Clinical Immunology
Anthony Azenabor
Fall 2006
Comments: Part A
Dr. Azenabor is one of the most enthusiastic teachers I have ever had. All of his energy
towards the subject matter is definitely put to good use.
The course was very interesting and I learned a lot.
I would like the exams to be just essay. The memorization of the multiple choice
questions was not necessary. Also I would have like it if you would have told “those
guys” that were talking during most of you lecture to be respectful of others by being
quiet.
Comments: Part B
Tests were ridiculous and grading was arbitrary at best.
Instructor changed the final exam dates less than 2 weeks before hand.
Instructor should not talk to students during exams!!

246-547-004 Clinical Laboratory Diagnosis
Anthony Azenabor
Fall 2006
Comments: Part A
The presentations were a good learning experience for me.
Easier presentations. Less content.
Not very good for review except for what I did my presentation on.
Some presentations were helpful in learning course materials. Others I feel I lost
intelligence. Wished the instructor would have had backup to cover what presenters
didn’t.
Comments: Part B
Title: 246-710-001
Seminar in Clinical Laboratory Sciences
Instructor: A Azenabor
Semester: Fall 2006
Part A
• Vary interesting and varied presentations (well rounded)
Part B
• Very good and knowledgeable

Title: 246-201-001 Sexually Transmitted Disease/Aids
Instructor: A. Azenadar
Semester: Spring 2007
Good Work
Good
This course was very informative and I am glad I took it
It was very interesting and knowlegable.
This is a good course to learn about safety and hoe to avoid dangerous diseases. I learned
a lot of things I never knew about. I like the curved grading scale. The final should not be
cumulative it is worth 50% of the grade.
There needs to be a grading scale for the tests. I don’t think it’s right to not know how
your doing until it’s too late.
The course should maybe have a certain requirement first before enrolling as sometimes
the science was to basic to not complicate things for those with very little to no science
background.
Passionate about subject
Dr. Azenabor always does a great job!
The instructor is very knowledable about the subject matter. Sometimes walks in late and
to top that off goes over scheduled class time ….cell phone goes off during class and he
leaves the room and answers it. Do something else instead of talking for 75 minutes
straight that gets old and boring pretty quick.
He made things seem fun and serious at the same time. Very aware of importance in
course, and students well being.
The instructor really knew what he was talking about and explained the content
thoroughly. Sometimes he was a bit hard to understand.
A little hard to understand at times but very enthusiastic about the subject and interesting
lecturer.
A lot of words not understood by an business major.

Thanks
Azenabor always made class fun & worth attending. It is nice to see an instructor take
such pride in what he is teaching.
Title: 246-531-001 Adv. CLS
It’s a 1 credit class.
Written exams are not the best to examine understanding.
Tone down the information to a 1 credit level course.

Title: 246-599-005 Independent Study
Dr. Azenabor is a delight to work under. His knowledge & care for research & learning
was superb. Through his mentoring I have learned many skills for not only science but
life.
Course Evaluations
Clinical Immunology
246-427-001
Part A:
- Course is excellent and is very interesting.
- Excellent course material. Terrible textbook for like 11 years hold and there were
many errors.
- This is one of the hardest courses I have taken and one that I feel I will retain the most
knowledge of its contents.
- This is an interesting and thought provoking course. I definitely learned a lot.
- Dr. Azenabor was an excellent professor; clearly presenting subject matters/concepts

and pushing us to present/explain our knowledge in a written fashion (which is not so
common in science based classes). Although it was a manner other than I was used to, I
believed this method will help me in the future.
- I think there was too much information given in a short period of time. I just crammed
for exams but don’t really know what is important.
- There were times when essay questions had too much material and time was an issue.
- The course was very interesting and very necessary for continuing education.
- Course was difficult and essay exams were strictly graded. Not cool. I feel that the
grades I got primarily on the essay questions don’t accurately reflect my understanding of
the material presented.
Part B:
- He’s a great instructor but the exams weren’t fair because not everyone knew where he
got his multiple choice questions.
- Very good instructor except for exams. Love idea of essays but the grading is wrong.
Doesn’t really test for understanding.
- I hated him at first, I felt he went too fast and I wanted to throw things at him. I am
grateful for the way he pushed us and having read about him I am honored to have been
taught by him.
- He was some what difficult to follow. The power point presentations were almost
impossible to read because of the colors. He was very tough, but understood the material
well.
- Sometime the instructor was hard to understand.
- Needs to give more time to write damn notes!
- Next time a student comes in late don’t make a point of picking them out in front of the
class. Especially, if you only pick on them and not the rest of the student’s that come in
late later on in the semester.
- It was sometimes difficult to understand him.
- There should be room for an explanation of an idea even if it was explained differently.
- Azenabor is a very entertaining learner. Coming to class is exciting but seriously, the
exams suck.
Comments: Part A-Course Evaluation
The course should be extended to 3 weeks or should be in spring session, not in summer.
Class is too short for amount of material covered.
Should correlate more w/ lab to better understanding. But good class overall.
There was too much material to learn and not enough time to learn anything.
One day is not enough to prepare for class essay exam.
Interesting, but too short. We should have a t least 1 more week, preferably 2 (should be
doable if we get rid of hematology).
CLASS NEEDS TO BE LONGER! ALSO completely unfair that you only gave us one
night to memorize 15+ essays from only four days of lecture, as some of us have to work
on those days.
A little rushed—a 3 week format would be better.
Lab and lecture need to correlate better.
Too much information was given during the past 2 weeks. Given that this is our first
exposure to parasitology & mycology, information should be limited to clinically relevant
specimens.
A one week class is too short for the amount of material covered. Plus the style of test
isn’t right for this class. One day to memorize several essays. With this style I don’t
learn a thing from all the study that is required for his exams.
I liked the course, but I think the format of the exam was a bad idea. You had to cram
everything in one night and memorize 15 essays in one night. This does not allow you to
have a knowledge of the subject later on, as the material is forgotten. Also, unfortunately
we could not even see our exam to see where we lost our points.
Comments: Part B-Instructor Evaluation
Perfect instructor.
He knows his stuff, and conveys his knowledge well.

More than 1 night to study would be appreciated.
He comes off as very arrogant and doesn’t answer students questions very well.
Tony Azenabor always makes his classes fun & informative. His humor can make a
sometimes boring subject more interesting. He does what he can for his students (even
though some are big complainers). The second half he made a point to acknowledge
sections that would be on the second exam.
Clinical Laboratory Diagnosis
246-547-006
A. Azenabor
Course Evaluations: Comments
Comments: Part A
I was very unhappy with how this class was ran. We were expected to present very
difficult topics, in which for the most part, we had no prior knowledge of. This was not
our only class this week, yet it required me to work outside of class for about 6 hours
each day. I felt rushed to produce a graduate level presentation on a topic I knew nothing
about.
Expected far too much work/presentation time for a section only lasting one week.
All cases should be at the same difficulty level.
During previous weeks of “Case Studies” which included presentations, our teacher let us
not only choose our partners and topic but contacted us weeks ahead of time with her
expectations and syllabus w/ expected presentation lengths. This allowed us to prepare
ahead of time without feeling rushed and also allowed us to make time for our other four
classes we are taking this semester. During this week of Immunology, I had two
midterms and one other case study to prepare for. It was very arrogant of Dr. Azenabar
to tell us that his class is “the only important class that we have during this week.” The
majority of topics covered in this course were never even mentioned during Immunology,
which we took a year ago. In previous case studies, I found all of the information from
the class notes and textbook. For immunology, not only was my topic never mentioned
during immunology lecture last year, but I found my information online and from a
different classes’ textbook.
Comments: Part B
I felt that he expected way too much from the students in the first week in which we had
class. He made all of our other classes sound unimportant, which is definitely not the
case. He consistently interrupted students during their presentations and “talked down”
to them. He also gave NO direction as to the format of the presentations and when
students asked for help, he didn’t want to give them “the answers” so he told them to go
figure it out on their own.
Made the cases too difficult. Had to make theories on the answers to the questions.
Expected too much considering we have more to do then just his class.
Didn’t provide much direction when asked where to go/what to cover in my presentation
Considering Dr. Abzenabor’s demands for 30 minute presentations, it was inconsiderate

fro him to leave our presentation time to teach his lecture. If he expects every minute of
class time to be utilized for presentations, he should find someone to cover his lecture or
lower his extreme expectations for this one week long class, or not be a facility member
for this class.
246-201-001 Sexually Transmitted Disease/AIDS 1
A. Azenabor
Spring 2008
Part A: Course Evaluation

Alright course but didn’t understand some things.
I never thought I would say this, but this class needs more homework. Just being graded
on two exams and attendance is not very fair. There should be more graded assignments.
It was a good class, more activities!
Course material was not as challenging as is should have been, due to a lot of other
majors than health-related.
Content at times was very intense and hard to comprehend. Tests were difficult – needed
study guide.
This was my favorite class, instructor inspired me so much. I couldn’t wait to come to
class and learn more.
The course was very interesting and it was useful that the slides were made into handouts
so that we could follow along and take notes.
I thought this course was going to be really interesting and teach me a lot; but I knew
most of it already. Too much information on each test – maybe split into 3 exams! Need
a study guide!
There was so much information in just 2 exams. It would have been nice to have 3, or be
given some kind of outline/study guide of what to expect on the exams. The exams were
very hit or miss to what types of things we needed to know.
A lot of information all at once.
Interesting and very informative. A class any student can be educated in STDs and
AIDS.
Useful, interesting course.
The course should have more pre-requisites so that the course can be more advanced as
opposed to being open to medical and non-medical students.
Part B: Instructor Evaluation

Nice job of explaining topics.
I found the instructor’s accent difficult, especially when he would get excited and talk
really fast.
Not too many note. Too hard to follow.
The instructor was very knowledgeable in his area of study. He however did not make
the class very interesting the second half of the semester. I often found myself bored.
Hard to understand.
He was very excited about the topic, but I always felt like I was being read to. Maybe the
slide handouts should have been basic and could have taken more notes.
Could not understand him 90% of the time! Would have comprehended way better if he
slowed down and enunciated.
We need exam reviews to better know what to study specifically!
Hard to understand sometimes with his speech. Related topics to life experiences well.
Instructor was always happy and eager to teach every class.
There was a problem at the beginning of the semester where he was not here the 1st week.
We received an email 3 hours after the class. It would have been a lot more helpful if we
would have been informed prior to class that he would not be there. It was a waste to sit
here for 20 minutes waiting.
246-201-001 Sexually Transmitted Disease/AIDS 2
A. Azenabor
Spring 2008
Part B: Instructor Evaluation (continued)

Almost impossible to understand. Didn’t really need to come to class because he just
read off the powerpoint slides.
246-531-001 Advanced Lectures – Clin. Lab. Sci. 1
A. Azenabor
Spring 2008

Super interesting as usual.
I’d like it to be more credits. I felt there was not enough time to cover everything.
Spent too much time talking “around” the topic and not about it.
We need more of a clinical side discussed, instead of a research based class.

Always entertaining.
Thank you, Dr. Azenabor!
Please only talk about viruses. It’s confusing students when bacteria is used
interchangeably. Chlamydia is not a virus!
Write-in Area 3
This class was a waste of my time. Teach common, more about common viruses and
NOT Chlamydia (not a virus). Final exam should not be 70% of grade.
Class goes from 12:00 – 12:50. Lecture should not take up extra time b/c the information
is not finished in an appropriate length of time.
246-537-491 Medical Parasitology/Mycology 1
A. Azenabor
Summer 2008

Exams did not help me feel like I learned the material – Drawing is a stupid way to test
knowledge. Only gave one hour for a fully written exam – the class was normally 3
hours a day! Boring class that I felt was a waste of time.
The course went extremely fast. Parasitology was more difficult because there was a lot
of info presented in 1 week. I think the overall CLS program needs to be restructured –
there are courses (such as analytical chem., stats, intro to CLS) that ultimately weren’t
necessary. Those classes ought to be dropped so the mandatory summer classes could be
moved to the school year, where we have more time to comprehend the subject material.
Materials were disorganized, useless, and not worthwhile.
The course was interesting.
I hate the essay format. It only focuses on the details.

Most of the Mycology portion of the class was read off the powerpoint slides, poorly
presented.
Did not communicate well, often mumbled and skipped around, so I felt lost often.
Instructor was distracting during exam – talking loudly and often left exam for long
periods (what if I had a question?). Poor Instructor.
Azenabor is an intelligent man, but it is hard to follow him sometimes. He fidgeted
around a lot of the time and turned the lights down so that it was hard to stay focused in
class.
Next year, I suggest you read your slides before you come to class. Your presentations
are awful. Your tests don’t even teach students anything. Your lecture was boring,
drawn out, and useless. I don’t even understand why we had to sit here for 2 weeks.
Everything we needed to know was in the lab.
The prof. really didn’t communicate the subject more than just what he had on his
powerpoint slides. We know how to read and he seemed to mumble a lot anyway.
He needed to speed up. We have the packet’s and he is just reading from it – go
FASTER.
246-427-001 Clinical Immunology 1
A. Azenabor
Fall 2008

It was ok but everything was going too fast.

Was going too fast.
The color of the print on the slides was sometimes hard to read against the background of
the slide.
Instructor’s lectures were hard to read because of colors, simple black and white would
have been just fine. Exams not returned in a timely manner.
The powerpoint should be highlights in a different color, too hard to see the letters.
Didn’t learn anything. Lecture was pointless because he copied off the book and the
exams were ridiculous.
Put less short-answer essay questions on the exams. 4 is plenty.
246-547-005 Clinical Lab Diagnosis – Immunology 1
A. Azenabor
Fall 2008

This course was overwhelming considering every other class ALL of us are taking.

Your subject/class is not the only one that matters!
Dr. Azenabor appeared uninterested in the class and our presentations for the most part. I
find myself wondering how our presentations will be graded since he didn’t pay attention
during the ppt. He was also unwilling to answer questions at certain points.
246-201-001
A. Azenabor
Sexually Transmitted Diseases/AIDS
Part A:
- The material was interesting to learn about.
- This is a great course, educating young people about diseases that can easily affect their
lives. Great to finally focus on HIV/AIDS in mainstream society, especially with the
pandemic in Africa.
- Have a entire class period dedicated to exam review—not just five minutes.
- Would have liked to have opportunity for extra credit
- Went way too in depth for an introductory class.
- The class was really boring. Doing the same thing every day was boring, change it up.
- It was incredibly hard to understand Prof. Azenabor b/c of his accent, mumbling and
faint talk and it was unclear what would be on the exams.
- Hard to understand
- The class was interesting & informative but instructor was difficult to understand
which was very unfortunate.
- The course was very informative and I learned enough about each topic
- The class was very thorough and presented a good foundation for the understanding of
STDs and HIV.
- Unclear expectations for exams—no reviews or suggestions to prioritize material
Part B:
- He could of presented the material in a different matter. Also have a review form for
test to know which information was important. A lot of information was given.
- I wish I could take part 2 to this class-maybe when we get the public health program
running.
- Our professor is absolutely amazing! He is highly experienced and incredibly
intelligent. I wish he could teach me everything he has learned throughout his life. I am
fascinated by him and admire him very much. Thank God for someone like him—so
compassionate and knowledgeable with a great lecture presentation and beautiful accent
to match!  I have learned so much this semester and look forward to taking more of his
courses in the future.
- This instructor was often unclear and usually did not speak loudly enough to be heard.
The instructor took nearly double the allotted time for many lectures. The information
was not well-delivered or presented in a relative interesting manner.
- I liked that you gave us slide hand outs in made it easier to concentrated and take more
notes. Couldn’t understand what you were saying—talked too fast.
- Sometime it kinda of hard to understand the instructor. Overall the class was good.
- The instructor was foreign and I did not understand one word the whole semester. I
learned from the powerpoints not the instructor. He knew what he was talking about but
hard to understand. He did not give out study guides which was a huge negative on him.
- It was very hard to understand the language barrier that was present in class. It is clear
he is well educated but speaking English proved to be a little more difficult of times
throughout class.
- Because of his accent and delivery, it was impossible to understand the material and be
engaged. The powerpoint slides were VERY poorly organized. I truly feel that despite
attending lectures, I had to teach myself all of the content on my own. Although kind
hearted, prof. Azenabor should really just stick to research & not teach.
246-531-001 Advanced Lectures – Clinical Lab Sciences 1
A. Azenabor
Spring 2009

-

- Dr. Azenabor refused to show me my exam when I requested to see it. I’ve never had a
teacher refuse. I wanted to know the answers I got wrong. I felt this was very
unprofessional of him and we should be entitled to see our own graded work.
246-537-491 Medical Parasitology/Mycology - Lecture 1
A. Azenabor
Summer 2009

- The written exams used by the instructor cement the concept by pushing the student to
express the knowledge in their own written words.
- Very informative course.

- He made the course easy to understand.
- He should not answer his phone during class and should not be 20 minutes late every
day.
246-427-001 AA
246-427-001 Clinical immunology

A. Azenabor
Fall 2009

-covered topics that we should have. Had a good amount of information for each topic
and adequate descriptive drawings.
-the exams were far above a junior level course. One exam contained content that was
NEVER mentioned in class and the exam averages were VERY low. On this one exam,
the average was a 54 and only 1 grad student earned a grade between 80-85, all the rest
were below a 75. this reflects a poorly written exam, not student unpreparedness.
-tests were unfair! Multiple choice questions were word for word out of an old text book.
That’s not learning, that’s memorizing. I got my points but didn’t learn anything.
Taking questions word for word out of a textbook does not make a good exam! There
was so much material presented to us, yet only 1/3 of the multiple choice questions on the
exam were relevant to one lectures given...thats not teaching us how to study and connect
magnets it’s teaching us how to memorize answers. This is not helpful in prepping us for
the program!
-immunology is NOT sexy(appealing) no matter how many times you say it.
- a lot of material--------hard to comprehend all at once.
-the course material is very interesting however the way presented was not. Went
through stuff way to fast and did not make sure we knew it.
-this course seemed to focus in testing individuals in med tech submajor rather than all
individuals in the class
-tests were disjointed extensive and not enough time maybe a study guide to assist would
help
-good course
-course was ok, seems a little hard
-no comment
-I wish this course would use text books instead of just power point slides
-questions showed up on exams that were intended for next exam-also need to allow
more time on exams with essays. Definite language barrier
-difficult
-exam II was way too hard would rather do a 100multp. Choice than just 50 or 30
-final exam worth too much of grade (50% is a lot for just 50 questions)

-taught class as if we were taking certification exam at end of semester. Had inconsistent
slides. Tested on material students had never heard of. Said book was optional but said
we had to read to do well.
-I could never understand a word he said. His pronunciation and grammar are terrible. If
I had a choice I would never take another class with him again. He often went on
tangents in class that were unrelated to the material. The lectures were no presented in an
organized way and many things were repeated.
-he told us that there was no need to buy the book + then proceeded to tell us to read the
book ¾ of the way through the semester!
-very smart but doesn’t understand how to connect material to exams in multiple choice.
Honestly, it’s laziness.
-taking multiple choice questions straight from the book doesn’t reflect what we learned
in lecture. When you speak fast you start to mumble so it’s hard to understand.
-good at explaining most of the time but sometimes he trailed off and I couldn’t hear the
end half of what he was saying which was usually an important part
-Dr. Azenabor is very knowledgable, but does not teach very well. I learned a lot, but
was also confused a lot. He expected us to learn and remember more than I think is
appropriate for an undergrad immunology class.
-overall, the teaching of this class was disappointing.- expected us to answer questions on
exams that were on the ASCP exam. – exams required memorization of every tiny detail
of ~20-25 pages of power points. – gradeing scale is set very low in this class (~55%=C)
maybe instead of setting scale so low he should change his teaching methods, because
knowledge-wise this grading scale is not befitting us at all.
-make you feel like you knew nothing so afraid to ask questions.
-one exam consisted of about 70% questions with material that was not covered I lecture
whatsoever. Most of the class performed very poorly
-you are very hard to understand due to your thick accent
-always called exams assessments. But how can it be an assessment when it counts
toward your grade. Made second “assessment” multiple choice and said afterhad already
taken that it was reflective of a med tech professional exam which is unfair to the other
majors that are also taking the class or who have not taken the lab
-exams were biased towards med tech majors unfair to say that reading wasn’t required
when many things on exam could be learned only through reading.
-hard to understand, although knowledgeable difficult to explain himself concisely
-some exams contained a significant portion of material not covered in class, I thought
this was extremely unfair considering at the beginning of the semester when the
instructor told us that to succeed we just needed to come to class and take notes
-very passionate on the subject and interesting. Good presenter and knowledgeable.
-good
-many things needed to be explained more, I liked his powerpoint lectures
-slides are messy. Professor is hard to understand
-he kind of talked down to us like we were stupid
-scary
-if asked any questions he would give a smart/sarcastic answer back
-he is very intelligent, but needs to remember that it is INTRODUCTION TO
IMMUNITY the pace needs to be adjusted.
246-547-005 Clinical Laboratory Diagnosis
Anthony Azenabor
Fall 2009
- I strongly disliked the organization of the course. I would have rather had
lectures/discussions that went over an immunology review rather than
presentations. I felt that I didn’t learn much from this class.
- Class did not start on time because the instructor was late. Also I found it
disrespectful when students were giving their presentation & the instructor was
talking to other students and laughing. The instructor should of showed more
respect to those students who were presenting.
- The instructor was disrespectful to students giving presentations. He would talk
& laugh with other students, acting as if he did not care about the information or
time spent on the presentation.
Title: 246-531-001 Clinical laboratory sciences
Instructor: Professor A. Azenabor
Folder name: Spring 2010

File name: 246-531-001
Comments: Part A- Course Evaluation

None
Comments: Part B-Instructor Evaluation

Terrible, unapproachable, doesn’t really care about the students.
He doesn’t teach. Students teach and he just sits there, very disappointing class and waste
of student time and money. Grading of exam was also ridiculous
246782001
Anthony Azenabor
Advanced Immunology
2 students – no comments
Course Evaluation
Instructor Evaluation
246-537-891
A Azenabor
Summer 2010
Course Evaluation:
It was a very brief, but good crash course!
Need more time for this class to fully understand all concepts introduced.
I don’t even know what went on in this class, but I’ll bet I get an A! WTF?!
The exams seemed to express more lab related material than lecture, which was a
problem for non-lab students 
This is too much material to learn in two weeks!
The syllabus grading scales were inaccurate. Extremely challenging to become an expert
in 2 weeks. H should not be in the lab with us.
Very difficult! Exams were very hard. The lab portion was not helpful and had 2 TA’s
that didn’t know what they were doing. Very unorganized and he would babble on and
on about useless class material.
The tests did not reflect lecture material, they were mostly lab based which is unfair to
students not in the lab portion of the course.
Difficult course to talk in such a short time period. Could have used more effective
teaching methods.
I have no idea what my grade is now. The lab section needs some serious changes to
approximate a real world experience. The expectation of identifying organisms based on
one view is ridiculous; not even a pathologist would be able to ID an organism in their
manner.
The lab was a waste of time. The TAs had to look everything up. They didn’t know
anymore than us. The only thing I learned is how to memorize quickly. Memorizing is
not learning. I learned more looking things up on the internet, that I did in lab. The lab
waas unorganized and taught by the TA’s who had no idea what they were even doing.
This was the most frustrating and disappointing class I have ever taken. Lecture was
fine.
Crash courses are very challenging and may be frustrating. The more sensitive/fragile
students could not handle it so well and became very frustrated. They directed these
frustrations at Professor Azenabor.
246-537-891
A Azenabor
Summer 2010
Instructor Evaluation:
I enjoyed Tony’s lectures!
He is rude, indescent sometimes in talk specially with girls*
He Crazy!
Whole lecture grade based on ONE 20 QUESTION EXAM.
Can’t understand what he’s saying 75% of the time.
Impossible to understand.
He is very mean and makes you feel stupid for asking any questions. His English is hard
to understand and he treats us like we are inferior.
I still can’t understand him. His English is poor and only promotes a good snooze during
class. The exams he made were way too hard and the class average was poor so that he
had to adjust his grading scale so everyone didn’t fail.
Does not care how students do in class. Does not adjust presentation of material to help
students learn. I learned more in lab from grad students than in lecture.
Is obviously passionate about subject manner. I do not need the instructor to “inspire me
to put forth my best effort”. Test questions do not effect main points of the lecture.
Rather random minor points are brought up on the test.
If Azenabor is in charge of the lab, he should be teaching it. Not TA’s.
Professor Azenabor is one of the best lecturers I have had the pleasure to listen to and
take part in discussion with. I have a previous degree in
, so I’m not comparing him to nothing. I am extremely disappointed in the class
in how they deal with challenges (academic) as well as their inability to deal with
diversity. It amazes me how small-minded most of my classmates are. I wonder how
they will deal with diversity in their profession.
246-427-001
A. Azenabor
Fall 2010
Course Evaluation:
Need to change the color of slide/text to make it easier to read on screen.
Make it interesting- probably the most painful lecture this semester.
There should be more opportunities to gain points since lab is separate. Homework or quizzes each
week. The test format required students to “guess” or leave blank a majority of test questions. How
can you judge who’s answering questions right and pass an exam or they know how to manipulate the
system??
I did not mind the multiple choice test, however the negative grading was harmful to my grade because
for every question wrong you lost a point for one of the questions you got right, I’ve never had tests
graded this way and would have done better if I only lost points for the questions I got wrong and got to
keep my points for questions answered correctly.
Course material was presented in an uncomprehensive manner, due to instructor.
The questions from the test were almost word for word from the slides, but there was so much
information crammed in the slides and it was so unorganized, I felt like all I did was memorized key
sentences/phrases in order to get by instead of being interested in the material and learning it.
I recommend that the professor stick with the assessment method and stop deducting extra points for
questions gotten wrong. Love the course, I think it is a good foundation to immunology.
This could be a very interesting class but the instruction made it very difficult. Presentations put on D2L
to study are NOT the same as in class presentations.
Challenging course, I learned a lot.
Very well taught. Comprehensive my MCAT would have been much more difficult had I not taken this
course.
T/F test format was frustrating.
The overall course seemed to be adequate. Lecture slide color choices were bad and need ro be
changed so reading slides can be easier.
A defined textbook should be provided.
This course was very informative, but to a layman like myself, it was a bit overwhelming and confusing.
This felt like a college course should i.e. there was a lot of material. I liked that it was challenging. The
difficulty motivated me to study harder.
246-427-001
A. Azenabor
Fall 2010
The course was okay. It just had a great deal of information for (1) class-not some I learned much with
this method. It is very difficult to retain the knowledge.
Instructor Evaluation:
Needs to do something interactive, ex: games, movies, class assignments (end of chapter assignments)
SOMETHING other than staring at power points. Also cant believe the grading system has not been
thrown out. It is absolutely not fair to penalize students more points than they can score.
The grading system was NOT clearly explained. We’d be deducted for incorrect answers on exams of
course, but it was not explained those deducted points would be “negative” points, and cancel out
points we got correct, therefore, the questions he encouraged us to ask during office hours, he pushed
us off to the T.A.
If he was a better instructor and didn’t make his tests impossible the grading scale would not have to be
so out of wack that a 50 is a C.
Instructor presented material, laughed at students when they had questions, and would after refuse to
answer questions because we already know that it is hard to understand the material through the
instructors accent and refusal to answer questions tests are presented in a format, unusual to normal
learning. I feel the tests are unfair and pointless. Many students do so poorly he has created his own
grading scale where a 45% is a C. I don’t think that this shows if we are learning or not. It only shows he
knows how to create a curve. Numerous times I emailed the instructor to meet during other times
beside office hours because I have class during his office hours. He refused to meet and neglected to
respond to my emails. I missed my class to attend his office hours and he wasn’t even in his office. We
were also not informed that class has a TA for additional resource until after mid-semester. Instructor
also requires attendance although it isn’t graded on statue in the syllabus. Instructor was also present
during completion of this survey.
It was helpful that the notes were given to us, however, the notes were extremely unorganized, dense,
and overwhelming. It’s obvious he’s a very intelligent man, but had difficultly conveying the information
to students.
I like that there was enough information given on topic and how the instructor consistently related
previous learned/thought topic to current topic.
He is one of the worst professors I have ever had. He told us not to ask questions in class in order for
him to finish speaking. When he was absent and we had a guest lecturer, the guest told us that some of
the info in the presentations are wrong. He really needs to work on his interpersonal skills and lecturing
skills as well. He jumps around a lot and he is hard to follow.
Improve verbal skills, accent very think.

246-427-001
A. Azenabor
Fall 2010
Very knowledgeable and fair. Instructor, seemed genuinely interested that students learned and
understood the material.
Sometimes rushed through lessons, not always open to questions. However, very energetic and fun to
learn from.
Instructor didn’t listen to students. He often seemed to think he knew their questions before they were
asked. Overly confident to the point of cockiness.
Instructor was very hard to understand during lecture. Seemed to ramble go off topic and adding more
confusion to the class. Instructor seemed to get upset whenever a question was asked and never
seemed to answer questions fully. All in all, I feel the instructor did a poor job and I feel that I learned
more on my own outside of class.
I had difficulties understanding him during lectures, I don’t think his exams measure ones understanding
of the course. Everything was on the slide and this only measure ones ability to memorize the whole
presentation.
I found it difficult to prepare for class lectures and exams by following through readings from the books.
I don’t think I will ever understand the “assessments” I found them somewhat confusing and I was not
able to relate my knowledge of the subjects through them.
Very knowledgeable and accommodating with grades (able to drop one exam score).
The instructor was fine. He is obviously a brilliant immunologist but it was difficult to understand some
material – it got lost in translation somewhere. But if I read more, I might be on his level to understand,
so it all balances out.
Course/ Instructor Evaluations
Faculty/Staff: Anthony Azenabor Code: 01
Course Number: 246547004 Students: 22
Course Title: Clinical laboratory Diagnosis- Immunology
Comments: Part A –Course Evaluation
 This class was gay
 The expectations of the presentations are extremely high. It is very hard for 2 or 3 college
students with busy lives to get together and put tougher a 30 min presentation. If we are
expected to work in groups, class time should be given to complete this
 The case studies were ridiculously long. Why did some groups get multiple cases while others
only got one. Questions included in the case studies didn’t reflect relevant information. This
week of case studies was the most pointless of all topics
 We were given a case study and basically had no idea what was expected of us. No rubric or
syllabus was passed out, whereas other classes confirmed that the case study was done
correctly so our presentations were performed on the correct material
Comments: Part B –Instructor Evaluation
 Not interested on the success of his students
 He’s an arrogant, sexist pig
 This is the 3rd or 4th class I have taken with Azenabor and I still can never understand a word he
says. It is extremely difficult to learn in this type of environment. He may be useful in the world
of research, but he can’t teach for CRAP! I would be more interested in learning this stuff if a
teacher who spoke proper English could explain it more clearly. He never inspired me to put
forth my best effort and in fact made me want to work less. He constantly talks down to the
students and makes them feel dumb. He expects us to know everything about everything and
doesn’t understand or care when someone doesn’t get it. When questions are asked by
students, he never answers the question and it takes an explanation from other students for
him to understand what is being asked
 Very good teacher. Challenges the student to give forth much effort
 Very rude to interrupt students during presentations, disrespectful to talk to students while a
presentation is going on
 Constructive criticism and other critiques should be saved until the end of presentations instead
of interruptions
 Posture to show you are paying attention to presentation would be more respectful
 Student time and effort is not to be made less important than your own time
 You were very rude during the presentations, talking, walking around, shaking your head in
disagreement and making faces. When people asked questions about the requirements for the
presentations, you were not clear in your expectations & your answer changed multiple times.
We are students not experts (yet) or instructors, your expectations of us are unrealistic. You
don’t give constructive criticism, you just criticize. You don’t make any class you teach a
comfortable learning environment. He’s a jackass. Spelling errors are NOT a legitimate reason to
interrupt a presentation
 Instructor is not helpful, when questions were asked he did not understand, didn’t answer them
and made the students feel stupid. An example presentation was show by racing through the
PowerPoint, not actually giving up an idea of what our presentation should be like. During our
presentations he was talking or not paying attention. He really didn’t comment on our
presentations but instead kept trying to get the class to ask more questions. He comes off as
very condescending and arrogant, making students not want to ask any questions or put forth
my best effort. Another teacher sat in on our presentation and she asked more
questions/participated more than our actual instructor did. Overall he did not teach the class
anything and made us feel as if we were a waste of his time; like were below him. Being late was
also another reason why we felt not worth his time. He makes you feel stupid and this results in
students to not put forth their best effort. I feel uncomfortable in his class on how he talks to
people, especially women. He has also made students cry in the past and I don’t think he really
cared or tried to figure out why. In previous classes he was never present in lab and seemed
more concerned about when his domino pizza was going to come. He interrupts everyone when
he talks. I have had no direct, issues with this instructor however I do not care for people who
treat people as if they are below them, especially in a learning environment where we are
paying for our education. Also, he leaves in the middle of class to answer his phone.
Course/ Instructor Evaluations

Faculty/Staff: Anthony Azenabor Code: 01
Course Number: 246547004 Students: 22
Course Title: Clinical laboratory Diagnosis- Immunology
HEALTH SCIENCES EVALUATION
Spring 2011
Azenabor 201-001
Neither
Strongly Strongly
Questions Data Filter Count Mean Std. Dev. No response Agree Agree nor Disagree
Agree Disagree
Disagree
COURSE ORGANIZATION
Course objectives were clearly Spring 2011 1610 4.33 0.790 0 770 679 96 56 9
outlined to the class. Azenabor 201-001 20 3.75 1.290 0 7 7 1 4 1
A course syllabus was provided and Spring 2011 1609 4.41 0.750 1 836 657 66 37 13
reasonably adhered to in terms of Azenabor 201-001 20 4.25 0.850 0 9 8 2 1 0
course content and sequence of
lectures.
Class time was utilized in an Spring 2011 1609 4.08 1.020 1 668 609 161 138 33
organized and effective manner. Azenabor 201-001 20 3.95 1.050 0 7 8 2 3 0
COURSE CONTENT
Course content adequately reflected Spring 2011 1610 4.27 0.830 0 718 690 136 45 21
course objectives. Azenabor 201-001 20 3.90 0.910 0 6 7 6 1 0
Material was presented at an Spring 2011 1610 4.03 1.010 0 592 690 156 129 43
appropriate difficulty level. Azenabor 201-001 20 3.35 1.310 0 4 7 3 4 2
The material presented enabled me Spring 2011 1609 4.02 1.050 1 620 635 163 142 49
to understand and utilize important Azenabor 201-001 20 3.50 1.240 0 5 6 4 4 1
concepts presented in this course.
EVALUATION OF STUDENT
PERFORMANCE
The grading system was clearly Spring 2011 1608 4.24 0.890 2 725 666 122 67 28
explained. Azenabor 201-001 20 3.70 1.080 0 4 10 3 2 1
Assessments and assignments were Spring 2011 1609 4.10 1.010 1 676 618 156 118 41
fair and reflected course content. Azenabor 201-001 20 3.45 1.390 0 6 5 3 4 2
INSTRUCTOR EVALUATION
Instructor exhibited openness to Spring 2011 1610 4.18 1.000 0 763 554 162 81 50
student ideas and questions. Azenabor 201-001 20 3.30 1.300 0 4 6 4 4 2
Instructor inspired me to put forth my Spring 2011 1609 3.88 1.140 1 581 545 270 127 86
best effort. Azenabor 201-001 20 3.00 1.120 0 3 2 8 6 1
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
The instructor demonstrated a Spring 2011 1598 4.26 0.890 12 770 590 154 55 29
thorough command of the subject Azenabor 201-001 20 4.25 0.850 0 9 8 2 1 0
matter.
The instructor demonstrated an Spring 2011 1595 4.28 0.880 15 770 612 129 57 27
ability to relate course material to Azenabor 201-001 20 3.85 0.930 0 5 9 4 2 0
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
The instructor provided a learning Spring 2011 1596 4.00 1.070 14 623 599 191 119 64
environment that facilitated my Azenabor 201-001 20 3.60 1.100 0 5 6 5 4 0
acquisition of knowledge.
Instructor perceived students' ability Spring 2011 1596 3.93 1.080 14 582 570 247 140 57
and adjusted content/pace Azenabor 201-001 20 3.15 1.310 0 3 6 5 3 3
accordingly.
AVAILABILITY
Instructor provided students with Spring 2011 1597 4.18 0.920 13 678 662 158 61 38
appropriate methods of contact to Azenabor 201-001 20 3.10 1.330 0 4 4 4 6 2
assist with questions or concerns.
Instructor responded to student Spring 2011 1596 4.05 1.030 14 641 587 222 92 54
contact in an appropriate and timely Azenabor 201-001 20 3.25 1.210 0 4 4 6 5 1
manner.
Spring 2011 1604.4 4.14 0.960 5.6 688.3 622.7 161.8 91.5 40.1
Overall Averages
Azenabor 201-001 20.0 3.58 1.142 0.0 5.3 6.4 3.9 3.4 1.0
Created by the CHS Office of E-Learning Page 1

Summary of Groups
Strongly Moderately Moderately Strongly
Sections Data Filter Count Mean Std. Dev. No response Neutral
Agree Agree Disagree Disagree
Spring 2011 1609.3 4.27 0.853 0.7 758.0 648.3 107.7 77.0 18.3
COURSE ORGANIZATION
Azenabor 201-001 20.0 3.98 1.063 0.0 7.7 7.7 1.7 2.7 0.3
Spring 2011 1609.7 4.10 0.963 0.3 643.3 671.7 151.7 105.3 37.7
COURSE CONTENT
Azenabor 201-001 20.0 3.58 1.153 0.0 5.0 6.7 4.3 3.0 1.0
EVALUATION OF STUDENT Spring 2011 1608.5 4.17 0.950 1.5 700.5 642.0 139.0 92.5 34.5
PERFORMANCE Azenabor 201-001 20.0 3.58 1.235 0.0 5.0 7.5 3.0 3.0 1.5
Spring 2011 1609.5 4.03 1.070 0.5 672.0 549.5 216.0 104.0 68.0
Azenabor 201-001 20.0 3.15 1.210 0.0 3.5 4.0 6.0 5.0 1.5
COMMAND OF Spring 2011 1596.5 4.27 0.885 13.5 770.0 601.0 141.5 56.0 28.0
MATERIAL/KNOWLEDGE Azenabor 201-001 20.0 4.05 0.890 0.0 7.0 8.5 3.0 1.5 0.0
EXPERTISE
ABILITY TO CONVEY Spring 2011 1596.0 3.96 1.075 14.0 602.5 584.5 219.0 129.5 60.5
KNOWLEDGE/EXPERTISE Azenabor 201-001 20.0 3.38 1.205 0.0 4.0 6.0 5.0 3.5 1.5
Spring 2011 1596.5 4.11 0.975 13.5 659.5 624.5 190.0 76.5 46.0
AVAILABILITY
Azenabor 201-001 20.0 3.18 1.270 0.0 4.0 4.0 5.0 5.5 1.5
Spring 2011 1604.4 4.14 0.960 5.6 688.3 622.7 161.8 91.5 40.1
Overall Averages
Azenabor 201-001 20.0 3.58 1.142 0.0 5.3 6.4 3.9 3.4 1.0

Spring 2011
Azenabor 531-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Spring 2011 1604.4 4.14 0.960 5.6 688.3 622.7 161.8 91.5 40.1
Overall Averages
Azenabor 531-001 9.0 3.55 1.240 0.0 1.9 3.9 1.3 1.1 0.9

Summary of Groups
Spring 2011 1609.3 4.27 0.853 0.7 758.0 648.3 107.7 77.0 18.3
COURSE ORGANIZATION
Azenabor 531-001 9.0 3.70 1.027 0.0 1.7 4.7 1.3 1.0 0.3
Spring 2011 1609.7 4.10 0.963 0.3 643.3 671.7 151.7 105.3 37.7
COURSE CONTENT
Azenabor 531-001 9.0 3.70 1.147 0.0 2.0 4.3 1.0 1.3 0.3
Spring 2011 1609.5 4.03 1.070 0.5 672.0 549.5 216.0 104.0 68.0
Azenabor 531-001 9.0 3.17 1.550 0.0 2.0 2.5 1.5 1.0 2.0
EXPERTISE
Spring 2011 1596.5 4.11 0.975 13.5 659.5 624.5 190.0 76.5 46.0
AVAILABILITY
Azenabor 531-001 9.0 3.28 1.485 0.0 2.0 3.0 1.0 1.5 1.5
Spring 2011 1604.4 4.14 0.960 5.6 688.3 622.7 161.8 91.5 40.1
Overall Averages
Azenabor 531-001 9.0 3.55 1.240 0.0 1.9 3.9 1.3 1.1 0.9

Summer 2011
Azenabor 537
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
Course objectives were clearly Summer 2011 127 4.39 1.060 0 75 40 2 6 4
outlined to the class. Azenabor 537 4 2.00 1.410 0 0 1 0 1 2
A course syllabus was provided and Summer 2011 127 4.46 1.030 0 81 35 4 2 5
reasonably adhered to in terms of Azenabor 537 4 1.75 1.500 0 0 1 0 0 3
lectures.
Class time was utilized in an Summer 2011 127 4.29 1.130 0 73 34 10 4 6
organized and effective manner. Azenabor 537 4 2.00 2.000 0 1 0 0 0 3
COURSE CONTENT
Course content adequately reflected Summer 2011 127 4.37 1.070 0 75 37 6 5 4
course objectives. Azenabor 537 4 2.25 1.890 0 1 0 0 1 2
Material was presented at an Summer 2011 127 4.31 1.060 0 69 43 5 6 4
appropriate difficulty level. Azenabor 537 4 2.50 1.910 0 1 0 1 0 2
The material presented enabled me Summer 2011 127 4.23 1.200 0 72 32 10 6 7
to understand and utilize important Azenabor 537 4 2.25 1.890 0 1 0 0 1 2
PERFORMANCE
The grading system was clearly Summer 2011 127 4.40 1.020 0 77 37 5 3 5
explained. Azenabor 537 4 1.50 1.000 0 0 0 1 0 3
Assessments and assignments were Summer 2011 127 4.22 1.140 0 66 41 9 4 7
fair and reflected course content. Azenabor 537 4 1.25 0.500 0 0 0 0 1 3
Instructor exhibited openness to Summer 2011 127 4.32 1.130 0 79 27 12 1 8
student ideas and questions. Azenabor 537 4 1.50 1.000 0 0 0 1 0 3
Instructor inspired me to put forth my Summer 2011 127 4.24 1.160 0 71 34 10 5 7
best effort. Azenabor 537 4 1.75 1.500 0 0 1 0 0 3
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
The instructor demonstrated a Summer 2011 126 4.42 0.960 1 76 38 5 3 4
thorough command of the subject Azenabor 537 4 2.75 2.060 0 1 1 0 0 2
matter.
The instructor demonstrated an Summer 2011 127 4.41 1.030 0 78 35 6 4 4
ability to relate course material to Azenabor 537 4 2.25 1.890 0 1 0 0 1 2
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
The instructor provided a learning Summer 2011 127 4.19 1.160 0 66 38 10 7 6
environment that facilitated my Azenabor 537 4 1.75 1.500 0 0 1 0 0 3
Instructor perceived students' ability Summer 2011 126 4.13 1.140 1 63 34 16 8 5
and adjusted content/pace Azenabor 537 4 2.00 1.410 0 0 1 0 1 2
accordingly.
AVAILABILITY
Instructor provided students with Summer 2011 126 4.40 1.000 1 75 38 6 3 4
appropriate methods of contact to Azenabor 537 4 2.00 1.150 0 0 0 2 0 2
Instructor responded to student Summer 2011 126 4.31 1.020 1 69 37 14 2 4
contact in an appropriate and timely Azenabor 537 3 1.33 0.580 1 0 0 0 1 2
manner.
Summer 2011 126.8 4.32 1.082 0.3 72.8 36.3 8.1 4.3 5.3
Overall Averages
Azenabor 537 3.9 1.93 1.449 0.1 0.4 0.4 0.3 0.4 2.4

Summary of Groups
Summer 2011 127.0 4.38 1.073 0.0 76.3 36.3 5.3 4.0 5.0
COURSE ORGANIZATION
Azenabor 537 4.0 1.92 1.637 0.0 0.3 0.7 0.0 0.3 2.7
Summer 2011 127.0 4.30 1.110 0.0 72.0 37.3 7.0 5.7 5.0
COURSE CONTENT
Azenabor 537 4.0 2.33 1.897 0.0 1.0 0.0 0.3 0.7 2.0
EVALUATION OF STUDENT Summer 2011 127.0 4.31 1.080 0.0 71.5 39.0 7.0 3.5 6.0
PERFORMANCE Azenabor 537 4.0 1.38 0.750 0.0 0.0 0.0 0.5 0.5 3.0
Summer 2011 127.0 4.28 1.145 0.0 75.0 30.5 11.0 3.0 7.5
Azenabor 537 4.0 1.63 1.250 0.0 0.0 0.5 0.5 0.0 3.0
COMMAND OF Summer 2011 126.5 4.42 0.995 0.5 77.0 36.5 5.5 3.5 4.0
MATERIAL/KNOWLEDGE Azenabor 537 4.0 2.50 1.975 0.0 1.0 0.5 0.0 0.5 2.0
EXPERTISE
ABILITY TO CONVEY Summer 2011 126.5 4.16 1.150 0.5 64.5 36.0 13.0 7.5 5.5
KNOWLEDGE/EXPERTISE Azenabor 537 4.0 1.88 1.455 0.0 0.0 1.0 0.0 0.5 2.5
Summer 2011 126.0 4.36 1.010 1.0 72.0 37.5 10.0 2.5 4.0
AVAILABILITY
Azenabor 537 3.5 1.67 0.865 0.5 0.0 0.0 1.0 0.5 2.0
Summer 2011 126.8 4.32 1.082 0.3 72.8 36.3 8.1 4.3 5.3
Overall Averages
Azenabor 537 3.9 1.93 1.449 0.1 0.4 0.4 0.3 0.4 2.4

Fall 2011
Azenabor 427-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
Course objectives were clearly Fall 2011 799 4.22 0.940 0 359 334 49 35 22
A course syllabus was provided and Fall 2011 799 4.31 0.860 0 394 317 48 25 15
lectures.
Class time was utilized in an Fall 2011 799 3.98 1.120 0 308 305 82 69 35
COURSE CONTENT
Course content adequately reflected Fall 2011 798 4.19 0.950 1 345 334 61 40 18
Material was presented at an Fall 2011 798 3.99 1.110 1 297 335 67 63 36
The material presented enabled me Fall 2011 798 3.98 1.090 1 289 333 75 70 31
PERFORMANCE
The grading system was clearly Fall 2011 798 4.08 1.010 1 319 325 76 53 25
Assessments and assignments were Fall 2011 798 3.93 1.120 1 288 305 95 81 29
Instructor exhibited openness to Fall 2011 797 3.99 1.140 2 322 281 100 52 42
Instructor inspired me to put forth my Fall 2011 798 3.76 1.150 1 242 285 154 71 46
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
The instructor demonstrated a Fall 2011 794 4.24 0.890 5 355 324 76 25 14
matter.
The instructor demonstrated an Fall 2011 793 4.18 0.990 6 355 306 67 47 18
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
The instructor provided a learning Fall 2011 794 3.89 1.150 5 278 304 103 63 46
Instructor perceived students' ability Fall 2011 795 3.80 1.140 4 244 302 131 81 37
accordingly.
AVAILABILITY
Instructor provided students with Fall 2011 793 4.04 1.040 6 305 318 93 51 26
Instructor responded to student Fall 2011 793 3.93 1.130 6 295 274 136 46 42
manner.
Fall 2011 796.5 4.03 1.052 2.5 312.2 311.4 88.3 54.5 30.1
Overall Averages
Azenabor 427-001 24.0 2.98 1.200 0.0 3.1 6.5 4.9 5.9 3.6

Summary of Groups
Fall 2011 799.0 4.17 0.973 0.0 353.7 318.7 59.7 43.0 24.0
COURSE ORGANIZATION
Azenabor 427-001 24.0 3.28 1.343 0.0 5.0 8.0 3.3 4.0 3.7
Fall 2011 798.0 4.05 1.050 1.0 310.3 334.0 67.7 57.7 28.3
COURSE CONTENT
Azenabor 427-001 24.0 3.31 1.090 0.0 2.3 10.3 5.0 5.0 1.3
EVALUATION OF STUDENT Fall 2011 798.0 4.00 1.065 1.0 303.5 315.0 85.5 67.0 27.0
Fall 2011 797.5 3.87 1.145 1.5 282.0 283.0 127.0 61.5 44.0
Azenabor 427-001 24.0 2.42 1.110 0.0 1.0 4.0 5.0 8.0 6.0
COMMAND OF Fall 2011 793.5 4.21 0.940 5.5 355.0 315.0 71.5 36.0 16.0
EXPERTISE
ABILITY TO CONVEY Fall 2011 794.5 3.84 1.145 4.5 261.0 303.0 117.0 72.0 41.5
Fall 2011 793.0 3.98 1.085 6.0 300.0 296.0 114.5 48.5 34.0
AVAILABILITY
Azenabor 427-001 24.0 3.00 1.230 0.0 3.0 5.0 8.5 4.0 3.5
Fall 2011 796.5 4.03 1.052 2.5 312.2 311.4 88.3 54.5 30.1
Overall Averages
Azenabor 427-001 24.0 2.98 1.200 0.0 3.1 6.5 4.9 5.9 3.6

Fall 2011
Azenabor 547-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Fall 2011 796.5 4.03 1.052 2.5 312.2 311.4 88.3 54.5 30.1
Overall Averages
Azenabor 547-001 10.0 3.58 1.076 0.0 2.4 3.3 2.8 0.8 0.8

Summary of Groups
Fall 2011 799.0 4.17 0.973 0.0 353.7 318.7 59.7 43.0 24.0
COURSE ORGANIZATION
Azenabor 547-001 10.0 3.63 1.113 0.0 2.0 4.3 2.3 0.7 0.7
Fall 2011 798.0 4.05 1.050 1.0 310.3 334.0 67.7 57.7 28.3
COURSE CONTENT
Azenabor 547-001 10.0 4.10 0.830 0.0 3.7 3.7 2.7 0.0 0.0
Fall 2011 797.5 3.87 1.145 1.5 282.0 283.0 127.0 61.5 44.0
Azenabor 547-001 10.0 3.10 1.445 0.0 2.0 2.0 3.0 1.0 2.0
COMMAND OF Fall 2011 793.5 4.21 0.940 5.5 355.0 315.0 71.5 36.0 16.0
EXPERTISE
Fall 2011 793.0 3.98 1.085 6.0 300.0 296.0 114.5 48.5 34.0
AVAILABILITY
Azenabor 547-001 10.0 3.25 1.045 0.0 1.0 3.0 4.0 1.5 0.5
Fall 2011 796.5 4.03 1.052 2.5 312.2 311.4 88.3 54.5 30.1
Overall Averages
Azenabor 547-001 10.0 3.58 1.076 0.0 2.4 3.3 2.8 0.8 0.8

Fall 2011
Azenabor 599-010
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Fall 2011 796.5 4.03 1.052 2.5 312.2 311.4 88.3 54.5 30.1
Overall Averages
Azenabor 599-010 2.0 4.84 0.222 0.0 1.7 0.3 0.0 0.0 0.0

Summary of Groups
Fall 2011 799.0 4.17 0.973 0.0 353.7 318.7 59.7 43.0 24.0
COURSE ORGANIZATION
Azenabor 599-010 2.0 4.67 0.473 0.0 1.3 0.7 0.0 0.0 0.0
Fall 2011 798.0 4.05 1.050 1.0 310.3 334.0 67.7 57.7 28.3
COURSE CONTENT
Azenabor 599-010 2.0 5.00 0.000 0.0 2.0 0.0 0.0 0.0 0.0
Fall 2011 797.5 3.87 1.145 1.5 282.0 283.0 127.0 61.5 44.0
Azenabor 599-010 2.0 4.75 0.355 0.0 1.5 0.5 0.0 0.0 0.0
COMMAND OF Fall 2011 793.5 4.21 0.940 5.5 355.0 315.0 71.5 36.0 16.0
EXPERTISE
Fall 2011 793.0 3.98 1.085 6.0 300.0 296.0 114.5 48.5 34.0
AVAILABILITY
Azenabor 599-010 2.0 5.00 0.000 0.0 2.0 0.0 0.0 0.0 0.0
Fall 2011 796.5 4.03 1.052 2.5 312.2 311.4 88.3 54.5 30.1
Overall Averages
Azenabor 599-010 2.0 4.84 0.222 0.0 1.7 0.3 0.0 0.0 0.0

BIOMEDICAL SCIENCES EVALUATION
Spring 2012
Azenabor 201-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Spring 2012 555.9 4.07 1.047 2.1 240.9 191.9 61.7 43.4 18.0
Overall Averages
Azenabor 201-001 28.0 2.95 1.077 0.0 1.4 9.7 6.4 6.9 3.6

Summary of Groups
Spring 2012 558.0 4.26 0.910 0.0 269.3 211.3 37.0 31.0 9.3
COURSE ORGANIZATION
Azenabor 201-001 28.0 3.43 0.903 0.0 2.0 14.3 6.0 5.0 0.7
Spring 2012 558.0 3.98 1.083 0.0 221.7 198.7 62.7 56.3 18.7
COURSE CONTENT
Azenabor 201-001 28.0 2.86 1.057 0.0 1.0 9.0 5.7 9.7 2.7
Spring 2012 557.5 3.94 1.160 0.5 233.0 163.0 82.0 52.5 27.0
Azenabor 201-001 28.0 2.59 1.285 0.0 2.0 6.0 5.5 7.5 7.0
EXPERTISE
Spring 2012 552.5 4.08 1.065 5.5 245.0 180.5 73.5 34.0 19.5
AVAILABILITY
Azenabor 201-001 28.0 2.88 1.030 0.0 0.5 8.0 10.5 5.5 3.5
Spring 2012 555.9 4.07 1.047 2.1 240.9 191.9 61.7 43.4 18.0
Overall Averages
Azenabor 201-001 28.0 2.95 1.077 0.0 1.4 9.7 6.4 6.9 3.6

Spring 2012
Azenabor 531-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Spring 2012 555.9 4.07 1.047 2.1 240.9 191.9 61.7 43.4 18.0
Overall Averages
Azenabor 531-001 8.0 3.20 1.094 0.0 1.2 1.9 2.8 1.6 0.6

Summary of Groups
Spring 2012 558.0 4.26 0.910 0.0 269.3 211.3 37.0 31.0 9.3
COURSE ORGANIZATION
Azenabor 531-001 8.0 3.79 0.963 0.0 2.3 2.0 3.3 0.3 0.0
Spring 2012 558.0 3.98 1.083 0.0 221.7 198.7 62.7 56.3 18.7
COURSE CONTENT
Azenabor 531-001 8.0 3.38 1.080 0.0 1.7 1.3 3.3 1.7 0.0
Spring 2012 557.5 3.94 1.160 0.5 233.0 163.0 82.0 52.5 27.0
Azenabor 531-001 8.0 2.63 1.045 0.0 0.5 0.5 3.5 2.5 1.0
EXPERTISE
Spring 2012 552.5 4.08 1.065 5.5 245.0 180.5 73.5 34.0 19.5
AVAILABILITY
Azenabor 531-001 8.0 2.63 1.105 0.0 0.5 1.0 2.5 3.0 1.0
Spring 2012 555.9 4.07 1.047 2.1 240.9 191.9 61.7 43.4 18.0
Overall Averages
Azenabor 531-001 8.0 3.20 1.094 0.0 1.2 1.9 2.8 1.6 0.6

Fall 2012
Azenabor 427-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Fall 2012 740.0 3.99 1.026 2.0 271.7 288.4 102.3 53.4 24.2
Overall Averages
Azenabor 427-001 25.0 3.02 1.223 0.0 2.8 8.1 5.0 4.8 4.3

Summary of Groups
Fall 2012 741.7 4.12 0.920 0.3 290.7 317.7 75.3 44.3 13.7
COURSE ORGANIZATION
Azenabor 427-001 25.0 3.40 1.143 0.0 3.3 12.0 3.0 4.7 2.0
Fall 2012 741.7 3.93 1.053 0.3 251.0 309.0 86.7 70.0 25.0
COURSE CONTENT
Azenabor 427-001 25.0 3.28 1.167 0.0 2.7 11.3 4.0 4.3 2.7
Fall 2012 742.0 3.91 1.100 0.0 278.0 239.5 134.0 60.0 30.5
Azenabor 427-001 25.0 2.48 1.320 0.0 2.0 4.0 6.0 5.0 8.0
COMMAND OF Fall 2012 737.5 4.19 0.935 4.5 328.5 277.0 87.5 30.5 14.0
EXPERTISE
Fall 2012 736.0 4.00 1.015 6.0 267.5 290.5 117.0 35.5 25.5
AVAILABILITY
Azenabor 427-001 25.0 2.56 1.225 0.0 2.0 3.0 8.0 6.0 6.0
Fall 2012 740.0 3.99 1.026 2.0 271.7 288.4 102.3 53.4 24.2
Overall Averages
Azenabor 427-001 25.0 3.02 1.223 0.0 2.8 8.1 5.0 4.8 4.3

Fall 2012
Azenabor 710-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Fall 2012 740.0 3.99 1.026 2.0 271.7 288.4 102.3 53.4 24.2
Overall Averages
Azenabor 710-001 8.0 3.43 0.863 0.0 1.0 2.6 3.4 0.7 0.3

Summary of Groups
Fall 2012 741.7 4.12 0.920 0.3 290.7 317.7 75.3 44.3 13.7
COURSE ORGANIZATION
Azenabor 710-001 8.0 3.63 1.033 0.0 1.7 3.0 2.3 0.7 0.3
Fall 2012 741.7 3.93 1.053 0.3 251.0 309.0 86.7 70.0 25.0
COURSE CONTENT
Azenabor 710-001 8.0 3.67 0.783 0.0 1.0 3.7 3.0 0.3 0.0
Fall 2012 742.0 3.91 1.100 0.0 278.0 239.5 134.0 60.0 30.5
Azenabor 710-001 8.0 3.69 1.130 0.0 2.5 2.0 2.0 1.5 0.0
COMMAND OF Fall 2012 737.5 4.19 0.935 4.5 328.5 277.0 87.5 30.5 14.0
EXPERTISE
Fall 2012 736.0 4.00 1.015 6.0 267.5 290.5 117.0 35.5 25.5
AVAILABILITY
Azenabor 710-001 8.0 3.44 0.525 0.0 0.0 3.5 4.5 0.0 0.0
Fall 2012 740.0 3.99 1.026 2.0 271.7 288.4 102.3 53.4 24.2
Overall Averages
Azenabor 710-001 8.0 3.43 0.863 0.0 1.0 2.6 3.4 0.7 0.3

Fall 2012
Azenabor 910-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Fall 2012 740.0 3.99 1.026 2.0 271.7 288.4 102.3 53.4 24.2
Overall Averages
Azenabor 910-001 4.0 3.69 0.594 0.0 0.3 2.6 0.8 0.2 0.1

Summary of Groups
Fall 2012 741.7 4.12 0.920 0.3 290.7 317.7 75.3 44.3 13.7
COURSE ORGANIZATION
Azenabor 910-001 4.0 4.08 0.167 0.0 0.3 3.7 0.0 0.0 0.0
Fall 2012 741.7 3.93 1.053 0.3 251.0 309.0 86.7 70.0 25.0
COURSE CONTENT
Azenabor 910-001 4.0 3.17 1.173 0.0 0.3 1.7 1.0 0.3 0.7
Fall 2012 742.0 3.91 1.100 0.0 278.0 239.5 134.0 60.0 30.5
Azenabor 910-001 4.0 3.88 0.750 0.0 0.5 3.0 0.0 0.5 0.0
COMMAND OF Fall 2012 737.5 4.19 0.935 4.5 328.5 277.0 87.5 30.5 14.0
EXPERTISE
Fall 2012 736.0 4.00 1.015 6.0 267.5 290.5 117.0 35.5 25.5
AVAILABILITY
Azenabor 910-001 4.0 3.63 0.540 0.0 0.0 2.5 1.5 0.0 0.0
Fall 2012 740.0 3.99 1.026 2.0 271.7 288.4 102.3 53.4 24.2
Overall Averages
Azenabor 910-001 4.0 3.69 0.594 0.0 0.3 2.6 0.8 0.2 0.1

Spring 2013
Azenabor 201-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Spring 2013 607.9 4.05 1.074 2.1 263.4 200.8 76.5 45.2 22.0
Overall Averages
Azenabor 201-001 17.0 3.16 1.279 0.0 2.1 6.8 2.7 2.8 2.7

Summary of Groups
Spring 2013 609.7 4.15 0.993 0.3 278.0 212.3 66.3 37.0 16.0
COURSE ORGANIZATION
Azenabor 201-001 17.0 3.35 1.363 0.0 3.0 7.7 1.0 3.0 2.3
Spring 2013 610.0 4.01 1.103 0.0 251.3 214.3 67.7 51.0 25.7
COURSE CONTENT
Azenabor 201-001 17.0 3.12 1.293 0.0 2.0 6.7 2.3 3.3 2.7
Spring 2013 609.5 3.96 1.135 0.5 256.0 181.5 90.0 57.0 25.0
Azenabor 201-001 17.0 3.18 1.165 0.0 1.5 8.0 2.5 2.0 3.0
EXPERTISE
Spring 2013 604.0 4.01 1.130 6.0 262.0 181.0 91.0 43.0 27.0
AVAILABILITY
Azenabor 201-001 17.0 3.09 1.100 0.0 1.0 6.0 5.0 3.5 1.5
Spring 2013 607.9 4.05 1.074 2.1 263.4 200.8 76.5 45.2 22.0
Overall Averages
Azenabor 201-001 17.0 3.16 1.279 0.0 2.1 6.8 2.7 2.8 2.7

Spring 2013
Azenabor 531-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Spring 2013 607.9 4.05 1.074 2.1 263.4 200.8 76.5 45.2 22.0
Overall Averages
Azenabor 531-001 4.6 3.56 1.264 0.4 1.4 1.4 0.8 0.6 0.4

Summary of Groups
Spring 2013 609.7 4.15 0.993 0.3 278.0 212.3 66.3 37.0 16.0
COURSE ORGANIZATION
Azenabor 531-001 5.0 3.87 1.187 0.0 2.0 1.7 0.3 0.7 0.3
Spring 2013 610.0 4.01 1.103 0.0 251.3 214.3 67.7 51.0 25.7
COURSE CONTENT
Azenabor 531-001 5.0 4.27 0.733 0.0 2.0 2.7 0.0 0.3 0.0
Spring 2013 609.5 3.96 1.135 0.5 256.0 181.5 90.0 57.0 25.0
Azenabor 531-001 5.0 3.10 1.310 0.0 1.0 0.5 2.0 1.0 0.5
EXPERTISE
Spring 2013 604.0 4.01 1.130 6.0 262.0 181.0 91.0 43.0 27.0
AVAILABILITY
Azenabor 531-001 4.0 2.75 1.710 1.0 1.0 0.0 1.0 1.0 1.0
Spring 2013 607.9 4.05 1.074 2.1 263.4 200.8 76.5 45.2 22.0
Overall Averages
Azenabor 531-001 4.6 3.56 1.264 0.4 1.4 1.4 0.8 0.6 0.4

Fall 2013
Azenabor 427-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Fall 2013 819.7 4.08 1.009 2.3 340.4 310.4 91.6 51.1 26.2
Overall Averages
Azenabor 427-001 14.9 3.41 1.275 0.1 4.0 4.5 1.7 3.1 1.6

Summary of Groups
Fall 2013 822.0 4.23 0.870 0.0 368.7 334.0 70.3 36.7 12.3
COURSE ORGANIZATION
Azenabor 427-001 15.0 3.98 0.993 0.0 5.0 7.0 1.0 1.7 0.3
Fall 2013 821.7 4.10 0.983 0.3 327.0 348.7 71.3 51.7 23.0
COURSE CONTENT
Azenabor 427-001 15.0 3.76 1.130 0.0 4.0 6.7 1.7 2.0 0.7
Fall 2013 822.0 3.95 1.135 0.0 331.5 263.5 122.5 65.5 39.0
Azenabor 427-001 15.0 2.90 1.545 0.0 3.0 3.5 1.0 4.0 3.5
COMMAND OF Fall 2013 816.5 4.24 0.905 5.5 383.5 302.0 84.5 34.0 12.5
EXPERTISE
Fall 2013 816.0 3.96 1.165 6.0 330.0 283.5 95.5 56.5 50.5
AVAILABILITY
Azenabor 427-001 15.0 2.70 1.490 0.0 3.5 0.0 3.5 4.5 3.5
Fall 2013 819.7 4.08 1.009 2.3 340.4 310.4 91.6 51.1 26.2
Overall Averages
Azenabor 427-001 14.9 3.41 1.275 0.1 4.0 4.5 1.7 3.1 1.6

Spring 2014
Azenabor 201-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Spring 2014 599.2 4.03 1.066 0.8 246.7 215.1 68.8 47.4 21.3
Overall Averages
Azenabor 201-001 11.0 2.79 1.413 0.0 1.4 2.8 1.9 2.1 2.9

Summary of Groups
Spring 2014 600.0 4.14 0.987 0.0 265.0 225.3 53.7 41.0 15.0
COURSE ORGANIZATION
Azenabor 201-001 11.0 3.00 1.250 0.0 1.3 3.0 2.0 3.7 1.0
Spring 2014 600.0 3.99 1.080 0.0 233.0 227.0 64.7 52.0 23.3
COURSE CONTENT
Azenabor 201-001 11.0 2.82 1.277 0.0 1.0 2.7 3.0 2.0 2.3
Spring 2014 600.0 3.94 1.145 0.0 241.5 188.0 90.5 52.0 28.0
Azenabor 201-001 11.0 2.73 1.580 0.0 1.5 3.0 1.5 1.0 4.0
EXPERTISE
Spring 2014 598.0 4.03 1.080 2.0 243.5 216.5 75.0 38.5 24.5
AVAILABILITY
Azenabor 201-001 11.0 2.55 1.510 0.0 1.0 3.0 1.0 2.0 4.0
Spring 2014 599.2 4.03 1.066 0.8 246.7 215.1 68.8 47.4 21.3
Overall Averages
Azenabor 201-001 11.0 2.79 1.413 0.0 1.4 2.8 1.9 2.1 2.9

Spring 2014
Azenabor 531-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Spring 2014 599.2 4.03 1.066 0.8 246.7 215.1 68.8 47.4 21.3
Overall Averages
Azenabor 531-001 12.0 3.36 1.406 0.0 4.0 1.1 3.4 2.2 1.3

Summary of Groups
Spring 2014 600.0 4.14 0.987 0.0 265.0 225.3 53.7 41.0 15.0
COURSE ORGANIZATION
Azenabor 531-001 12.0 3.42 1.340 0.0 4.0 2.0 1.7 3.7 0.7
Spring 2014 600.0 3.99 1.080 0.0 233.0 227.0 64.7 52.0 23.3
COURSE CONTENT
Azenabor 531-001 12.0 3.28 1.473 0.0 4.0 1.0 2.7 3.0 1.3
Spring 2014 600.0 3.94 1.145 0.0 241.5 188.0 90.5 52.0 28.0
Azenabor 531-001 12.0 3.25 1.540 0.0 4.0 1.0 3.0 2.0 2.0
EXPERTISE
Spring 2014 598.0 4.03 1.080 2.0 243.5 216.5 75.0 38.5 24.5
AVAILABILITY
Azenabor 531-001 12.0 3.46 1.310 0.0 4.0 0.5 5.5 1.0 1.0
Spring 2014 599.2 4.03 1.066 0.8 246.7 215.1 68.8 47.4 21.3
Overall Averages
Azenabor 531-001 12.0 3.36 1.406 0.0 4.0 1.1 3.4 2.2 1.3

Summer 2014
Azenabor 537-401
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
lectures.
COURSE CONTENT
PERFORMANCE
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.
Summer 2014 57.9 4.66 0.850 0.1 46.6 7.1 1.7 0.8 1.8
Overall Averages
Azenabor 537-401 0.9 5.00 0.000 0.1 0.9 0.0 0.0 0.0 0.0

Summary of Groups
Summer 2014 58.0 4.70 0.793 0.0 47.7 7.3 0.3 1.0 1.7
COURSE ORGANIZATION
Azenabor 537-401 1.0 5.00 0.000 0.0 1.0 0.0 0.0 0.0 0.0
Summer 2014 58.0 4.66 0.827 0.0 45.7 8.7 1.0 1.3 1.3
COURSE CONTENT
Azenabor 537-401 1.0 5.00 0.000 0.0 1.0 0.0 0.0 0.0 0.0
Summer 2014 58.0 4.62 0.890 0.0 45.5 7.5 2.5 0.5 2.0
Azenabor 537-401 1.0 5.00 0.000 0.0 1.0 0.0 0.0 0.0 0.0
EXPERTISE
Summer 2014 58.0 4.65 0.890 0.0 47.0 6.0 2.5 0.5 2.0
AVAILABILITY
Azenabor 537-401 1.0 5.00 0.000 0.0 1.0 0.0 0.0 0.0 0.0
Summer 2014 57.9 4.66 0.850 0.1 46.6 7.1 1.7 0.8 1.8
Overall Averages
Azenabor 537-401 0.9 5.00 0.000 0.1 0.9 0.0 0.0 0.0 0.0

Fall 2014
Azenabor 427-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
I learned a great deal about the Fall 2014 685 4.14 1.000 8 304 254 66 44 17
topics addressed in this course. Azenabor 427-001 27 2.85 1.490 0 5 6 2 8 6
Fall 2014 689.9 4.16 0.966 3.1 304.6 261.2 70.6 36.1 17.4
Overall Averages
Azenabor 427-001 27.0 3.04 1.390 0.0 4.8 8.3 3.1 5.1 5.8
Summary of Groups
Neither
Strongly Strongly
Sections Data Filter Count Mean Std. Dev. No response Agree Agree nor Disagree
Agree Disagree
Disagree
Fall 2014 692.7 4.27 0.867 0.3 331.7 266.0 56.7 29.7 8.7
COURSE ORGANIZATION
Azenabor 427-001 27.0 3.60 1.233 0.0 6.0 13.3 1.3 3.7 2.7
Fall 2014 693.0 4.12 0.977 0.0 286.3 283.3 66.0 37.0 20.3
COURSE CONTENT
Azenabor 427-001 27.0 3.06 1.460 0.0 5.3 7.7 3.3 4.7 6.0
Fall 2014 692.5 4.08 1.045 0.5 301.5 234.0 92.0 40.5 24.5
INSTRUCTOR ATTITUDE
Azenabor 427-001 27.0 2.80 1.470 0.0 4.0 7.0 2.5 6.5 7.0
Fall 2014 686.0 4.23 0.905 7.0 315.0 259.5 72.0 30.0 9.5
COMMAND OF MATERIAL
Azenabor 427-001 27.0 3.48 1.255 0.0 6.0 10.0 5.0 3.0 3.0
Fall 2014 685.5 4.20 0.955 7.5 313.0 259.5 68.0 27.0 18.0
AVAILABILITY
Azenabor 427-001 27.0 2.96 1.425 0.0 4.0 8.0 4.0 5.0 6.0
Fall 2014 685.0 4.14 1.000 8.0 304.0 254.0 66.0 44.0 17.0
LEARNING OUTCOMES
Azenabor 427-001 27.0 2.85 1.490 0.0 5.0 6.0 2.0 8.0 6.0
Fall 2014 689.9 4.16 0.966 3.1 304.6 261.2 70.6 36.1 17.4
Overall Averages
Azenabor 427-001 27.0 3.04 1.390 0.0 4.8 8.3 3.1 5.1 5.8

Spring 2015
Azenabor 201 - 291
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
outlined to the class. Azenabor 201 - 291 14 3.21 1.310 0 2 5 3 2 2
reasonably adhered to in terms of Azenabor 201 - 291 14 3.57 1.160 0 3 5 4 1 1
material.
organized and effective manner. Azenabor 201 - 291 14 3.21 1.050 0 2 2 8 1 1
COURSE CONTENT
course objectives. Azenabor 201 - 291 14 2.79 1.580 0 2 4 2 1 5
appropriate difficulty level. Azenabor 201 - 291 14 3.21 1.120 0 2 3 6 2 1
to understand and utilize important Azenabor 201 - 291 14 3.00 1.470 0 3 2 4 2 3
PERFORMANCE
explained. Azenabor 201 - 291 14 3.21 1.580 0 5 1 2 4 2
fair and reflected course content. Azenabor 201 - 291 14 2.86 1.410 0 2 3 3 3 3
INSTRUCTOR ATTITUDE
student ideas and questions. Azenabor 201 - 291 14 2.50 1.160 0 1 0 8 1 4
best effort. Azenabor 201 - 291 14 2.36 1.220 0 1 0 7 1 5
COMMAND OF MATERIAL
thorough command of the subject Azenabor 201 - 291 14 3.00 1.110 0 2 1 7 3 1
matter.
ability to relate course material to Azenabor 201 - 291 13 2.85 1.340 1 2 2 3 4 2
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
environment that facilitated my Azenabor 201 - 291 13 3.08 1.190 1 2 2 5 3 1
and adjusted content/pace Azenabor 201 - 291 14 2.71 1.380 0 2 1 6 1 4
accordingly.
AVAILABILITY
appropriate methods of contact to Azenabor 201 - 291 14 3.50 1.340 0 4 3 5 0 2
contact in an appropriate and timely Azenabor 201 - 291 14 3.50 1.160 0 3 4 5 1 1
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
I learned a great deal about the Spring 2015 528 3.97 1.170 4 216 183 60 35 34
topics addressed in this course. Azenabor 201 - 291 14 2.71 1.540 0 3 1 3 3 4
Spring 2015 529.7 4.05 1.061 2.3 221.8 184.4 70.5 31.8 21.3
Overall Averages
Azenabor 201 - 291 13.9 3.02 1.301 0.1 2.4 2.3 4.8 1.9 2.5
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
Spring 2015 532.0 4.15 0.970 0.0 235.7 196.0 58.7 27.3 14.3
COURSE ORGANIZATION
Azenabor 201 - 291 14.0 3.33 1.173 0.0 2.3 4.0 5.0 1.3 1.3
Spring 2015 531.3 4.02 1.067 0.7 211.3 198.3 65.7 34.0 22.0
COURSE CONTENT
Azenabor 201 - 291 14.0 3.00 1.390 0.0 2.3 3.0 4.0 1.7 3.0
PERFORMANCE Azenabor 201 - 291 14.0 3.04 1.495 0.0 3.5 2.0 2.5 3.5 2.5
Spring 2015 532.0 3.96 1.135 0.0 222.0 157.0 92.0 33.5 27.5
INSTRUCTOR ATTITUDE
Azenabor 201 - 291 14.0 2.43 1.190 0.0 1.0 0.0 7.5 1.0 4.5
Spring 2015 527.0 4.11 1.040 5.0 239.0 169.5 72.0 30.5 16.0
COMMAND OF MATERIAL
Azenabor 201 - 291 13.5 2.92 1.225 0.5 2.0 1.5 5.0 3.5 1.5
KNOWLEDGE/EXPERTISE Azenabor 201 - 291 13.5 2.90 1.285 0.5 2.0 1.5 5.5 2.0 2.5
Spring 2015 527.0 4.10 1.010 5.0 220.5 196.5 69.5 22.0 18.5
AVAILABILITY
Azenabor 201 - 291 14.0 3.50 1.250 0.0 3.5 3.5 5.0 0.5 1.5
Spring 2015 528.0 3.97 1.170 4.0 216.0 183.0 60.0 35.0 34.0
LEARNING OUTCOMES
Azenabor 201 - 291 14.0 2.71 1.540 0.0 3.0 1.0 3.0 3.0 4.0
Spring 2015 529.7 4.05 1.061 2.3 221.8 184.4 70.5 31.8 21.3
Overall Averages
Azenabor 201 - 291 13.9 3.02 1.301 0.1 2.4 2.3 4.8 1.9 2.5

Azenabor 201 - 291
Spring 2015
1-18. What aspects of the teaching or content of this course do you feel were especially valuable?
Text Response
The fact that all the power points were organized in such a way that it was easy to build concepts really helped
when trying to learn the different facets of the STDs.
The only part of this course that was helpful to me was that it was online and I could study on my own terms.
The slides prepared were also good and helpful.
I though he teaching skills were subpar as the exams contained material that was not once mentioned in his
lecture PowerPoints. I really didn't learn anything in this course.
n/a
None
1-19. What changes could be made to strengthen the teaching or the content of this course?
Text Response
Including worksheets to help students organize information would be helpful. I didn't find the questions at the
end of each powerpoint to be particularly helpful when it came time to take the exam.
N/A
I would find an instructor who actually responded to emails and questions. I would also allow the midterm and
final to be taken on the student's own time, instead of once and at a certain time. I would also make sure you
can read the full questions from the tests before allowing students to take them.
This was an online class and there were two exams and those were the only two grades. There was no dissuasion
or assignments. The first exam content was not what it said it was going to be on the syllabus. Also, there were 7-
8 questions on our first exam that we took online that were cut off and we were unable to read the entire
question, therefore just having to guess at the answer. Our instructor told us that the grades would be adjusted
accordingly and they never were. So here I am ready to take my last exam tomorrow, unsure of what my actual
grade is in the class. I was expecting this class to be full of useful information that I could take with me as I
pursue my nursing degree and that was absolutely not the case.
UP TO DATE INFORMATION!!!!! I read every single one of the slides in each and every presentation they posted,
and I can't count how many times they used out dated information. I am a sexual health educator at a local non
profit and have learned most if not all of this information before, however it seems quite confusing that the
instructor would choose to use diagrams that were from 1995; diagrams that are twenty years old, even though
they are updated every single year by the CDC. This why I feel I only scored average in this course, I feel that all
the questions I got wrong on the exams were about the figures from 10-20 years ago.
He should utilize the quiz section of D2L.
1-20. What other constructive comments would you like to make about the instructor and course? Please
provide specific illustrations and examples supporting your comments, as they help us to better understand
Text Response
Created by the CHS Office of E-Learning Comments | Page 3

On the first exam, a handful of questions were not complete. Students never learned what was to become of the
grades. We received one email saying that our professor knew of the issue, but we never received an update
regarding our grades. Right now on D2L it says the exam was "dropped" in the grades section, which can't
possibly be true.
I had emailed the professor about a time conflict regarding the exam. Because I didn't hear back within a few
days, I sent another email in which the professor responded that he had already changed the time of the exam
for me. While I am appreciative of the time change, an email in response would have been appreciated as well.
Also I would like to mention that the first exam had content on it that was not yet supposed to be covered
according to the syllabus. In the future, I would hope that someone screens the questions a little better to
Read above in the changes section. This class was based on two tests. The final (which I have yet to take) and the
midterm. The midterm was unacceptable and I was unable to read the questions. I would have done a lot better
if I was able to do so. I was prepared. Then whenever I emailed the instructor with a question, they never got
back to me or it took months and several emails in between for them to finally respond. I understand this was an
online class, but it is hard for me to believe that my hard earned dollars are going to classes like this one.
In addition to what I stated above, the instructor informed us that some of the questions found on the midterm
did not get completely uploaded correctly, and that they would regrade the exams and take those questions into
consideration an update our scores. However our score still read the same on D2L and were never updated or if
they were the instructor never updated us on what our scores for that exam were. And lastly if you are going to
make grade us based on 2 exams (midterm and Final) and make the final cumulative than make the final worth
more instead of splitting 50/50.
This was an online class, but he expected everyone to be able to take the exams during a specific time frame. I
had a schedule conflict with both exams throughout the semester since they were Thursday mornings from
9:30am-10:45am, which he never once speficifed in the syllabus that those were the desginated class times so
how would he know that everyone was free to take the exam at that time? All other online classes have exams
open all day long and you take it when you can. When I approached him with schedule conflict he gave me a
very unreasonable alternative, but I had no choice but to comply otherwise I wouldn't have been able to take my
He should make sure all questions on the exam are written as True/False questions, if thats the way he wants it
done.
The teacher almost didn't let me reschedule my exam because I had class during it. I thought that was very rude,
and was unnecessary to put me through considering college is stressful enough already.

Summer 2015
5
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
outlined to the class. 5 2 3.50 0.710 0 0 1 1 0 0
reasonably adhered to in terms of 5 2 4.00 0.000 0 0 2 0 0 0
lectures.
organized and effective manner. 5 2 3.50 0.710 0 0 1 1 0 0
COURSE CONTENT
course objectives. 5 2 4.00 0.000 0 0 2 0 0 0
appropriate difficulty level. 5 2 3.50 0.710 0 0 1 1 0 0
to understand and utilize important 5 2 4.00 0.000 0 0 2 0 0 0
PERFORMANCE
explained. 5 2 3.50 0.710 0 0 1 1 0 0
fair and reflected course content. 5 2 2.00 1.410 0 0 0 1 0 1
student ideas and questions. 5 2 3.50 0.710 0 0 1 1 0 0
best effort. 5 2 4.00 0.000 0 0 2 0 0 0
COMMAND OF
MATERIAL/KNOWLEDGE
EXPERTISE
thorough command of the subject 5 2 3.50 0.710 0 0 1 1 0 0
matter.
ability to relate course material to 5 2 4.00 0.000 0 0 2 0 0 0
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
environment that facilitated my 5 2 3.50 0.710 0 0 1 1 0 0
and adjusted content/pace 5 2 3.00 1.410 0 0 1 0 1 0
accordingly.
AVAILABILITY
appropriate methods of contact to 5 2 4.00 0.000 0 0 2 0 0 0
t ti i t d ti l

contact in an appropriate and timely 5 2 3.50 0.710 0 0 1 1 0 0
manner.
Summer 2015 43.6 3.89 1.191 0.4 15.8 17.1 4.3 2.9 3.6
Overall Averages
5 2.0 3.56 0.531 0.0 0.0 1.3 0.6 0.1 0.1
Summary of Groups
Summer 2015 44.0 3.83 1.237 0.0 16.0 17.0 3.3 3.0 4.7
COURSE ORGANIZATION
5 2.0 3.67 0.473 0.0 0.0 1.3 0.7 0.0 0.0
Summer 2015 44.0 3.82 1.213 0.0 14.7 17.3 5.3 2.7 4.0
COURSE CONTENT
5 2.0 3.83 0.237 0.0 0.0 1.7 0.3 0.0 0.0
PERFORMANCE 5 2.0 2.75 1.060 0.0 0.0 0.5 1.0 0.0 0.5
Summer 2015 44.0 3.94 1.195 0.0 17.0 17.0 4.0 2.5 3.5
5 2.0 3.75 0.355 0.0 0.0 1.5 0.5 0.0 0.0
MATERIAL/KNOWLEDGE 5 2.0 3.75 0.355 0.0 0.0 1.5 0.5 0.0 0.0
EXPERTISE
KNOWLEDGE/EXPERTISE 5 2.0 3.25 1.060 0.0 0.0 1.0 0.5 0.5 0.0
Summer 2015 43.0 4.03 1.090 1.0 16.5 18.5 3.5 2.0 2.5
AVAILABILITY
5 2.0 3.75 0.355 0.0 0.0 1.5 0.5 0.0 0.0
Summer 2015 43.6 3.89 1.191 0.4 15.8 17.1 4.3 2.9 3.6
Overall Averages
5 2.0 3.56 0.531 0.0 0.0 1.3 0.6 0.1 0.1

5
Summer 2015
1-17. Add any additional comments regarding the COURSE here:
Text Response
Course was good, but the only suggestion would be to format the exams differently. All true and false question,
to me, does not lead to understanding a subject but only leads to how well a student can memorize a given
I do like Professor Azenabor. However, the format of his exams being true or false are obnoxious. This is pretty
much guessing. It gives me no chance to actually think about it. Instead I'm worried if one word is placed in there
to make it true or false. Also, 40 minutes for a 40 minute exam is not long enough. I dont think being rushed
through these exams are fair when we have learned all this new material in 4 days. It sometimes takes students
longer to recall specific details that we've just learned.

Fall 2015
Azenabor 427-001
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
I learned a great deal about the Fall 2015 544 4.09 1.120 0 246 189 51 27 31
Fall 2015 543.4 4.10 1.075 0.6 245.9 188.8 53.8 29.4 25.5
Overall Averages
Azenabor 427-001 18.0 3.08 1.106 0.0 2.0 5.6 4.3 4.1 2.1
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
Fall 2015 544.0 4.25 0.947 0.0 265.3 199.3 40.7 25.0 13.7
COURSE ORGANIZATION
Azenabor 427-001 18.0 3.57 1.083 0.0 4.3 6.7 2.7 3.7 0.7
Fall 2015 544.0 4.07 1.073 0.0 229.3 207.3 46.0 38.0 23.3
COURSE CONTENT
Azenabor 427-001 18.0 3.28 0.970 0.0 0.7 8.7 5.0 2.3 1.3
Fall 2015 543.5 4.01 1.175 0.5 243.0 163.0 73.0 28.5 36.0
INSTRUCTOR ATTITUDE
Azenabor 427-001 18.0 2.56 1.240 0.0 1.0 4.0 3.0 6.0 4.0
Fall 2015 543.0 4.21 1.005 1.0 264.5 186.5 52.0 21.0 19.0
COMMAND OF MATERIAL
Azenabor 427-001 18.0 3.44 1.040 0.0 2.5 7.5 4.0 3.5 0.5
Fall 2015 541.5 4.05 1.160 2.5 245.5 177.0 55.0 29.5 34.5
AVAILABILITY
Azenabor 427-001 18.0 3.00 1.225 0.0 2.5 3.0 7.0 3.0 2.5
Fall 2015 544.0 4.09 1.120 0.0 246.0 189.0 51.0 27.0 31.0
LEARNING OUTCOMES
Azenabor 427-001 18.0 3.22 1.060 0.0 1.0 8.0 4.0 4.0 1.0
Fall 2015 543.4 4.10 1.075 0.6 245.9 188.8 53.8 29.4 25.5
Overall Averages
Azenabor 427-001 18.0 3.08 1.106 0.0 2.0 5.6 4.3 4.1 2.1

Azenabor 427-001
Fall 2015
Text Response
The practices from performing experiments
The content was very informative.
Nothing.
the course it's self is very challenging.
I love the material and the concepts we learned very interesting.
I learned a lot in this class and think the book did a good job of highlighting the most important points.
need some power points to clear the chapters and try to make the explaining clearer!
The accompanying text was concise and to the point and was easy to follow
The book was the only content that helped us to learn anything.
Text Response
Power point lectures were just a bit rushed but that's because the class only meet every other firday
The assessments should not be only true/false questions. I feel having only these questions do not accurately
represent what you have learned in the course and are not a fair evaluation. The book used is full of labeling and
grammatical errors and is sometimes difficult to understand. I feel like the book used for BMS 428 could also be
used for this class and would be a better resource for students.
I had to teach myself this course because the professor was not up to par.
A better book for starters. There were several questions in the book, and on the exams that were based on
content that wasn't in the text.
Not making the powerpoints word for word from the book.
i think a reveiw before end after exams would help.
To not just give us true and false test and to tell us just to read the book.
The power points came directly from the book, so if you didn't understand your textbook their was no
alternative text. I think the power points/lectures should have differed from the textbook because if it wasn't
clear in the text it was the same exact explanation in lecture.
The examinations. I understand that the teacher previously used blue books to test for this course, which might
have been very hard, but now having a completely online True/False exam, also isn't very practical... The exam's
were all online, True/False, and you couldn't return to a previous question and I personally, as a student, do not
do well in that type of testing. It was confirmed this semester... I think that this type of testing is a bit ridiculous.
And after the exam's were over, the teacher did not allow students to see the questions they got wrong.
Meaning we were unable to learn from what we got incorrect.
The lectures were usually presenting the exact material as read in the book. It might have been more effective
to teach the material in lecture in a different way than presented in the book.
change the textbook many mistakes.
Assessment questions can probably be worded better as to avoid ambiguity

The exams should not be made by graduate students who do not even come to class and hear what we are
learning in class. Also, we should be able to know the answers to the questions in the back of each chapter, for
without the answers we are unsure if we are understanding the material correctly. Also, there should be no
reason we shouldn't get to see our old exams and what we got wrong. How can we learn from our mistakes and
make corrections if we cant see what we got wrong. Also, there should be no reason why we cant go back during
the exam and go over questions that we already answered. From little on we have been taught that if we don't
know a question, we should skip it and go back to it later. The way these exams were set up, we were unable to
The instructor should be able to reinforce the material contain on the textbook during the class.
The professor's book was full of contextual and grammatical errors; and the professor seemed happy to use this
class as test subjects for the material included in it. Therefore, a more completely edited and peer reviewed
book could be substituted for the course to be more effective. If the lectures built upon the book material rather
than reciting it verbatim would be helpful. The professor powerpoints were directly from the book and were
read word for word to the class.
Text Response
Just don't rush the power point lectures
The instructor should be supportive in answering student questions, instead of making students feel stupid when
they do ask questions. When instructors do this, no one wants to ask questions and it inhibits the quality of
learning. The instructor also has an accent and talks to fast and this combination leads to me having no idea
what he said pretty much the whole semester. Going to lecture was no value to me, I pretty much had to teach
myself and therefore feel like this could be taught as an online course.
The exams for this class were terrible. The instructor didn't write the exams himself, so he couldn't tell us what
type of questions would be on the exam, or even how many questions were even on the exam. Not to mention,
having 100 question long true/false exams is a terrible way to assess knowledge. It doesn't help that the
"adjusted" grading scale still just wasn't adjusted enough to be fair for students. Additionally I found the
instructor un-approachable when I had questions or problems. He would not provide class averages when asked,
would not be able to answer any questions about the content or nature of exams when asked, and most
egregiously, would not allow us to see completed exam questions, so it was impossible to tell what questions
you got wrong or truly learn anything. I feel that I was cheated when I took this class. I was expecting to learn
and be taken seriously-instead I feel that I have learned nothing and all my questions and concerned fell on
there were multiple comments an the way the exams were set up . I believe it would help if the sudents could
view the questions they got wrong. It might be helpful to go over in class the correct information on the top 10
questions that were wrong.
The exams were unfair.
The testing portion of this class needs to be adjusted. Current there are three exams and a final, and each is a 60-
100 point T or F online exam. The exam allows no options to go back and recheck work-something that is usually
encouraged on every other test, but not this one. This adds a additional level of difficulty to the tests, one that
seems to be unnecessary. The questions can be oddly phrased and need to be proof read again for clarity-not all
questions are clear or easy to understand due to formatting.
I did not like the way the professor taught the class it was all just read the book and you will be fine I needed
more guidance of what to focus on and the book is extremely hard to follow there where many spelling
mistaking and general diagram concept mistakes in it also!!!

If students report that their questions on their exams were not grammatically correct then the professor needs
to address this problem and give the points back or adjust it/handle it appropriately. The instructor should be
present during exams so when problems like this arise he is there to address them. When its a true false exam
and only half the statement is showing, its not a fair assessment.
The book needs to be better corrected. Also there are questions at the end of each chapter with no correct
answers to be found. When you would ask the professor what the correct answer was, he would simply say it's
in the book. Well the book is poorly edited and that therefore means it isn't very accurate and useful to the
students.
Overall a little disappointing to be taking such an important class and not be given the appropriate resources to
There were a lot of errors in the textbook. Some images were mislabeled and some of the text was just plain
wrong. The book was also extremely repetitive which could be seen as either a positive in that it emphasizes the
important points or as negative in that it is redundant. It also would have been nice to see the answers to the
end of the chapter problems.
The instructor is very passionate in the subject that he probably is not aware that he accelerates his manner of
speaking when he gets excited. Maybe being aware of this tendency can help him slow down a bit.
Also, his lecture on complement was very clear and was probably one of the best presented lectures that I have
had the pleasure to participate in. If this format of lecture presentation were applied to all topics, it would be to
the advantage for both the instructor and the students.
The instructor, Professor Anthony Azenabor, did not do a good job teaching this course. The material for this
course is very important and the way he set up the course made it impossible to do well in this course. Again, we
should be able to see old exams after we have taken them and see what we have gotten wrong. How can we do
better on the cumulative final if we don't know what material we need to focus on or didn't understand in the
previous exams. Also an entire exam of 100 questions, just true or false does not test our ability to understand
the material. Even if you guess on all of them you have a chance of getting a 50%. Professor Azenabaor did not
write his exams which again is unacceptable. How can we be tested on material that the people who are writing
the exams are not even in the class to hear what we are being taught. The exam format of not being able to go
back and go over previous questions is wrong as well. Again, this does not test our ability to understand the
material but rather requires of us to produce a quick and at times a complete guess for an answer. Overall,
Professor Azenabor, did not teach this course in a matter that was fair to his students and his exams do not test
The instructor should allow students to know more information about their answers for their assessments in
order to prepare them shelves better for the class and understanding of the material better.
The true and false format for testing is a poor and detached method of determining knowledge. The ability to
see tests after they were taken would be of benefit for the student to see what was done wrong and not make
the same mistakes in the future.

Spring 2016
Azenabor 301-202
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 301-202 15.0 3.93 0.937 0.0 4.6 6.1 2.9 1.3 0.1
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
Spring 2016 600.7 4.16 0.917 3.3 266.0 203.0 101.7 19.3 10.7
COURSE ORGANIZATION
Azenabor 301-202 15.0 4.18 0.780 0.0 5.7 6.7 2.3 0.3 0.0
Spring 2016 599.0 3.99 1.087 5.0 234.3 207.3 93.0 45.0 19.3
COURSE CONTENT
Azenabor 301-202 15.0 3.80 1.083 0.0 4.3 6.0 2.3 2.0 0.3
Spring 2016 599.0 3.81 1.220 5.0 223.5 147.0 151.5 44.5 32.5
INSTRUCTOR ATTITUDE
Azenabor 301-202 15.0 3.73 1.030 0.0 4.0 5.0 4.0 2.0 0.0
Spring 2016 587.5 3.97 1.105 16.5 240.5 159.0 135.5 32.0 20.5
COMMAND OF MATERIAL
Azenabor 301-202 15.0 4.03 0.935 0.0 5.5 5.5 3.0 1.0 0.0
Spring 2016 587.0 3.94 1.155 17.0 230.0 177.0 124.5 24.0 31.5
AVAILABILITY
Azenabor 301-202 15.0 4.07 0.790 0.0 4.5 7.5 2.5 0.5 0.0
Spring 2016 586.0 3.97 1.120 18.0 236.0 179.0 112.0 37.0 22.0
LEARNING OUTCOMES
Azenabor 301-202 15.0 3.87 0.830 0.0 4.0 5.0 6.0 0.0 0.0
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 301-202 15.0 3.93 0.937 0.0 4.6 6.1 2.9 1.3 0.1

Azenabor 301-202
Spring 2016
Text Response
I found it valuable when Dr Azenabor gave verbal lecture with the power points.
Powerpoint
I liked how the exams and quizzes were asked in a real situation scenario.
Text Response
The course description said what we would learn would be more of an introductory/basic level and what we
were taught was around that. It was appropriate for what was expected. However, what we were then
tested/quizzed on was far harder than what we had learned.
Powerpoint slides presented really don't reflect what content was on the test or quizzes. Quizzes and tests
were very difficult, more so for a medical student rather than a pathology class.
More verbal lecture with the power point would strengthen the course.
N/a
'-
your evaluation.
Text Response
What originally was an unreasonable time allowed to take quizzes (12 hours max on only 1 specific day),
instructor then allowed more time to adjust for an online student's schedule.
n/a
'-

Spring 2016
Azenabor 201-291
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 201-291 11.0 3.52 1.324 0.0 2.9 3.7 2.1 0.9 1.4
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
Spring 2016 600.7 4.16 0.917 3.3 266.0 203.0 101.7 19.3 10.7
COURSE ORGANIZATION
Azenabor 201-291 11.0 3.85 1.067 0.0 3.3 4.3 2.0 1.0 0.3
Spring 2016 599.0 3.99 1.087 5.0 234.3 207.3 93.0 45.0 19.3
COURSE CONTENT
Azenabor 201-291 11.0 3.52 1.360 0.0 2.3 5.3 0.7 1.0 1.7
Spring 2016 599.0 3.81 1.220 5.0 223.5 147.0 151.5 44.5 32.5
INSTRUCTOR ATTITUDE
Azenabor 201-291 11.0 3.23 1.405 0.0 2.5 2.0 4.0 0.5 2.0
Spring 2016 587.5 3.97 1.105 16.5 240.5 159.0 135.5 32.0 20.5
COMMAND OF MATERIAL
Azenabor 201-291 11.0 3.27 1.380 0.0 2.5 2.5 3.0 1.5 1.5
Spring 2016 587.0 3.94 1.155 17.0 230.0 177.0 124.5 24.0 31.5
AVAILABILITY
Azenabor 201-291 11.0 3.73 1.255 0.0 3.5 3.5 2.5 0.5 1.0
Spring 2016 586.0 3.97 1.120 18.0 236.0 179.0 112.0 37.0 22.0
LEARNING OUTCOMES
Azenabor 201-291 11.0 3.55 1.510 0.0 4.0 3.0 0.0 3.0 1.0
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 201-291 11.0 3.52 1.324 0.0 2.9 3.7 2.1 0.9 1.4

Azenabor 201-291
Spring 2016
Text Response
All information was invaluable.
I'm not even sure because the class was very low maintenance, but it could be of value to those who have the
time and interest to sit and read the material for hours.
I like that the quizzes were optional.
Text Response
Maybe an online course that spoke through lectures that I could actually take useful notes.
news postings
The instructor was not involved at all. Not once did I receive an email or any discussion from this instructor. You
are supposed to read the PowerPoint, fill out the study guide, and take only a midterm and final. I have had it
done since the second day and the midterm wasn't even all in the power points or clear!
The overall grade should be based on way more than just two main things; a midterm and final, the instructor
should be more involved even if it is an online course there was never any sort of notifications or reminders
about any assignments or upcoming material to study, etc.There could also be a lot to benefit from if they chose
to actually be more involved and hands on with the online class. It was too easy to forget about and harder to
maintain than any of my other classes.
I think that maybe not every quiz should be optional just to make sure students are actually learning the
material.
Have more activities such as discussion topics to help with learning or having additional assignments instead of
having just a midterm and final
your evaluation.
Text Response
Not tell us to consult Google for any questions we have. Respectfully answer student's emails. Have the right
dates and times on BOTH D2L and the syllabus. Office hours? Seemed as if I didn't have an instructor. Why would
I be paying for someone who treated me poorly the first time I had ever talked with him over his own conflicting
midterm dates?
Actually teach!
Make sure for the midterm and final the words are not cut off from the exam because that could result in
students getting a lower grade due to having to guess the end of the question.

Spring 2016
Azenabor 304-202
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 304-202 23.6 3.81 1.157 0.4 8.9 6.4 3.8 4.1 0.4
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
Spring 2016 600.7 4.16 0.917 3.3 266.0 203.0 101.7 19.3 10.7
COURSE ORGANIZATION
Azenabor 304-202 24.0 4.08 1.073 0.0 11.7 6.3 2.7 3.0 0.3
Spring 2016 599.0 3.99 1.087 5.0 234.3 207.3 93.0 45.0 19.3
COURSE CONTENT
Azenabor 304-202 24.0 3.76 1.213 0.0 8.3 8.0 1.7 5.7 0.3
Spring 2016 599.0 3.81 1.220 5.0 223.5 147.0 151.5 44.5 32.5
INSTRUCTOR ATTITUDE
Azenabor 304-202 24.0 3.48 1.160 0.0 6.5 4.5 7.0 6.0 0.0
Spring 2016 587.5 3.97 1.105 16.5 240.5 159.0 135.5 32.0 20.5
COMMAND OF MATERIAL
Azenabor 304-202 23.0 3.98 1.160 1.0 10.5 5.5 3.0 4.0 0.0
Spring 2016 587.0 3.94 1.155 17.0 230.0 177.0 124.5 24.0 31.5
AVAILABILITY
Azenabor 304-202 23.0 3.74 1.095 1.0 7.0 6.5 6.5 2.5 0.5
Spring 2016 586.0 3.97 1.120 18.0 236.0 179.0 112.0 37.0 22.0
LEARNING OUTCOMES
Azenabor 304-202 23.0 3.87 1.140 1.0 8.0 8.0 4.0 2.0 1.0
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 304-202 23.6 3.81 1.157 0.4 8.9 6.4 3.8 4.1 0.4

Azenabor 304-202
Spring 2016
Text Response
The content on D2L was helpful when trying to take quizzes!
The course was insightful in introducing us to medical terms, I suppose. As well as introducing pathological
concepts.
The real case sceniros
Some of the videos were kind of helpful
Access to study materials on d2l since it's most helpful when needed.
Everything was pretty easy to follow
PPT
Text Response
Maybe have the instructor be more interactive with the students, but it's an online class so that's hard otherwise
I'm not sure!
The course material needs to be narrowed to make the workload more manageable for a 1 credit course.
Professor Azenabor also should at least make some attempt beyond posting slides and quizzing us on the
material to help us understand it.
The powerpoints were lacking in important content. I found myself relying heavily on internet resources. I
would suggest having an audio accompany the powerpoint lectures, rather that listing important words. There
should have been many other resources to adequately answer quiz and exam questions. There needs to be
more emphasis on clinical signs and symptoms in order to diagnose because that is how we were assessed in
quizzes and exams.
the powerpoints are extream no one can learn it all within one week before the quiz
I make this a 3 credit class due to the amount of information there is to learn. The power points are not possible
to read in a week since they are 160 slides long. Quiz questions are no where to be found on the notes.
Extend period quizzes are open.

I did not like how everything was open and due on the weekends. I work every weekend;therefore, it was
difficult to work and do the assignments at the same time.
n/a
your evaluation.
Text Response
The instructor did the best he could with it being and online class. This class in general is just hard and a lot of
information.

Professor Azenabor (respectfully) seemed like he had nothing to do with this course besides opening the D2L site
and letting it ride. There were barely any points of contact between him and the students, as he told us to direct
all questions to his "TA who, (again, respectfully) did not seem he had anything to do with the course at
all. Any comments to this TA were met with "you will have to contact the professor". This was not helpful in
trying to understand and exceed in the coursework.
Additionally, I feel the course material load assigned was outrageous for the time period they were open (one
week). Wholly, I felt the material was much too broad for a 1 credit course. The quizzes were extremely difficult,
presenting case studies that seemed incredibly high level for undergrad students who are not immediately
specializing in pathology. I believe the course needs to be steered more toward a survey level where each of the
areas are only touched upon, to give general insight into them.
none
More involvement with instructor and opening a quiz for a longer period of time rather than two days.
I would like for the assignments/exams to be due Sunday night or during the week.
n/a

Spring 2016
Azenabor 305-202
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 305-202 20.0 3.80 1.035 0.0 6.1 6.8 4.2 2.8 0.1
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
Spring 2016 600.7 4.16 0.917 3.3 266.0 203.0 101.7 19.3 10.7
COURSE ORGANIZATION
Azenabor 305-202 20.0 3.98 0.897 0.0 6.3 8.7 3.3 1.7 0.0
Spring 2016 599.0 3.99 1.087 5.0 234.3 207.3 93.0 45.0 19.3
COURSE CONTENT
Azenabor 305-202 20.0 3.75 1.163 0.0 6.0 7.7 2.0 4.0 0.3
Spring 2016 599.0 3.81 1.220 5.0 223.5 147.0 151.5 44.5 32.5
INSTRUCTOR ATTITUDE
Azenabor 305-202 20.0 3.50 1.025 0.0 4.5 4.0 8.5 3.0 0.0
Spring 2016 587.5 3.97 1.105 16.5 240.5 159.0 135.5 32.0 20.5
COMMAND OF MATERIAL
Azenabor 305-202 20.0 3.93 1.005 0.0 7.0 6.5 4.5 2.0 0.0
Spring 2016 587.0 3.94 1.155 17.0 230.0 177.0 124.5 24.0 31.5
AVAILABILITY
Azenabor 305-202 20.0 3.78 0.980 0.0 5.5 6.5 6.0 2.0 0.0
Spring 2016 586.0 3.97 1.120 18.0 236.0 179.0 112.0 37.0 22.0
LEARNING OUTCOMES
Azenabor 305-202 20.0 3.95 1.100 0.0 8.0 6.0 3.0 3.0 0.0
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 305-202 20.0 3.80 1.035 0.0 6.1 6.8 4.2 2.8 0.1

Azenabor 305-202
Spring 2016
Text Response
The information on D2L was beneficial to his course!
The only thing valuable was the fact that we had three tries to attempt the quiz, which is the only positive thing
about the course. When I searched for other resources to help me understand the material more, it was too
broad. The questions were unreasonably difficult. Even the slide notes under content in d2l were useless. I
couldn't and didn't understand anything you wrote. They were just big words. They didn't help me take the quiz,
even when I tried using Google to help me understand the material, it didn't help me take the quiz. The quizzes
are hard. The materials does not help you take the quiz. Although the number of questions were reasonable they
were hard to answer because I couldn't find anything online and the notes DID NOT HELP me take the quiz! The
quizzes are what matters and nothing you have on d2l helps us students take the quiz.
Self paced was most valuable since it's an online course.
Powerpoints
PPT
Everything was in the readings and fair
Text Response
The instructor wasn't really involved unless he had to be so maybe change that, but it's hard since it's an online
class!
The notes and slides should actually have useful information to help us take the quizzes. We can't find anything
on it on google for additional help, the notes on d2l does not help me take the quiz. It's just full of big words and
it's not even in a certain order of anything. Horrible organization outlined. Things that could be changed are the
days and times the quizzes are opened. The information of the slides on d2l to actually help us students to
answer the questions. i honestly don't like the layout of this course. I don't like the timing, it's not flexible. I don't
like the materials because I did not understand it to help me take the quizzes because I felt they were unrelated.
Maybe I don't know how to use d2l, but the level of difficulty of the quizzes were unreasonable because the
slides and notes did help me take the quizzes.
Give more time for quizzes. Meaning, instead of closing quizzes at 11 AM perhaps 11:59PM would be very
helpful because I'm sure there are other students who have to work and have other classes too.
Audio Change
n/a
I work every weekend;therefore, it would have been nice if the assignments/exams were open during the
week/or until Sunday night
your evaluation.
Text Response
I thought the professor was very understanding because I missed a quiz and he allowed me to retake it which I'm
forever grateful for! Keep up the good work! Thanks again!
There was way too much material crammed into each week. It was virtually impossible to get through the
content and have time to study it before the quizzes.

The length that the quizzes are open should be longer. Some students like me actually work on the weekends.
The fact that it is opened on the weekend and closed on Sunday at 11:30 am, is not convenient at all because I'm
at work. It's inconvenient and not flexible, given that it is an online course. I don't like the fact that the last quiz
and the final overlap each other at one point. I don't know the reason as to why, because I do not see the
benefit of that. I don't like the fact that the quizzes has nothing to do with the course materials. After reading
the notes, I should be able to take the quizzes with little to no difficulty. But to me the notes did not help
whatsoever. I used google for additional help but according to how the quizzes are set up, I could not answer a
question without 15 to 20 minutes of research. And that is per question. It is ridiculous that it takes that long to
answer a single question because I felt that the notes and slides under d2l DOES NOT HELP US ANSWER OR DO
THE QUIZZES! I don't like the fact that the professor assumes things. This course was poorly arranged and
organized. I took previous BMS courses because we need 301 through 305, and they allowed us to work at our
own pace, although they had more questions it didn't take me 15 to 20 minutes to answer. The professor
opened all the quizzes and allowed us to work at our own pace. The course materials were poorly chosen and
arranged. I hope to see more effort put into it, information wise.
Basically just the time for quizzes and finals. I find it unreasonable for quizzes to be closed at 11:00AM. If
anything quizzes should be opened until 11:59PM.
N/A
n/a
I know we get three hours for the 100 questions on the final exam but I almost run put of time every time I take
the final. There was only one chance at it too and I wish there were at least two. I also did not like that we
couldnt go back to previous pages. I like to skip the questions I don't know right away and come back to them. I
couldn't do that so it made me take longer trying to find the answer in notes and PowerPoint slides and I was
rushed at the end and I had to start making educated guesses.

Spring 2016
Azenabor 531-201
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 531-201 7.0 2.12 1.046 0.0 0.1 1.1 1.5 1.3 3.1
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
Spring 2016 600.7 4.16 0.917 3.3 266.0 203.0 101.7 19.3 10.7
COURSE ORGANIZATION
Azenabor 531-201 7.0 2.71 1.120 0.0 0.3 2.3 1.7 0.3 2.3
Spring 2016 599.0 3.99 1.087 5.0 234.3 207.3 93.0 45.0 19.3
COURSE CONTENT
Azenabor 531-201 7.0 2.10 1.140 0.0 0.0 0.7 2.3 1.0 3.0
Spring 2016 599.0 3.81 1.220 5.0 223.5 147.0 151.5 44.5 32.5
INSTRUCTOR ATTITUDE
Azenabor 531-201 7.0 1.57 1.020 0.0 0.0 0.5 1.0 0.5 5.0
Spring 2016 587.5 3.97 1.105 16.5 240.5 159.0 135.5 32.0 20.5
COMMAND OF MATERIAL
Azenabor 531-201 7.0 1.93 1.110 0.0 0.0 1.0 0.5 2.5 3.0
Spring 2016 587.0 3.94 1.155 17.0 230.0 177.0 124.5 24.0 31.5
AVAILABILITY
Azenabor 531-201 7.0 2.14 1.200 0.0 0.0 1.0 2.0 1.0 3.0
Spring 2016 586.0 3.97 1.120 18.0 236.0 179.0 112.0 37.0 22.0
LEARNING OUTCOMES
Azenabor 531-201 7.0 1.71 0.760 0.0 0.0 0.0 1.0 3.0 3.0
Spring 2016 594.2 3.97 1.097 9.8 237.0 182.4 116.8 35.7 22.3
Overall Averages
Azenabor 531-201 7.0 2.12 1.046 0.0 0.1 1.1 1.5 1.3 3.1

Azenabor 531-201
Spring 2016
Text Response
None
None. I've learned more watching PBS
I did not feel this class was organized in a manner that allowed for anyone to actually learn the material. Exams
were only available one day a week and initially only for a 1 hour time window. as an online class there needs to
be some flexibility and I believe it was only after the entire class contacted the instructor in complaint of this was
it changed. Nor was the material we were tested on actually useful to us. I don't feel i left the class actually
having learned anything as the exams were clearly meant more to "trick" us rather than test us. A lot of the
questions were worded in a way that changed a single word to make it a false statement, such as adding a single
word, or changing an incubation period by only a few hours to make the answer false. This doesn't actually test
what we know and I don't feel it's fair. There were also plenty of instances where a question is simply "the virus
is double stranded" when the quiz is on multiple viruses, so how am I supposed to answer a question I don't
know what virus it is asking about? I just feel the instructor was not prepared, and did not ask us fair questions
and when we went to the instructor to talk about these issues he would not respond to our concerns
The items covered would have been been beneficial to learn about from someone with better command of the
material.
Text Response
Dr. Azenabor should actually read his power points that he posts (since they aren't actually his own material or
work I'm assuming he doesn't even know the content of what they contain). So many times I would study the
power points and then go to take the exams and the questions would all of the sudden ask things that were not
even close to being covered in the power points. There were links within the power points that didn't even go to
related sites. After the exam I would look up questions that I had by referring back to his power points and still
none of the information could be found.
I have no problem with being in a self taught class, but there should be some sort of book or more useful power
points presented to us. And just as a "heads-up" it was very unprofessional to me to put in the syllabus to use
google as another source. How about a book or something substantial rather than just naming a search engine to
use!
New instructor
It should be expected that the professor prepares their own slideshows, instead of stealing them from previous
student presentations. The fact that they are stolen is indicated by the wild range of writing styles,
professionalism, and spelling/grammar errors between each presentation. Adding insult to injury, the names of
the students who created these slideshows were removed from the title slides.
I was disappointed in this course due to the majority of it being past student power point presentations. And
again with this instructor, having all of the exam/quiz questions being true/false is not an effective teaching
style. Plus several of the questions in the exam/quizzes were not actual questions, but simply statements
without nouns. Or the questions that were true/false had fill in the blank answer boxes, take the time to double
check what is being posted to d2l.
This instructor was not prepared, powerpoints were fine but quizzes did not feel as if they were meant to
actually test what we should know and I don't feel it was a fair way to teach or be tested on the information

Remove the power point presentations that were obviously created by students of at most a bachelor level
education. All of the content was inconsistent in the manner in which it was presented. The quizzes were
especially atrocious, as there were numerous spelling and grammatical errors making the True/False format
completely impossible to answer. Pronouns cannot be used in a true/false question and referencing previous
questions on a random access quiz makes it impossible to understand what is being asked.
your evaluation.
Text Response
I have nothing positive to say about this course. Dr. Azenabor frankly is lazy. He uses previous student's power
points to "teach" the class (if you even want to call it teaching). It was incredibly disturbing to me that a person
who calls them self a professor would plagiarize their own student's work. (If you go to the properties after you
download his power points from this course, you can still see the original student's names on them.) We are
taught our entire college careers to make sure to give credit where credit is due and that plagiarizing material
could get you on academic discipline terms so to see a professor doing it so willingly makes me question any of
the material I have learned from him.
I've had Dr. Azenabor for previous classes where we have had to submit our power points to him, and now I
really feel uncomfortable with having to do that because what if my hard work and material is now going to be
used under the false pretense that it is his? Just because he doesn't want to put in the work or the time to
develop decent power points under his own name doesn't mean that the rest of us should have our material
stolen or be forced to learn from material that is not cohesive with the questions he is asking on his exams.
My constructive criticism would be to get someone else teaching the course who actually cares and isn't
plagiarizing. Plain and simple.
He is rude
The assessments for this course consisted entirely of hastily written true-or-false questions. This lazy format is
not befitting for a university environment at all. Even worse, students had no way of seeing the answers for
completed quizzes to know what they had gotten wrong, in order to know which material they needed to
review.
I don't think that true false questions are a sufficient way to test someone's knowledge of a topic, especially
when that is the only method used
Tests that are more than true and false would more accurately test our knowledge. The tests were all true or
false, 60-100 questions, I felt as if it was more a race against the clock than actually testing my knowledge. On
the cumulative exam there wasn't enough time to even read every question and be able to answer it, so for the
last 20 questions or so I had to quickly select true or false without even reading the question. This isn't fair, I was
not tested on my knowledge I was tested on how fast I could complete a 120 question exam. The time quizzes
are open should have been organized better as well. After complaint the instructor changed this but I still don't
feel as if an online class should have a set "class time" as stated in the syllabus. Being an online class, everyone's
schedules are different this doesn't work for everyone and if the instructor feels that it's important that it should
be an in person class and not online. I don't feel i learned anything from this class at all and I'm very disappointed
in the instructor

Take this job seriously and care about what you are teaching and who you are teaching it to. Having tenure is no
excuse for becoming indifferent to your students. When a student emails you with a legitimate question, have
the decency to respond in a professional and courteous manner. Do not utilize power point presentations from
previous students, and if you do, have the courtesy to credit them and correct any errors in their work. Re-
evaluate the questions on the quizzes and possibly have a third party go through and correct grammatical and
spelling errors to make the questions clear and concise, this is especially important in a True/False format. In
addition have a third party professional take the quiz and evaluate it. Self-improvement is a key to growing a
body of knowledge. People that teach should love teaching and want to grow the knowledge of their students,
not try to demean and put them in their place. If you cannot or will not improve yourself, your lectures or your
attitude, you have no place in the educational system and please, kindly remove yourself from your position.

BMS Fall 2016 course evals
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
Course objectives were clearly BMS Fall 2016 637 4.25 0.940 0 307 243 39 34 14
outlined to the class. 301-202 21 3.43 1.140 0 2 11 5 0 3
A course syllabus was provided and BMS Fall 2016 637 4.39 0.790 0 337 244 31 19 6
reasonably adhered to in terms of 301-202 21 3.67 0.890 0 3 11 4 3 0
material.
Class time was utilized in an BMS Fall 2016 637 4.04 1.130 0 292 183 85 51 26
organized and effective manner. 301-202 21 3.05 1.210 0 3 4 8 3 3
COURSE CONTENT
Course content adequately reflected BMS Fall 2016 cour 637 4.18 1.010 0 301 219 66 31 20
course objectives. 301-202 21 3.00 1.310 0 4 3 6 5 3
Material was presented at an BMS Fall 2016 cour 637 3.96 1.180 0 254 233 60 48 42
appropriate difficulty level. 301-202 21 2.57 1.620 0 4 4 1 3 9
The material presented enabled me BMS Fall 2016 cour 637 3.95 1.200 0 260 222 58 54 43
to understand and utilize important 301-202 21 2.52 1.500 0 2 6 2 2 9
PERFORMANCE
The grading system was clearly BMS Fall 2016 cour 637 4.22 0.960 0 303 228 65 25 16
explained. 301-202 21 3.48 1.260 0 4 9 4 1 3
Assessments and assignments were BMS Fall 2016 cour 637 3.98 1.180 0 273 212 54 63 35
fair and reflected course content. 301-202 21 2.62 1.460 0 4 2 3 6 6
INSTRUCTOR ATTITUDE
Instructor exhibited openness to BMS Fall 2016 cour 637 4.11 1.140 0 314 186 67 36 34
student ideas and questions. 301-202 21 2.90 1.310 0 3 4 6 4 4
Instructor inspired me to put forth my BMS Fall 2016 cour 637 3.92 1.230 0 274 175 91 55 42
best effort. 301-202 21 2.52 1.330 0 1 5 6 1 8
COMMAND OF MATERIAL
The instructor demonstrated a BMS Fall 2016 cour 636 4.21 1.000 0 318 197 73 31 17
thorough command of the subject 301-202 21 3.10 1.230 0 2 7 7 1 4
matter.
The instructor demonstrated an BMS Fall 2016 cour 636 4.29 0.920 0 329 206 67 22 12
ability to relate course material to 301-202 21 3.57 0.950 0 3 9 7 1 1
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

The instructor provided a learning BMS Fall 2016 cour 636 4.02 1.150 0 285 194 74 53 30
environment that facilitated my 301-202 21 2.71 1.160 0 0 7 6 3 5
Instructor perceived students' ability BMS Fall 2016 cour 636 3.85 1.190 0 242 193 102 64 35
and adjusted content/pace 301-202 21 2.38 1.210 0 1 3 6 4 7
accordingly.
AVAILABILITY
Instructor provided students with BMS Fall 2016 cour 637 4.13 1.040 0 291 212 82 28 24
appropriate methods of contact to 301-202 21 2.71 1.420 0 1 8 4 0 8
Instructor responded to student BMS Fall 2016 cour 636 4.13 1.020 0 288 205 99 23 21
contact in an appropriate and timely 301-202 21 3.19 1.100 0 1 9 7 1 3
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
I learned a great deal about the BMS Fall 2016 cour 636 4.05 1.120 1 274 228 54 50 30
topics addressed in this course. 301-202 21 2.81 1.260 0 1 8 2 6 4
BMS Fall 2016 cour 636.6 4.10 1.07 0.1 272.8 196.9 66.6 38.4 25.6
Overall Averages
301-202 21.0 2.95 1.256 0.0 22.0 20.2 6.5 3.7 4.9
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2016 cour 637.0 4.23 0.953 0.0 312.0 223.3 51.7 34.7 15.3
COURSE ORGANIZATION
301-202 21.0 3.38 1.080 0.0 2.7 8.7 5.7 2.0 2.0
BMS Fall 2016 cour 637.0 4.03 1.130 0.0 271.7 224.7 61.3 44.3 35.0
COURSE CONTENT
301-202 21.0 2.70 1.477 0.0 3.3 4.3 3.0 3.3 7.0
EVALUATION OF STUDENT BMS Fall 2016 cour 637.0 4.10 1.070 0.0 288.0 220.0 59.5 44.0 25.5
PERFORMANCE 301-202 21.0 3.05 1.360 0.0 4.0 5.5 3.5 3.5 4.5
BMS Fall 2016 cour 637.0 4.02 1.185 0.0 294.0 180.5 79.0 45.5 38.0
INSTRUCTOR ATTITUDE
301-202 21.0 2.71 1.320 0.0 2.0 4.5 6.0 2.5 6.0
BMS Fall 2016 cour 636.0 4.25 0.960 0.0 323.5 201.5 70.0 26.5 14.5
COMMAND OF MATERIAL
301-202 21.0 3.34 1.090 0.0 2.5 8.0 7.0 1.0 2.5
ABILITY TO CONVEY BMS Fall 2016 cour 636.0 3.94 1.170 0.0 263.5 193.5 88.0 58.5 32.5
KNOWLEDGE/EXPERTISE 301-202 21.0 2.55 1.185 0.0 0.5 5.0 6.0 3.5 6.0
BMS Fall 2016 cour 636.5 4.13 1.030 0.0 289.5 208.5 90.5 25.5 22.5
AVAILABILITY
301-202 21.0 2.95 1.260 0.0 1.0 8.5 5.5 0.5 5.5
BMS Fall 2016 cour 636.0 4.05 1.120 1.0 274.0 228.0 54.0 50.0 30.0
LEARNING OUTCOMES
301-202 21.0 2.81 1.260 0.0 1.0 8.0 2.0 6.0 4.0
BMS Fall 2016 cour 636.6 4.10 1.071 0.1 272.8 196.9 66.6 38.4 25.6
Overall Averages
301-202 21.0 2.95 1.256 0.0 22.0 20.2 6.5 3.7 4.9

What aspects of the teaching or content of this course do you feel were especially valuable?
nothing
I have very little good to say about this class.
the textbook
I like the content of the course.
next to none, unless you plan on being an ER doctor next semester
What changes could be made to strengthen the teaching or the content of this course
The professor/TA needs to be more involved.
Provide better power points. The audio did not really help if you are only reading what is listed on the slide. That
doesn't explain the materials. Also, provide answers to the questions you provide, we won't be able to know if
our answer is right or wrong.
have a instructor that's willing to answer emails and questions
Perhaps a different book. The book is just as confusing as his powerpoints
match the assignment nature to the content presented. difficulty level of the assignments does not match the
information given on the ppt slides
What other constructive comments would you like to make about the instructor
The instructor advised students to use the discussion section on D2L to ask questions, and told us not to email
him. Students questions in the discussion section went unanswered by the professor and the TA all semester.
Content presented on the quizzes and final were at a much higher difficulty than ever presented in the lectures
or the textbook. Often, concepts in the questions were not mentioned at all in the lecture or in the textbook.
Many students expressed concern on the discussion section on D2L about this, but never received a response
from the professor or the TA.
n/a
It was extremely difficult to contact my instructor and when I tried he referred me to the TA. This was okay, the
only problem was that the TA lacked communication skills. I have yet to receive answers for
some of my questions that I have emailed.
Provide more resources to use.

Quiz content mostly does NOT reflect the PowerPoints.

Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
explained. 302-202 29 3.83 0.870 0 6 14 8 0 1
INSTRUCTOR ATTITUDE
best effort. 302-202 29 2.93 1.310 0 4 7 6 7 5
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Fall 2016 cour 636.6 4.10 1.07 0.1 273.0 197.2 66.5 38.6 25.6
Overall Averages
302-202 29.0 3.27 1.195 0.0 23.7 24.2 8.3 4.1 4.4
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2016 cour 637.0 4.23 0.953 0.0 312.0 223.3 51.7 34.7 15.3
COURSE ORGANIZATION
302-202 29.0 3.72 0.980 0.0 5.3 15.7 4.3 2.0 1.7
BMS Fall 2016 cour 637.0 4.03 1.130 0.0 271.7 224.7 61.3 44.3 35.0
COURSE CONTENT
302-202 29.0 3.05 1.430 0.0 4.3 10.0 5.0 2.0 7.7
PERFORMANCE 302-202 29.0 3.45 1.130 0.0 5.0 12.5 5.5 2.5 3.5
BMS Fall 2016 cour 637.0 4.02 1.185 0.0 294.0 180.5 79.0 45.5 38.0
INSTRUCTOR ATTITUDE
302-202 29.0 2.93 1.255 0.0 3.5 7.0 7.0 7.0 4.5
BMS Fall 2016 cour 636.0 4.25 0.960 0.0 323.5 201.5 70.0 26.5 14.5
COMMAND OF MATERIAL
302-202 29.0 3.38 1.170 0.0 4.5 11.0 7.5 3.0 3.0
BMS Fall 2016 cour 636.5 4.13 1.030 0.0 289.5 208.5 90.5 25.5 22.5
AVAILABILITY
302-202 29.0 3.23 1.120 0.0 4.0 7.5 11.5 3.0 3.0
BMS Fall 2016 cour 636.0 4.05 1.120 1.0 274.0 228.0 54.0 50.0 30.0
LEARNING OUTCOMES
302-202 29.0 3.21 1.300 0.0 3.0 14.0 3.0 4.0 5.0
BMS Fall 2016 cour 636.6 4.10 1.071 0.1 273.0 197.2 66.5 38.6 25.6
Overall Averages
302-202 29.0 3.27 1.195 0.0 23.7 24.2 8.3 4.1 4.4

the content is very interesting and is relative to the real world
He gave us a powerpoint that had example questions that would help us know the answers.
Once I again I would not recommend this class to anyone.
The content was important and interesting to learn.
The power point slides had typos and had some repeats of slides throughout
We were expected to learn 200 slide power points in days. Do you honestly think we have enough time to
actually learn that material thoroughly? The syllabus also says to just Google anything we cannot find.
The quizzes and tests were very unrelated to the power points and objectives of the class. Most of the content in
the quizzes were no where to be found on the power points or additional information he provided. His teaching
style is a joke!
First I think the weekly quizzes was just a way to "test" what should be "learned" but the textbook and the
PowerPoints lacked useful information I had to look up everything. Furthermore there were/are many errors in
the test itself that make/made it difficult to understand what was being asked.

The syllabus was not clear if it stated that I had to write an essay, but I received an email from my professor after
writing the essay that I did not need to write it. That just doesn't make any sense. The syllabus was misleading
and am unhappy about it. Also questions on power points are not helpful, if there is no answer key to explain
which answer was correct, how would a student know that they are correctly answering the question. Especially
when the course is online, the professor was not helpful at all.
The content was tough, but we were given chances to improve on exams. Often there were questions on the
exams that were not discussed in the power point presentations
The volume of material is excessively intensive for a 1 credit course. The "exams" on the D2L platform were
frustrating due to inconsistency in grading schemes as well as test material (referring back to previous questions
that were on a seperate page and cannot be reviewed, for instance).
I have nothing to say

Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
explained. 303-202 30 3.87 0.960 0 7 16 4 2 1
INSTRUCTOR ATTITUDE
best effort. 303-202 30 2.77 1.410 0 4 6 8 3 9
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Fall 2016 cour 636.6 4.10 1.07 0.1 272.9 197.2 66.5 38.6 25.7
Overall Averages
303-202 30.0 3.14 1.265 0.0 23.6 24.1 7.9 4.4 5.7
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2016 cour 637.0 4.23 0.953 0.0 312.0 223.3 51.7 34.7 15.3
COURSE ORGANIZATION
303-202 30.0 3.55 1.153 0.0 5.7 13.7 5.0 3.0 2.7
BMS Fall 2016 cour 637.0 4.03 1.130 0.0 271.7 224.7 61.3 44.3 35.0
COURSE CONTENT
303-202 30.0 2.98 1.377 0.0 2.7 13.0 3.3 3.0 8.0
PERFORMANCE 303-202 30.0 3.40 1.175 0.0 5.5 13.0 3.0 5.0 3.5
BMS Fall 2016 cour 637.0 4.02 1.185 0.0 294.0 180.5 79.0 45.5 38.0
INSTRUCTOR ATTITUDE
303-202 30.0 2.77 1.370 0.0 3.5 6.5 8.0 3.5 8.5
BMS Fall 2016 cour 636.0 4.25 0.960 0.0 323.5 201.5 70.0 26.5 14.5
COMMAND OF MATERIAL
303-202 30.0 3.24 1.215 0.0 4.5 9.5 8.5 3.5 4.0
BMS Fall 2016 cour 636.5 4.13 1.030 0.0 289.5 208.5 90.5 25.5 22.5
AVAILABILITY
303-202 30.0 3.15 1.135 0.0 3.5 8.0 11.5 3.5 3.5
BMS Fall 2016 cour 636.0 4.05 1.120 1.0 274.0 228.0 54.0 50.0 30.0
LEARNING OUTCOMES
303-202 30.0 3.07 1.390 0.0 3.0 13.0 5.0 1.0 8.0
BMS Fall 2016 cour 636.6 4.10 1.071 0.1 272.9 197.2 66.5 38.6 25.7
Overall Averages
303-202 30.0 3.14 1.265 0.0 23.6 24.1 7.9 4.4 5.7

The information was interesting and useful.
Sadly, I feel like I have taken nothing away from this class. I couldn't tell you much of anything about pathology
after taking these courses: BMS 301, 302, 303
The instructor was easily approachable. She offers help even outside office and class hours. The material is
explained clearly.
It was flexible,
he gave us a syllabus and responded to emails in a timely manner
Change the power points, they are long for no reason and not helpful with the quizzes. The quizzes are very
detailed, and cannot be understood if clearly explained in slides and in the book. If anything, change the way the
quizzes are being tested. Each answer are correct in the case study of the question, but how would any one
know which one is the best answer.
The content was presented in a terrible unorganized way, and there should be a better system for this. Also,
many times the tech was an issue or there were errors such as spelling and alignment.
The content was way out of the scope of power points and book material. The book was a waste of money
because I barely used it due to course content difficulty.
The quizzes and tests were very unrelated to the power points and objectives of the class. Most of the content in
the quizzes were no where to be found on the power points or additional information he provided. His teaching
style is a joke!
For a one unit class there is too much work being demanded of students. Personally, I put more time into this
class than in all of my other 9 units this semester and I'm not doing as well in these course as in my other ones.
This should be either work more credit or take much less time to be successful in this cousre
Power points are too long.
the powerpoints can't be 200 slides long--> they NEED to be shortened, the points on quizzes could
be given out a little bit more fairly (not giving 5 points for one question and 1 point for another question
that is the same difficulty level), organize the material into chapters that are easy to follow with a
limited amount of content, reflect the powerpoints notes on the book or some other type of resource
that students can use.

It was an interesting course.
The instructor wasn't available via email or any way of communication. Only TA who wasn't always able to
answer the questions. The course content is at a higher level than what is in power points and book. For a one
credit course, I spent more hours on these BMS sequence courses than my 4 credit class. Way too difficult for a
one credit course.
The students are in no way able to fully understand and answer most of the questions in the quizzes. Google was
a great tool for finding the right answers but these are questions that are far from our knowledge range!!
The volume of material is excessively intensive for a 1 credit course. The "exams" on the D2L platform were
frustrating due to inconsistency in grading schemes as well as test material (referring back to previous questions
that were on a separate page and could not be reviewed, for instance). Professor Azenabor also apparently does
not feel he has time for questions about this course, as all questions were met with him directing us to the TA
(who is "in charge of that class"), and the TA would then direct us back to the professor.
none
this instructor was one of the first professors I've ever had. He was so rude and disrespectful towards the
students. When I emailed him about how to improve on my quizzes, he just belittled me and didn't offer very
good advice. There were multiple grammar and spelling errors that actually disrupted the content of the
question, thus I got it wrong. He was completely unorganized and totally unrealistic on his questions. Some of
these quiz questions took me 15-20 minutes to answer and I was told by others that these are questions that
doctors should know--not college students pursuing a degree in healthcare administration. This professor is not
qualified to teach this class at all.

Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
outlined to the class. Count 27 3.52 1.070 0 4 13 4 5 1
reasonably adhered to in terms of Count 27 3.89 0.740 0 4 18 3 2 0
material.
organized and effective manner. Count 27 3.22 1.030 0 3 8 9 6 1
COURSE CONTENT
course objectives. Count 27 3.52 1.030 0 4 12 6 4 1
appropriate difficulty level. Count 27 2.74 1.170 0 0 10 6 5 6
to understand and utilize important Count 27 2.63 1.280 0 2 7 3 9 6
PERFORMANCE
explained. Count 27 2.93 1.360 0 3 8 7 2 7
fair and reflected course content. Count 27 2.63 1.280 0 2 6 6 6 7
INSTRUCTOR ATTITUDE
student ideas and questions. Count 27 2.59 1.590 0 5 5 2 4 11
best effort. Count 27 2.52 1.370 0 3 5 3 8 8
COMMAND OF MATERIAL
thorough command of the subject Count 27 3.85 0.930 0 7 11 8 0 1
matter.
ability to relate course material to Count 27 3.56 1.170 0 7 8 6 5 1
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

environment that facilitated my Count 27 2.70 1.270 0 3 5 5 9 5
and adjusted content/pace Count 27 2.67 1.150 0 2 5 6 10 4
accordingly.
AVAILABILITY
appropriate methods of contact to Count 27 2.85 1.180 0 3 3 13 3 5
contact in an appropriate and timely Count 27 2.96 1.170 0 2 7 11 2 5
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
topics addressed in this course. Count 27 3.04 1.37 0 5 7 3 8 4
BMS Fall 2016 cour 636.6 4.10 1.07 0.1 272.9 197.1 66.6 38.7 25.5
Overall Averages
Count 27.0 3.05 1.186 0.0 3.5 8.1 5.9 5.2 4.3
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2016 cour 637.0 4.23 0.953 0.0 312.0 223.3 51.7 34.7 15.3
COURSE ORGANIZATION
Count 27.0 3.54 0.947 0.0 3.7 13.0 5.3 4.3 0.7
BMS Fall 2016 cour 637.0 4.03 1.130 0.0 271.7 224.7 61.3 44.3 35.0
COURSE CONTENT
Count 27.0 2.96 1.160 0.0 2.0 9.7 5.0 6.0 4.3
PERFORMANCE Count 27.0 2.78 1.320 0.0 2.5 7.0 6.5 4.0 7.0
BMS Fall 2016 cour 637.0 4.02 1.185 0.0 294.0 180.5 79.0 45.5 38.0
INSTRUCTOR ATTITUDE
Count 27.0 2.56 1.480 0.0 4.0 5.0 2.5 6.0 9.5
BMS Fall 2016 cour 636.0 4.25 0.960 0.0 323.5 201.5 70.0 26.5 14.5
COMMAND OF MATERIAL
Count 27.0 3.71 1.050 0.0 7.0 9.5 7.0 2.5 1.0
KNOWLEDGE/EXPERTISE Count 27.0 2.69 1.210 0.0 2.5 5.0 5.5 9.5 4.5
BMS Fall 2016 cour 636.5 4.13 1.030 0.0 289.5 208.5 90.5 25.5 22.5
AVAILABILITY
Count 27.0 2.91 1.175 0.0 2.5 5.0 12.0 2.5 5.0
BMS Fall 2016 cour 636.0 4.05 1.120 1.0 274.0 228.0 54.0 50.0 30.0
LEARNING OUTCOMES
Count 27.0 3.04 1.170 0.0 5.0 7.0 3.0 8.0 4.0
BMS Fall 2016 cour 636.6 4.10 1.071 0.1 272.9 197.1 66.6 38.7 25.5
Overall Averages
Count 27.0 3.05 1.186 0.0 3.5 8.1 5.9 5.2 4.3

He pushed people to ask questions, which cleared up some content.
-
Practice questions on D2l are very helpful.
I loved that the lecture followed along exactly with the book. It made it easy to go home and study what was
talked about in class.
The textbook was valuable as it can be referred back to when certain materials were not completely understood.
The fact that the text book was written by the professor was valuable. The text book was extremely repetitive
which ended up being a good thing to have the important points to be emphasized.
I like how the lectures followed the book because it made it easier to follow along in lecture when you could tell
what the main area of the topic was going to be for that day. Professor Azenabor is really passionate about the
material and you can tell he really wants his students to know the material also.
Dr. Azenabor's real world experience and subsequent examples were immensely valuable.
Instructor works in field. He is very knowledgeable.
The textbook is simple and easy to understand
Some of the concepts will be necessary to know for the board's exam.
The textbook was very valuable and the only thing that helped me
I felt that none of the aspects in this course were valuable. The instructor has an incredibly thick accent making
him almost impossible to understand. During lecture all I did was read from the textbook to get the same
information that he was presenting because I could not understand a single word all semester. His PowerPoint
presentations were nearly word for word from the text.
Having the practice exams was helpful
His book. The book is excellent. It goes into great detail, but does so in usually a nice simple explanation. The
book is the only reason I am learning anything in this class.
None. I honestly feel like I got nothing valuable out of this course that I could not already find online or through
my own research. Dr. Azenabor does not inspire, he does not seem truly interested in his students, and his ability
to just write off your questions is just disrespectful of the amount of money you pay to sit in the same room as
him. Many times I saw students attempt to ask him about something he said in his textbook but contradicted
either on the next page or in lecture, just to have him write it off as insignificant. Typically these contradictions
actually mattered come exam time, when he'd ask you to answer a true or false question about something but
you have evidence for both true or false in his own textbook.
I think the material is paramount for most health majors but the way its presented doesn't leave you with lasting
understanding, skimming through power points is kind of a bad use of lecture, I would have appreciated if maybe
d2l was used more in terms of review material or maybe posting some power points of the information
Sticking to the syllabus. Also the exams would not provide feedback to which answers were incorrect. So I have
no idea what I misunderstood for any of my exams.

He needs to slow down. I understand it is difficult to understand him with his accent, but he rushes through
topics and speaks at a breakneck pace, so much so that it is incredibly hard to hear/understand over half of what
he is saying at any given time. He should also be giving us students a digital copy of his PPT presentations so that
we have additional things to reference for study (not that it would really matter as his presentations are
LITERALLY word for word out of his book, like he copy/pasted it).
Professor has strong accent and he is hard to understand.
It was very difficult to understand what he was saying much of the time. He talks quietly and fast
I wish the lectures were recorded. Dr. Azenabor is VERY knowledgeable. He truly loves what he does and what
he's teaching. However, when he gets excited about something it becomes difficult to understand what he's
saying. I think if a microphone was used to amplify his voice in the lecture hall, and if there were recorded
lectures we could re-listen to that would be very helpful. It is required that we show up to class or we start to
loose letter grades so I don't think having access to lectures outside of class would cause students to not show
up. They'd loose points.
Homework or short quizzes would help.
Put less questions on exams otherwise give more time if the amount of questions for exams remain the same.
I did most of the learning for this course outside of the classroom. I did not feel that the lectures were helpful at
all. Very disorganized and hard to follow.
I really liked how we had practice questions to take before the test to get a better idea of what questions were
going to be on the test, but I thought it would have been more helpful to see what questions you got wrong
after you took the test. I think this would have helped because after taking the practice test, I didn't know which
ones I got wrong and therefore wasn't sure going into the real test what the right answer was for the questions I
was unsure of. I understand why the correct answers are not given, because then you would know the answers
to the questions on the test and in essence be getting free points, but the questions on the test could be
changed so that they would be different from the practice tests. I think getting feedback on the practice test
ultimately helps you learn and find out if you are thinking about something incorrectly. I think it also would be
beneficial to see the correct answers for the actual assessments also. Maybe the answers wouldn't be available
until after the exam period ended, so that everyone had already taken it, but sometime after the period ended
the answers could be available so we could see which ones we got wrong and learn from any mistakes that we
made. With out this, it is hard to know which ones we got wrong or right and therefore learn what is the correct
answer.
Sometimes Dr. Azenabor would go over the alloted time period, which made it inconvenient to get to my class
15 minutes after his. Ending class on time would be a small, yet welcome change.
The instructor needs to make sure that the powerpoints up. He goes through the slides way to fast for us to copy
down and to digest. The test are really unfair because all it is, is true and false. The questions do not even make
sense some of the time. It does not test our knowledge and there is not enough time to answer all of the
questions. Even going to class and reading the textbook does not prepare us for the exams because there are
questions that we cannot find the answers after taking the exam. He is also very hard to understand. The final
also should not be cumulative because there is way to many details that he wants us to know. I know that this
class is an upper level class, but he does not help us prepare for anything. There are many things that need to be
changed about this class. This is just some of this stuff that needs to be fixed,
Powerpoint presentations were not made available to students and were NOT the same material in textbook.
Instructor should use microphone to ensure students can hear and understand lectures. This class should have
an online only option. It was weird that lecture was "required", yet instructor would say all material discussed
was in the book when a question was asked.
1) Get a different text book. 2) Revise the tests because they are not well constructed / stop using D2L for tests.
3) Post the slides so the students can review them.

Post powerpoint slides to D2L. Have actual in-class exams.. this wasn't an online course so why were the exams
online? Also would have been a huge help if the instructor went over exam questions after the exams so
students knew which questions they got wrong.
I can't understand anything he's saying so it was very hard to focus and learn and understand what's going on
The book for the course (that the professor wrote) is so poorly written that it would take me nearly 2 hours to
read, take notes, and have an understanding of the material. There was even incorrrect information in the text
that I knew from previous courses. I would suggest to absolutely not use this text again. I would also recommend
a different professor as he is incredibly hard to understand making it impossible to pay any attention to him in
lecture.
More organized power points (less walls of text) bullet points maybe? Making powerpoints available to students
before/after lectures. Less true/false questions on exams, as they constitute 100% of the exams.
Offering other homework so your grade does not only consist of exams. Also, he talks very fast and sometimes
very quite. I have a hard time understanding him even if I'm near the front.
Unfortunately, I feel only a different professor could offer serious change.This goes beyond his teaching style but
to the way a course is taught from perspective I believe fundamentally Dr. Azenabor is in this for the wrong
reasons. He seems more interested in research and money than students. His textbook cost me 170 dollars. His
book. This just feels wrong. I have had plenty of teachers whom offer their material to their students at cost and
even in some cases charge, but never like this. I can't believe UWM, hell, even the BMS department allows their
professors (especially with tenure) to pimp out their prospective students like this. It wouldn't be half as bad if
the textbook was anything substantially different than his power points he uses in lecture (but refuses to upload
to D2L). For this reason it seems he won't upload them because they are essentially all his textbook as to offer.
Which is really the biggest insult. He uses powerpoints and wont upload them, instead he hides them behind a
paywall.
-Be more responsive to individual questions -When you ask a question you don't like to feel like its not important
make emailing an option to contact professor for this course
A couple of classes were cancelled which the class could have used, rather than speeding through the material.
The book definitely needs to be re-written. It is full of grammatical errors that make it hard to read. I spend more
time fixing the errors in my head, and trying to figure out wording than I do actually learning the material.
There's even a note in the beginning of the book that thanks the publishers for rushing him to finish. In no way,
shape, or form should that book cost more than $100.
Professor never checked student in the class.
The power point slides were just a chunk of text that came directly from the book. The book was not consistent
within itself, it had errors in grammar.
professor was very hard to understand. Way too much information that was not talked about in detail. Just read
off slides. Not enough real life explanations
A microphone would help to hear the instructor. He has a very deep voice.

My other comments are directed towards the type of questions asked on the assessments. I think some of the
questions on the practice assessments and actual assessments were worded in a way that was sometimes not
straightforward or clear and left me unsure of what the question was asking. Also, because the questions are
true/false, I thought that these for some questions, it was difficult to be completely true or be completely false.
Therefore, I ended up guessing and trying to interpret what you were implying in the question. I think for these
question they could have been worded differently to take away this confusion where the scenario could produce
a situation that is 100% true or 100% false, or if not that way, then keep the same scenario used in the question
but change the type of answers to Multiple choice for example or something else that takes away the need to
end up choosing between true or false when it is not 100% clear. This was only for a small fraction of the
questions, maybe about one tenth of them, but I just thought I would write this as a possible suggestion!
I liked this course and I look forward to working with Dr. Azenabor in the future.
The assessments were only open online for 24 hours starting and ending at 5pm. This seemed to be an odd cut
off time, considering students who work afternoons. He did not have weekly office hours listed in syllabus.
Instructor was not available or willing to schedule meetings for student concerns. When attempting to speak
after class, he would say he was in a hurry and had to go. When students asked about assessments or grading
scales he would refuse to answer. The final was on the 13th of December, even though finals did not begin until
the 16th. We were NOT given 2 hours to take final.
1) We do not need an attendance check every day, and the policy of dropping a full grade for missing more than
two classes is frustrating. We are not freshman, we don't need an attendance sheet. Many of us work jobs and
have obligations on the side that require us to miss part of or all of classes. 2) The provided text is very bad.
Aside of the various editing errors, the information is presented in a disorganized manner and is extremely
difficult to use as a study tool. 3) The "assessments" are a poor testing tool. By using D2L and not allowing the
students to go back and answer questions after skipping them, the assessments have to be rushed through and
some questions answered on a whim because of the time limit. Additionally, 100 true or false questions is a
terrible format for a test. Especially because the questions are poorly worded and some refer back to previous
questions (which, because the tests are on D2L, the questions are scrambled so you have no idea what previous
question the current question is referring to). 4) Professor Azenabor has a tendency to be quite rude and
diminutive when answering questions from students. This extends to his refusal to post his slides for students to
review because it's all "in the book". If it's in the book then what reason is there NOT to post them?
Make an E-book version of your book available, or make it available to rent! $200 is pretty pricey.
The exams were set up terribly. Online open book exams sounds fairly easy in the beginning of the semester,
however, answering 100 true/false questions is very difficult and if there is extra time we were unable to go back
and check our work and use that extra time wisely. There was a direct error in information in the text. From
previous courses I know that the myelin sheath covers the neuron however in one sentence in the text it has this
relationship reversed. On the cover it says 'revised edition' but I have a hard time believing this text was ever
edited for content or grammar. It would take at least 2 hours to read a single chapter and fully understand the
content because it was written so poorly and this made it very confusing. Even though the exams were open
book, the way they were set up was not conducive to earning a grade you may have worked very hard for. 100
true/false questions in 60 minutes is something along the lines of 30 seconds a question and when you cannot
go back to check your answers wth the extra time you may have left that is a set up for failure.

It is hard to understand the instructor when he is speaking. Random words and/or phrases get emphasized via
his speaking pattern, making it hard to follow along, or understand what is/isn't important. His accent is very
thick and a lot of words get crunched and the students are left to fill in the blank or guess, which can be
frustrating. Nobody wants to embarrass him or speak up about it because it's uncomfortable, so we end up just
have a real hard time paying attention. There are powerpoint slides to view during lecture, but most of them are
just giant walls of text and have random words highlighted, much like his speaking. Aside from a few visual
examples (which is great for me, because I am a visual learner), there is not much to keep me from preferring to
just read the textbook during class (which has the same pictures and sentences in it), and watch a Youtube video
at home where another person can explain things in a clearer manner. It is a better use of my time. I think he's
very knowledgeable, but not the best conveyer of information. Sonia Bardy, who teaches microbiology 383,
touched on Immunology for ~30 minutes of one lecture and everything just fell in place/made sense. So, it's not
that the content is bad, or the teacher as a person is bad/mean/dimwitted, it's just the style/manner in which
the class is taught is less than desirable, especially for the cost of tuition. He also takes attendance, which I
imagine is the only reason people attend, to be honest.
He has an extremely strong accent and nearly the whole time in lecture I am only reading the book because I
can't understand what he is saying. He seems very excited about what he is teaching, which is great, but not if I
can't understand what he is saying. Most of the time, if he asks a question, no one will answer because we can't
understand him.
I refused to kept a list of page numbers of errors in his book because I refuse to do this mans work for him. If I
gave him those numbers all he would do after reviewing this assessment is change them for the next "revised"
edition and charge more money for his book. Chances are I could never find all of them. I can and will include
examples of his poor teaching style and contradictions: Parts of his lectures on monomers and dimers in
reference to IgG. He would say a monomer in class, but has it listed as a dimer in the book. When confronted on
it, he told the student "not to distract him" as he needed to continue his lecture. His ignorance haptens, which is
never mentioned in his textbook but is exam material. IL-10 on the subject of being inflammatory. Questions on
the exam where he called Mannose Binding Protein - Main binding protein and subsequently did not throw
those questions out. He also cannot seem to decide the percentage of the final. Telling everybody in our lecture
it was worth 50% when it is listed as 40% on the syllabus AND the grade book on D2L. At the time of writing this
is STILL have no idea what it is worth and likely wont. I really hate to be this kinda of a student, as I truly believe
Azenabor seems knowledgeable, but he seems like he is sorta half assing this class and his students are suffering
from in their marks and in their knowledge of the field.
use a different book for the immunology course- book is riddled with grammar errors and contextual errors

Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
outlined to the class. Count 3 4.67 0.470 0 2 1 0 0 0
reasonably adhered to in terms of Count 3 4.67 0.470 0 2 1 0 0 0
material.
organized and effective manner. Count 3 4.67 0.470 0 2 1 0 0 0
COURSE CONTENT
course objectives. Count 3 4.67 0.470 0 2 1 0 0 0
appropriate difficulty level. Count 3 5.00 0.000 0 3 0 0 0 0
to understand and utilize important Count 3 4.67 0.470 0 2 1 0 0 0
PERFORMANCE
explained. Count 3 4.33 0.940 0 2 0 1 0 0
fair and reflected course content. Count 3 5.00 0.000 0 3 0 0 0 0
INSTRUCTOR ATTITUDE
student ideas and questions. Count 3 5.00 0.000 0 3 0 0 0 0
best effort. Count 3 5.00 0.000 0 3 0 0 0 0
COMMAND OF MATERIAL
thorough command of the subject Count 3 5.00 0.000 0 3 0 0 0 0
matter.
ability to relate course material to Count 3 5.00 0.000 0 3 0 0 0 0
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

environment that facilitated my Count 3 5.00 0.000 0 3 0 0 0 0
and adjusted content/pace Count 3 5.00 0.000 0 3 0 0 0 0
accordingly.
AVAILABILITY
appropriate methods of contact to Count 3 5.00 0.000 0 3 0 0 0 0
contact in an appropriate and timely Count 3 5.00 0.000 0 3 0 0 0 0
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
topics addressed in this course. Count 3 5.00 0.00 0 3 0 0 0 0
BMS Fall 2016 cour 636.6 4.10 1.07 0.1 272.8 196.4 66.4 38.4 25.5
Overall Averages
Count 3.0 4.86 0.194 0.0 2.6 0.3 0.1 0.0 0.0
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2016 cour 637.0 4.23 0.953 0.0 312.0 223.3 51.7 34.7 15.3
COURSE ORGANIZATION
Count 3.0 4.67 0.470 0.0 2.0 1.0 0.0 0.0 0.0
BMS Fall 2016 cour 637.0 4.03 1.130 0.0 271.7 224.7 61.3 44.3 35.0
COURSE CONTENT
Count 3.0 4.78 0.313 0.0 2.3 0.7 0.0 0.0 0.0
PERFORMANCE Count 3.0 4.67 0.470 0.0 2.5 0.0 0.5 0.0 0.0
BMS Fall 2016 cour 637.0 4.02 1.185 0.0 294.0 180.5 79.0 45.5 38.0
INSTRUCTOR ATTITUDE
Count 3.0 5.00 0.000 0.0 3.0 0.0 0.0 0.0 0.0
BMS Fall 2016 cour 636.0 4.25 0.960 0.0 323.5 201.5 70.0 26.5 14.5
COMMAND OF MATERIAL
Count 3.0 5.00 0.000 0.0 3.0 0.0 0.0 0.0 0.0
KNOWLEDGE/EXPERTISE Count 3.0 5.00 0.000 0.0 3.0 0.0 0.0 0.0 0.0
BMS Fall 2016 cour 636.5 4.13 1.030 0.0 289.5 208.5 90.5 25.5 22.5
AVAILABILITY
Count 3.0 5.00 0.000 0.0 3.0 0.0 0.0 0.0 0.0
BMS Fall 2016 cour 636.0 4.05 1.120 1.0 274.0 228.0 54.0 50.0 30.0
LEARNING OUTCOMES
Count 3.0 5.00 0.000 0.0 3.0 0.0 0.0 0.0 0.0
BMS Fall 2016 cour 636.6 4.10 1.071 0.1 272.8 196.4 66.4 38.4 25.5
Overall Averages
Count 3.0 4.86 0.194 0.0 2.6 0.3 0.1 0.0 0.0

I thought it was valuable to have voice-over lectures.
All
The grade book available on D2L was set up in a confusing way. It would have been nice to have a total grade to
date along the way as opposed to just seeing individual graded items as they were completed. Some of the items
were weighted out of 5 points while others out of 20 which I thought was unfair. There were a lot of extra items
listed in the grade book that were never graded. There was little uniformity to the class. I would have preferred
all lectures to be voice-over. Reading powerpoint slides was equivalent to reading the text and I would have
gained more insight from the instructor if he had done voice-over for all lectures. Some lectures provided
answer keys to the case studies while others didn't. Some video links were not functional. There was a folder of
a bunch of random materials which was confusing. I wasn't sure whether I needed to review all of it. There were
some errors in the keys for many of the quizzes. I would read in the text and in the powerpoints and online that
one answer was correct, but it would get marked wrong. This made it frustrating to succeed in the class.
There should be a balance between pathophysiology and pathology in terms of content. Currently, it appears to
be more of the former.
Overall this was a very challenging and great course and I learned a lot from it. A few items listed above could be
worked on to improve my learning experience, but I would definitely recommend the class to others.
The course is appropriately challenging.

BMS Spring 2017 course evals
301-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
Course objectives were clearly BMS Spring 2017 599 4.37 0.84 0 321 213 38 19 8
outlined to the class. BMS 301-202 12 3.33 1.03 0 1 5 4 1 1
A course syllabus was provided and BMS Spring 2017 598 4.5 0.73 0 359 203 19 12 5
reasonably adhered to in terms of BMS 301-202 12 3.58 1.11 0 2 6 2 1 1
material.
Class time was utilized in an BMS Spring 2017 598 4.27 0.93 0 313 177 74 26 8
organized and effective manner. BMS 301-202 12 3 1 0 0 4 6 0 2
COURSE CONTENT
Course content adequately reflected BMS Spring 2017 co 597 4.34 0.910 0 326 198 32 32 9
course objectives. BMS 301-202 12 3.08 1.260 0 1 5 2 2 2
Material was presented at an BMS Spring 2017 co 598 4.24 0.970 0 296 216 29 48 9
appropriate difficulty level. BMS 301-202 12 3.42 1.040 0 1 6 3 1 1
The material presented enabled me BMS Spring 2017 co 597 4.19 1.060 0 306 178 50 47 16
to understand and utilize important BMS 301-202 12 3.00 1.220 0 1 4 3 2 2
PERFORMANCE
The grading system was clearly BMS Spring 2017 co 598 4.40 0.820 0 330 206 41 12 9
explained. BMS 301-202 12 3.75 0.600 0 1 7 4 0 0
Assessments and assignments were BMS Spring 2017 co 597 4.16 1.060 0 291 192 50 47 17
fair and reflected course content. BMS 301-202 12 2.83 1.070 0 0 4 4 2 2
INSTRUCTOR ATTITUDE
Instructor exhibited openness to BMS Spring 2017 co 598 4.26 1.020 0 328 154 75 23 18
student ideas and questions. BMS 301-202 12 2.58 0.950 0 0 1 8 0 3
Instructor inspired me to put forth my BMS Spring 2017 co 598 4.13 1.120 0 312 134 97 28 27
best effort. BMS 301-202 12 2.67 1.180 0 1 1 6 1 3
COMMAND OF MATERIAL
The instructor demonstrated a BMS Spring 2017 co 596 4.34 0.920 0 339 161 62 26 8
thorough command of the subject BMS 301-202 12 2.75 1.300 0 1 3 3 2 3
matter.
The instructor demonstrated an BMS Spring 2017 co 597 4.36 0.900 0 335 182 49 20 11
ability to relate course material to BMS 301-202 12 3.00 1.410 0 2 3 3 1 3
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

The instructor provided a learning BMS Spring 2017 co 596 4.19 1.050 0 306 166 72 34 18
environment that facilitated my BMS 301-202 12 2.50 0.960 0 0 1 7 1 3
Instructor perceived students' ability BMS Spring 2017 co 596 4.10 1.100 0 286 171 75 42 22
and adjusted content/pace BMS 301-202 12 2.58 0.860 0 0 1 7 2 2
accordingly.
AVAILABILITY
Instructor provided students with BMS Spring 2017 co 596 4.34 0.930 0 333 182 47 20 14
appropriate methods of contact to BMS 301-202 12 2.75 1.230 0 1 2 5 1 3
Instructor responded to student BMS Spring 2017 co 596 4.26 1.010 0 323 163 67 26 17
contact in an appropriate and timely BMS 301-202 12 2.92 1.260 0 1 3 5 0 3
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
I learned a great deal about the BMS Spring 2017 co 596 4.26 0.950 0 300 206 51 24 15
topics addressed in this course. BMS 301-202 12 3.00 1.220 0 0 6 3 0 3
BMS Spring 2017 co 597.1 4.28 0.96 0.0 299.1 170.2 52.6 27.5 13.2
Overall Averages
BMS 301-202 12.0 2.98 1.100 0.0 21.8 15.3 5.3 1.6 2.4
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2017 co 598.3 4.38 0.833 0.0 331.0 197.7 43.7 19.0 7.0
COURSE ORGANIZATION
BMS 301-202 12.0 3.30 1.047 0.0 1.0 5.0 4.0 0.7 1.3
BMS Spring 2017 co 597.3 4.26 0.980 0.0 309.3 197.3 37.0 42.3 11.3
COURSE CONTENT
BMS 301-202 12.0 3.17 1.173 0.0 1.0 5.0 2.7 1.7 1.7
EVALUATION OF STUDENT BMS Spring 2017 co 597.5 4.28 0.940 0.0 310.5 199.0 45.5 29.5 13.0
PERFORMANCE BMS 301-202 12.0 3.29 0.835 0.0 0.5 5.5 4.0 1.0 1.0
BMS Spring 2017 co 598.0 4.20 1.070 0.0 320.0 144.0 86.0 25.5 22.5
INSTRUCTOR ATTITUDE
BMS 301-202 12.0 2.63 1.065 0.0 0.5 1.0 7.0 0.5 3.0
BMS Spring 2017 co 596.5 4.35 0.910 0.0 337.0 171.5 55.5 23.0 9.5
COMMAND OF MATERIAL
BMS 301-202 12.0 2.88 1.355 0.0 1.5 3.0 3.0 1.5 3.0
ABILITY TO CONVEY BMS Spring 2017 co 596.0 4.15 1.075 0.0 296.0 168.5 73.5 38.0 20.0
KNOWLEDGE/EXPERTISE BMS 301-202 12.0 2.54 0.910 0.0 0.0 1.0 7.0 1.5 2.5
BMS Spring 2017 co 596.0 4.30 0.970 0.0 328.0 172.5 57.0 23.0 15.5
AVAILABILITY
BMS 301-202 12.0 2.84 1.245 0.0 1.0 2.5 5.0 0.5 3.0
BMS Spring 2017 co 596.0 4.26 0.950 0.0 300.0 206.0 51.0 24.0 15.0
LEARNING OUTCOMES
0 12.0 3.00 1.220 0.0 0.0 6.0 3.0 0.0 3.0
BMS Spring 2017 co 597.1 4.28 0.960 0.0 299.1 170.2 52.6 27.5 13.2
Overall Averages
BMS 301-202 12.0 2.98 1.100 0.0 21.8 15.3 5.3 1.6 2.4

The teaching assistant was consistently available in responded very quickly. Unfortunately I wasn't given an evaluation for her
if I was 100% across the board
It would have been a great foundation going into the next areas of course.
Online learning is conducive to my life style as a returning adult student with a full time job. The content was somewhat
difficult and took extra time to get the hang of what was being asked.
What changes could be made to strengthen the teaching or the content of this course?
The slides of the power points offered be lectures that are recorded. Some of the slides in the power points made no sense
to someone who doesn't have prior knowledge having a recorded lecture would have been helpful
The teacher could make effective powerpoints. Many of the powerpoints did not have adequate listening modules that either
cut out half way or you could not comprehend. The instructor could have communicated better through emails. I emailed the
teacher about the grading policy as well as the testing and I never got an email back.
Outline of the section that is more clearly defined would be great.

What other constructive comments would you like to make about the instructor and course? Please provide specific
illustrations and examples supporting your comments, as they help us to better understand your evaluation.
When asking a question about the material in the class it was frustrating to be told to study harder instead of being given
guidance and how to find the answer.
The instructor could reply back to his students emails. He could also respond to his students through the UWM discussion
board when others had questions, he ignored. He could have also related the information given in the powerpoint to his
exams. The exams were based upon case studies, not information presented in the powerpoints. This 1 credit online class
took me 3-4 times longer to do than my 3 credit online class. I hope for future students, these comments are taken to heart
and are adjusted so students can succeed. I spent 2 hours on an exam to only get a 37%. I also studied the whole day before
taking it and I also retook the exam to get a 47%, yes it is a better score, but it should not be that difficult.
None

304-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
organized and effective manner. BMS 304-202 21 3.67 0.99 0 5 7 6 3 0
COURSE CONTENT
PERFORMANCE
explained. BMS 304-202 21 3.95 0.580 0 3 14 4 0 0
INSTRUCTOR ATTITUDE
best effort. BMS 304-202 21 3.33 1.040 0 2 9 5 4 1
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Spring 2017 co 597.1 4.28 0.96 0.0 299.2 170.7 52.4 27.6 13.1
Overall Averages
BMS 304-202 21.0 3.59 0.949 0.0 24.4 20.4 5.8 3.6 0.7
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2017 co 598.3 4.38 0.833 0.0 331.0 197.7 43.7 19.0 7.0
COURSE ORGANIZATION
BMS 304-202 21.0 3.88 0.803 0.0 4.3 11.7 3.0 2.0 0.0
BMS Spring 2017 co 597.3 4.26 0.980 0.0 309.3 197.3 37.0 42.3 11.3
COURSE CONTENT
BMS 304-202 21.0 3.41 1.140 0.0 3.3 9.0 2.7 5.0 1.0
PERFORMANCE BMS 304-202 21.0 3.64 0.895 0.0 3.5 10.5 3.5 3.0 0.5
BMS Spring 2017 co 598.0 4.20 1.070 0.0 320.0 144.0 86.0 25.5 22.5
INSTRUCTOR ATTITUDE
BMS 304-202 21.0 3.48 0.915 0.0 2.5 8.5 7.0 2.5 0.5
BMS Spring 2017 co 596.5 4.35 0.910 0.0 337.0 171.5 55.5 23.0 9.5
COMMAND OF MATERIAL
BMS 304-202 21.0 3.62 1.015 0.0 4.5 7.5 6.0 2.5 0.5
BMS Spring 2017 co 596.0 4.30 0.970 0.0 328.0 172.5 57.0 23.0 15.5
AVAILABILITY
BMS 304-202 21.0 3.60 0.925 0.0 4.0 7.0 7.5 2.5 0.0
BMS Spring 2017 co 596.0 4.26 0.950 0.0 300.0 206.0 51.0 24.0 15.0
LEARNING OUTCOMES
0 21.0 3.76 0.810 0.0 3.0 12.0 4.0 2.0 0.0
BMS Spring 2017 co 597.1 4.28 0.960 0.0 299.2 170.7 52.4 27.6 13.1
Overall Averages
BMS 304-202 21.0 3.59 0.949 0.0 24.4 20.4 5.8 3.6 0.7

Breakdown of diseases and the causes will help in my future goals. Case studies help to understand real-life scenarios.
none
Learning terminology
The format of the quiz questions as case studies was valuable.
This was an online class so I did not experience an teaching aspects first hand.
The material on the quizzes should be related to the content on the powerpoints more.
Some of the quiz questions were not located in the presentations.
actually teach something, make the quizzes an appropriate level of difficulty
Review power point slides for spelling errors, duplicate slides, and give more reference to when you need to dig further or
research.
The powerpoints and lecture material posted to D2L was not particularly helpful for assessment.
Please give more examples of what will be on the exam. Nothing in the powerpoints is ever on the exam. The case studies
were helpful but without the proper answers we couldn't tell if it was ever correct or not.
I wish that the exams were always accesible on D2l.

Quizzes were often presented at an unrealistic difficulty level. Many topics on the quizzes were not discussed in the course
content at all.
More in-depth info on power points. Maybe some answers to quiz questions on slides. Learning adjectives at beginning of
power points may be more helpful.
He should update the powerpoints to the most relevant and necessary information to meet course objectives. There is far
too much material for a 1 credit class.
-simplify objectives: even though a&P is a prereq, you should try and give easier examples or simplify the powerpoints. This
online course if very self-taught so to be able to have more guidance is great.
Overall this was a well organized course.

305-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
explained. BMS 305-202 22 4.05 0.770 0 6 12 3 1 0
INSTRUCTOR ATTITUDE
best effort. BMS 305-202 22 3.27 1.140 0 4 5 7 5 1
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Spring 2017 co 597.1 4.28 0.96 0.0 299.3 170.4 52.6 27.8 13.1
Overall Averages
BMS 305-202 22.0 3.48 1.065 0.0 25.7 17.7 6.8 4.9 0.8
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2017 co 598.3 4.38 0.833 0.0 331.0 197.7 43.7 19.0 7.0
COURSE ORGANIZATION
BMS 305-202 22.0 3.76 0.917 0.0 5.7 8.0 5.7 2.7 0.0
BMS Spring 2017 co 597.3 4.26 0.980 0.0 309.3 197.3 37.0 42.3 11.3
COURSE CONTENT
BMS 305-202 22.0 3.41 1.273 0.0 5.3 7.0 2.3 6.0 1.3
PERFORMANCE BMS 305-202 22.0 3.57 1.005 0.0 5.0 8.5 3.0 5.0 0.5
BMS Spring 2017 co 598.0 4.20 1.070 0.0 320.0 144.0 86.0 25.5 22.5
INSTRUCTOR ATTITUDE
BMS 305-202 22.0 3.32 1.060 0.0 4.0 4.5 8.5 4.5 0.5
BMS Spring 2017 co 596.5 4.35 0.910 0.0 337.0 171.5 55.5 23.0 9.5
COMMAND OF MATERIAL
BMS 305-202 22.0 3.43 1.020 0.0 5.0 3.5 9.5 4.0 0.0
BMS Spring 2017 co 596.0 4.30 0.970 0.0 328.0 172.5 57.0 23.0 15.5
AVAILABILITY
BMS 305-202 22.0 3.53 0.965 0.0 4.5 5.5 9.0 3.0 0.0
BMS Spring 2017 co 596.0 4.26 0.950 0.0 300.0 206.0 51.0 24.0 15.0
LEARNING OUTCOMES
0 22.0 3.64 1.110 0.0 6.0 7.0 4.0 5.0 0.0
BMS Spring 2017 co 597.1 4.28 0.960 0.0 299.3 170.4 52.6 27.8 13.1
Overall Averages
BMS 305-202 22.0 3.48 1.065 0.0 25.7 17.7 6.8 4.9 0.8

None
none
The assessments were an accurate reflection of the outline course materials/objectives.
This was an online course so I did not experience his teaching first hand.
Relate content on quizzes to course material more.
Narrow down the powerpoints. Learning a 200+ slide powerpoint in a week is unrealistic and they don't even help with the
quizes.
Some of the questions in the quizzes were not in the presentations.
I felt like the powerpoints contained very little information and I had to figure out all the answers to the questions by looking
online.
The powerpoints were not particularly useful when completing the assessments.
I wish that the exams were always available on D2L.

The content on the quizzes was presented at a much higher difficulty level than what was covered in the PowerPoints. Some
material was not covered on the PowerPoints at all.
In order to complete this course, I relied on googling answers to everything. I feel like I learned nothing, only how to google
specific questions. This isn't how anyone learns.There should be a better process to learn and assess what students know.
Provide online sources that would be helpful in figuring out quiz questions.
Of the five Pathophysiology classes I took I felt that I learned the most from this particular course because the subject matter
was presented better. This made is easier to be successful and feel prepared for the assessments.
Overall this course was well organized and I am happy that there is an online option.

531-201 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
explained. BMS 531-201 5 3.80 1.170 0 2 1 1 1 0
INSTRUCTOR ATTITUDE
best effort. BMS 531-201 5 3.60 1.360 0 2 1 0 2 0
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Spring 2017 co 597.1 4.28 0.96 0.00 317.88 182.47 54.59 28.59 13.59
Overall Averages
BMS 531-201 5.0 3.98 1.009 0.000 2.176 1.353 0.647 0.824 0.000
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2017 co 598.3 4.38 0.833 0.0 331.0 197.7 43.7 19.0 7.0
COURSE ORGANIZATION
BMS 531-201 5.0 4.47 0.650 0.0 3.0 1.3 0.7 0.0 0.0
BMS Spring 2017 co 597.3 4.26 0.980 0.0 309.3 197.3 37.0 42.3 11.3
COURSE CONTENT
BMS 531-201 5.0 4.20 0.717 0.0 2.0 2.3 0.3 0.3 0.0
PERFORMANCE BMS 531-201 5.0 3.90 1.030 0.0 2.0 1.0 1.5 0.5 0.0
BMS Spring 2017 co 598.0 4.20 1.070 0.0 320.0 144.0 86.0 25.5 22.5
INSTRUCTOR ATTITUDE
BMS 531-201 5.0 3.60 1.360 0.0 2.0 1.0 0.0 2.0 0.0
BMS Spring 2017 co 596.5 4.35 0.910 0.0 337.0 171.5 55.5 23.0 9.5
COMMAND OF MATERIAL
BMS 531-201 5.0 3.80 1.170 0.0 2.0 1.0 1.0 1.0 0.0
BMS Spring 2017 co 596.0 4.30 0.970 0.0 328.0 172.5 57.0 23.0 15.5
AVAILABILITY
BMS 531-201 5.0 3.90 1.135 0.0 2.0 1.5 0.5 1.0 0.0
BMS Spring 2017 co 596.0 4.26 0.950 0.0 300.0 206.0 51.0 24.0 15.0
LEARNING OUTCOMES
BMS 531-201 5.0 3.60 1.360 0.0 2.0 1.0 0.0 2.0 0.0
BMS Spring 2017 co 597.1 4.28 0.960 0.0 317.9 182.5 54.6 28.6 13.6
Overall Averages
BMS 531-201 5.0 3.98 1.009 0.0 2.2 1.4 0.6 0.8 0.0

I enjoyed the freedoms that we were given in researching and writing on the viruses that were assigned to us.
It could be helpful to have an assigned textbook as a form of reference
The course was interesting and well suited for how it was structured for the demanding internship schedules of the students.
The instructor was also nice enough to remind us of our responsibilities and flexible to accommodate difficult situations that
the students are experiencing.

Summer 2017
304‐201 Azenabor
Strongly
Questions Data Filter Count Mean Std. Dev. No response Agree Agree
COURSE ORGANIZATION
Course objectives were clearly outlined to Summer 2017 49 4.55 0.67 0 31 15
the class. 304-201 Azenabor 2 4 0 0 0 2
A course syllabus was provided and Summer 2017 49 4.65 0.69 0 35 13
reasonably adhered to in terms of course 304-201 Azenabor 2 4 0 0 0 2
content and sequence of material.
Class time was utilized in an organized and Summer 2017 49 4.18 1.06 0 26 11
effective manner. 304-201 Azenabor 2 3.5 0.5 0 0 1
COURSE CONTENT
Course content adequately reflected course Summer 2017 49 4.47 0.730 0 29 15
objectives. 304-201 Azenabor 2 4.00 0.000 0 0 2
Material was presented at an appropriate Summer 2017 49 4.20 1.050 0 24 18
difficulty level. 304-201 Azenabor 2 3.00 1.000 0 0 1
The material presented enabled me to Summer 2017 49 4.22 0.910 0 23 17
understand and utilize important concepts 304-201 Azenabor 2 3.00 1.000 0 0 1
presented in this course.
PERFORMANCE
The grading system was clearly explained. Summer 2017 49 4.49 0.880 0 32 13
304-201 Azenabor 2 4.00 0.000 0 0 2
Assessments and assignments were fair Summer 2017 49 4.20 1.050 0 25 15
and reflected course content. 304-201 Azenabor 2 3.50 0.500 0 0 1
INSTRUCTOR ATTITUDE
Instructor exhibited openness to student Summer 2017 49 4.22 1.090 0 29 7
ideas and questions. 304-201 Azenabor 2 3.50 0.500 0 0 1
Instructor inspired me to put forth my best Summer 2017 49 4.08 1.050 0 23 11
effort. 304-201 Azenabor 2 3.50 0.500 0 0 1
COMMAND OF MATERIAL
The instructor demonstrated a thorough Summer 2017 45 4.53 0.750 0 30 10
command of the subject matter. 304-201 Azenabor 2 3.50 0.500 0 0 1
The instructor demonstrated an ability to Summer 2017 45 4.51 0.690 0 27 15

relate course material to real applications. 304-201 Azenabor 2 3.50 0.500 0 0 1
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE
The instructor provided a learning Summer 2017 45 4.31 0.940 0 26 10
environment that facilitated my acquisition 304-201 Azenabor 2 3.00 1.000 0 0 1
of knowledge.
Instructor perceived students' ability and Summer 2017 45 4.13 0.910 0 21 10
adjusted content/pace accordingly. 304-201 Azenabor 2 3.50 0.500 0 0 1
AVAILABILITY
Instructor provided students with Summer 2017 45 4.49 0.810 0 29 11
appropriate methods of contact to assist 304-201 Azenabor 2 4.00 0.000 0 0 2
with questions or concerns.
Instructor responded to student contact in Summer 2017 45 4.38 0.850 0 27 9
an appropriate and timely 304-201 Azenabor 2 3.50 0.500 0 0 1
manner.
Strongly
Questions Data Filter Count Mean Std. Dev. No response Agree Agree
LEARNING OUTCOMES
I learned a great deal about the topics Summer 2017 0 0.00 0.000 0 0 0
addressed in this course. 304-201 Azenabor 0 0.00 0.000 0 0 0
Overall Averages Summer 2017 47.5 4.4 0.9 0.0 27.3 12.5
304-201 Azenabor 2.0 3.6 0.4 0.0 0.0 1.3
Summary of Groups
Strongly
Sections Data Filter Count Mean Std. Dev. No response Agree Agree
COURSE ORGANIZATION Summer 2017 49.0 4.46 0.807 0.0 30.7 13.0
304-201 Azenabor 2.0 3.83 0.167 0.0 0.0 1.7
COURSE CONTENT Summer 2017 49.0 4.30 0.897 0.0 25.3 16.7
304-201 Azenabor 2.0 3.33 0.667 0.0 0.0 1.3
EVALUATION OF STUDENT Summer 2017 49.0 4.35 0.965 0.0 28.5 14.0
PERFORMANCE 304-201 Azenabor 2.0 3.75 0.250 0.0 0.0 1.5
INSTRUCTOR ATTITUDE Summer 2017 49.0 4.15 1.070 0.0 26.0 9.0
304-201 Azenabor 2.0 3.50 0.500 0.0 0.0 1.0
COMMAND OF MATERIAL Summer 2017 45.0 4.52 0.720 0.0 28.5 12.5
304-201 Azenabor 2.0 3.50 0.500 0.0 0.0 1.0
ABILITY TO CONVEY Summer 2017 45.0 4.22 0.925 0.0 23.5 10.0
KNOWLEDGE/EXPERTISE 304-201 Azenabor 2.0 3.25 0.750 0.0 0.0 1.0
AVAILABILITY Summer 2017 45.0 4.44 0.830 0.0 28.0 10.0
304-201 Azenabor 2.0 3.75 0.250 0.0 0.0 1.5
LEARNING OUTCOMES Summer 2017 0.0 0.00 0.000 0.0 0.0 0.0
304-201 Azenabor 0.0 0.00 0.000 0.0 0.0 0.0
Overall Averages Summer 2017 47.5 4.35 0.883 0.0 27.3 12.5
304-201 Azenabor 2.0 3.56 0.438 0.0 0.0 1.3
Summer 2017
1‐17 Add any additional comments regarding the COURSE here:
I understand the pace of the course, being two weeks long, is unable to be changed, but how is anybody suppo
understand the concepts presented in a human patho‐physiology course when presented at such a high pace a
isn't easy and it isn't just some general requirement course or elective where maybe you could get away with b
themselves the material in such a short time frame. I don't enjoy paying hundreds of dollars for a course to sim
not be given any actual instruction. "Better than a thousand days of diligent study is one day with a great teach
N/A
Neither Agree Strongly
nor Disagree Disagree
Disagree
2 1 0
0 0 0
0 0 1
0 0 0
9 1 2
1 0 0
4 1 0
0 0 0
2 3 2
0 1 0
7 1 1
0 1 0
1 2 1
0 0 0
5 2 2
1 0 0
10 1 2
1 0 0
13 0 2
1 0 0
4 1 0
1 0 0
2 1 0
1 0 0
6 3 0
0 1 0
13 1 0
1 0 0
3 2 0
0 0 0
8 1 0
1 0 0
Neither Strongly
Agree nor Disagree Disagree
Disagree
0 0 0
0 0 0
5.6 1.3 0.8
0.5 0.2 0.0
Neither Agree Strongly

nor Disagree Disagree
Disagree
3.7 0.7 1.0
0.3 0.0 0.0
4.3 1.7 1.0
0.0 0.7 0.0
3.0 2.0 1.5
0.5 0.0 0.0
11.5 0.5 2.0
1.0 0.0 0.0
3.0 1.0 0.0
1.0 0.0 0.0
9.5 2.0 0.0
0.5 0.5 0.0
5.5 1.5 0.0
0.5 0.0 0.0
0.0 0.0 0.0
0.0 0.0 0.0
5.6 1.3 0.8
0.5 0.2 0.0
osed to realistically fully learn and
and not actually taught. This material
basically expecting the students to teach
mply be given a powerpoint to read and
her."
301-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
outlined to the class. 301-202 Azenabor 21 4.05 0.79 0 6 11 3 1 0
reasonably adhered to in terms of 301-202 Azenabor 21 4.05 0.79 0 6 11 3 1 0
material.
organized and effective manner. 301-202 Azenabor 21 3.81 0.85 0 5 8 7 1 0
COURSE CONTENT
course objectives. 301-202 Azenabor 21 3.86 1.040 0 6 10 1 4 0
appropriate difficulty level. 301-202 Azenabor 21 3.71 1.120 0 5 10 2 3 1
to understand and utilize important 301-202 Azenabor 21 3.71 1.030 0 5 9 3 4 0
PERFORMANCE
explained. 301-202 Azenabor 21 4.10 0.680 0 6 11 4 0 0
fair and reflected course content. 301-202 Azenabor 21 3.81 0.960 0 5 10 3 3 0
INSTRUCTOR ATTITUDE
student ideas and questions. 301-202 Azenabor 21 3.67 1.040 0 5 7 7 1 1
best effort. 301-202 Azenabor 21 3.67 0.990 0 5 7 6 3 0
COMMAND OF MATERIAL
thorough command of the subject 301-202 Azenabor 21 3.76 0.920 0 5 8 6 2 0
matter.
ability to relate course material to 301-202 Azenabor 21 3.81 0.850 0 5 8 7 1 0
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

environment that facilitated my 301-202 Azenabor 21 3.57 1.090 0 5 7 4 5 0
and adjusted content/pace 301-202 Azenabor 21 3.90 0.750 0 5 9 7 0 0
accordingly.
AVAILABILITY
appropriate methods of contact to 301-202 Azenabor 21 3.90 0.810 0 6 7 8 0 0
contact in an appropriate and timely 301-202 Azenabor 21 3.86 0.770 0 5 8 8 0 0
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
topics addressed in this course. 301-202 Azenabor 21 3.86 0.940 0 5 11 2 3 0
BMS Fall 2017 cour 653.7 4.24 0.99 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
301-202 Azenabor 21.0 3.83 0.907 0.0 5.3 8.9 4.8 1.9 0.1
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2017 cour 654.0 4.33 0.907 0.0 352.3 219.3 44.7 22.3 15.3
COURSE ORGANIZATION
301-202 Azenabor 21.0 3.97 0.810 0.0 5.7 10.0 4.3 1.0 0.0
BMS Fall 2017 cour 653.7 4.24 0.990 0.0 327.0 227.7 44.7 36.0 18.3
COURSE CONTENT
301-202 Azenabor 21.0 3.76 1.063 0.0 5.3 9.7 2.0 3.7 0.3
PERFORMANCE 301-202 Azenabor 21.0 3.96 0.820 0.0 5.5 10.5 3.5 1.5 0.0
BMS Fall 2017 cour 654.0 4.19 1.050 0.0 331.5 192.5 78.5 24.5 27.0
INSTRUCTOR ATTITUDE
301-202 Azenabor 21.0 3.67 1.015 0.0 5.0 7.0 6.5 2.0 0.5
BMS Fall 2017 cour 653.5 4.30 0.950 0.0 349.0 203.0 66.5 17.0 18.0
COMMAND OF MATERIAL
301-202 Azenabor 21.0 3.79 0.885 0.0 5.0 8.0 6.5 1.5 0.0
KNOWLEDGE/EXPERTISE 301-202 Azenabor 21.0 3.74 0.920 0.0 5.0 8.0 5.5 2.5 0.0
BMS Fall 2017 cour 653.5 4.25 0.970 0.0 325.0 221.5 68.0 18.0 21.0
AVAILABILITY
301-202 Azenabor 21.0 3.88 0.790 0.0 5.5 7.5 8.0 0.0 0.0
BMS Fall 2017 cour 654.0 4.23 0.990 0.0 327.0 223.0 51.0 35.0 18.0
LEARNING OUTCOMES
301-202 Azenabor 21.0 3.86 0.940 0.0 5.0 11.0 2.0 3.0 0.0
BMS Fall 2017 cour 653.7 4.24 0.987 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
301-202 Azenabor 21.0 3.83 0.907 0.0 5.3 8.9 4.8 1.9 0.1

The way the material was presented.
All of the information was relatable to real life situations and interesting to learn about.
multiple attempts on quizzes
------
I liked how I could work on the class material at my own pace throughout the week. Having the professor include voiceovers
for the powerpoint slides was especially helpful.
all of it
n/a
NA
It would help to have some of the information condensed down a little bit. Some of the material had way too much
information in them and it was rather overwhelming.
maybe more attempts
------
I think the professor should have voiceovers for each powerpoint to help the student pick out important details and tips to
remember certain things.
none
n/a

NA
n/a
-------
I felt the professor wasn't really involved with this class. In his syllabus, it said all questions should go to a TA, not himself. I
believe he made one or two of his own powerpoints but then he started using someone else's that made it confusing as to
what he was trying to teach us. The textbook was a helpful resource but it would've been nice to have some reinforcement of
certain topics in the powerpoints that were more clearly explained.
none
n/a

302-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Fall 2017 cour 653.7 4.24 0.99 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
302-202 Azenabor 30.0 3.84 1.081 0.0 10.1 9.9 6.3 2.5 1.2
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2017 cour 654.0 4.33 0.907 0.0 352.3 219.3 44.7 22.3 15.3
COURSE ORGANIZATION
302-202 Azenabor 30.0 4.03 1.000 0.0 11.3 11.7 4.7 1.3 1.0
BMS Fall 2017 cour 653.7 4.24 0.990 0.0 327.0 227.7 44.7 36.0 18.3
COURSE CONTENT
302-202 Azenabor 30.0 3.79 1.253 0.0 11.3 9.3 2.7 5.0 1.7
BMS Fall 2017 cour 654.0 4.19 1.050 0.0 331.5 192.5 78.5 24.5 27.0
INSTRUCTOR ATTITUDE
302-202 Azenabor 30.0 3.62 1.035 0.0 7.0 9.0 10.5 2.5 1.0
BMS Fall 2017 cour 653.5 4.30 0.950 0.0 349.0 203.0 66.5 17.0 18.0
COMMAND OF MATERIAL
302-202 Azenabor 30.0 3.87 0.990 0.0 9.5 9.5 9.5 0.5 1.0
BMS Fall 2017 cour 653.5 4.25 0.970 0.0 325.0 221.5 68.0 18.0 21.0
AVAILABILITY
302-202 Azenabor 30.0 3.97 0.980 0.0 10.5 10.5 7.5 0.5 1.0
BMS Fall 2017 cour 654.0 4.23 0.990 0.0 327.0 223.0 51.0 35.0 18.0
LEARNING OUTCOMES
302-202 Azenabor 30.0 3.80 1.110 0.0 10.0 9.0 7.0 3.0 1.0
BMS Fall 2017 cour 653.7 4.24 0.987 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
302-202 Azenabor 30.0 3.84 1.081 0.0 10.1 9.9 6.3 2.5 1.2

The way the material is presented.
The information provided was all relatable to real life experiences and problems
Learning about the pathology of diseases, disorders, etc. and their key symptoms and how it can be applied to real-world
situations.
I loved that the unlimited time on the quizzes allowed me to learn in real-time. I got to google each subject and look up new
and exciting information as needed. This allowed me to learn new information in a way that allowed me to retain it much
better than in most classroom situations. Being able to apply new information as you learn it is wonderful- even if it's just
hypothetical case study situations! Thank you!
The text book
The case studies were helpful.
N/A
The power points and videos were very helpful resources.
the content
He was very clear throughout syllabus to the point i don’t need to email the professor that much which is pretty nice.
NA
some changes to make the teaching content a bit better would be to lessen the amount of information that is taught for one
quiz. The presentations for the powerpoint for the quizzes were a bit much and hard to keep up with.
There was sometimes way too much information provided, for each module, that actually made it overwhelming in many
cases, especially for a 1 credit course! It would help to have it condensed a little bit more, especially the powerpoint slides.
Powerpoints too long
The questions are extremely difficult for a 300 level course. The course material and books barely give you any preparation.
Add more content in the PowerPoints that are on the quiz

The exams and quizzes should be shorter and more applicable to the PowerPoint. There were numerous questions that were
not in any notes we were given for the class.
N/A
More discussion posts or class involvement would be helpful.
more attempts
More connection between PowerPoint and quizzes
n/a
He was doing perfectly fine. No improvements needed.
NA
Case study questions on exams way past the knowledge I believe we should have attained in this class- I’m not a doctor. I
have no reference and have been given no reference of weeding out the unimportant information provided in these
questions in order to deduce what is being asked/presented. 1 credit course = 3 suggested hours of study does not equal 200
PowerPoint slides+ per week when the exam questions were pulled from very specific details.
The powerpoint for each section/week contained too many slides (some 170+, some 200+) to be gone thorough in such a
short amount of time. Expecting us to know it all by the time we take the quiz is something that can't ideally be done. We
have other classes to do homework for and study for. I understand this is a course that can be beneficial for people going into
the medical field, but this is an online 1 credit course.
To be frank, I almost never looked at any of the materials provided on D2l. They were simply far too confusing- especially the
power points. I found it much more conducive to the learning and retention of the material to simply look it up in the book as
needed. That way I could compartmentalize and learn each disease as its own individual subject. I frequently went through
each quiz as many times as I could so that I got to the point where I could recognized symptoms and causes without looking
them up.
Give us more tools to succeed
We did not receive any communication from the instructor.
N/A
The course was very difficult and covered a lot of material but I learned a lot and had a lot of useful tools to succeed.
n/a

n/a

303-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Fall 2017 cour 653.7 4.24 0.99 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
303-202 Azenabor 31.0 3.71 1.152 0.0 9.1 10.6 6.6 2.5 2.2
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2017 cour 654.0 4.33 0.907 0.0 352.3 219.3 44.7 22.3 15.3
COURSE ORGANIZATION
303-202 Azenabor 31.0 3.93 1.013 0.0 9.7 13.7 4.7 1.7 1.3
BMS Fall 2017 cour 653.7 4.24 0.990 0.0 327.0 227.7 44.7 36.0 18.3
COURSE CONTENT
303-202 Azenabor 31.0 3.51 1.250 0.0 7.3 11.7 4.0 5.3 2.7
BMS Fall 2017 cour 654.0 4.19 1.050 0.0 331.5 192.5 78.5 24.5 27.0
INSTRUCTOR ATTITUDE
303-202 Azenabor 31.0 3.50 1.210 0.0 8.0 7.5 10.5 2.0 3.0
BMS Fall 2017 cour 653.5 4.30 0.950 0.0 349.0 203.0 66.5 17.0 18.0
COMMAND OF MATERIAL
303-202 Azenabor 31.0 3.79 1.095 0.0 9.5 10.0 9.0 0.5 2.0
BMS Fall 2017 cour 653.5 4.25 0.970 0.0 325.0 221.5 68.0 18.0 21.0
AVAILABILITY
303-202 Azenabor 31.0 3.94 1.030 0.0 11.5 9.0 8.5 1.0 1.0
BMS Fall 2017 cour 654.0 4.23 0.990 0.0 327.0 223.0 51.0 35.0 18.0
LEARNING OUTCOMES
303-202 Azenabor 31.0 3.61 1.210 0.0 9.0 9.0 7.0 4.0 2.0
BMS Fall 2017 cour 653.7 4.24 0.987 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
303-202 Azenabor 31.0 3.71 1.152 0.0 9.1 10.6 6.6 2.5 2.2

The way the material is presented.
course content was relatable and very interesting to learn about.
A lot of hypothetical scenarios with patient symptoms were provided and what was learned in class was applied too identify
the causes/problem.
There were a lot of helpful videos given.
N/A
Going beyond the notes, so she didn't read off the slide instead she went beyond and explained everything clearly with real
world examples
The material provided and taught were valuable when it comes to working in the medical field although my major doesn't
intend all of that material.
The patient evaluation was most helpful. Helped in learning differential diagnosis
all of it
n/a
Learning about different diseases and what causes them.
NA
the chapters had a lot of information in them which made it overwhelming at times.
Powerpoints are too long.
The questions are extremely difficult for a 300 level course. The course material and books barely give you any preparation.
The notes were spurratic and hard to understand. It would list terms without actually explaining them.
N/A
I would say the reading assignments could be a fix. Some of the reading had more numbers, than actual content for us to
understand.
More discussion posts and class involvement would be beneficial but the resources were very helpful.
more attempts
none
n/a
Explain content better. PowerPoints were vague and didn’t explain in accordance with quizzes.

NA
The powerpoint for each section/week contained too many slides (some 170+, some 200+) to be gone thorough in such a
short amount of time. Expecting us to know it all by the time we take the quiz is something that can't ideally be done. We
have other classes to do homework for and study for. I understand this is a course that can be beneficial for people going into
the medical field, but this is an online 1 credit course.
There was no communication to the class throughout the course. It was simply lecture material posted and taking exams. It
would have been nice to have interaction regardless of it being strictly an online course.
The teacher did not communicate with the class.
N/A
n/a
none
n/a
Properly state the grading of course content. The syllabus doesn’t explain what the quizzes are worth towards the grade. The
syllabus is confusing and appears to be written for two classes. Information written in PowerPoints and from the text doesn’t
always cover what is on the quiz.
For a 1-credit course, having 200-300 PowerPoint slides to be tested on every week is insane. Perhaps if the questions
reflected gaining a general knowledge of each topic, but when the test questions are so specific, the amount of material
presented every week is just impossible to get through successfully.

701-201 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Fall 2017 cour 653.7 4.24 0.99 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
701-201 Azenabor 3.0 2.39 1.267 0.0 0.3 0.4 0.8 0.3 1.2
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2017 cour 654.0 4.33 0.907 0.0 352.3 219.3 44.7 22.3 15.3
COURSE ORGANIZATION
701-201 Azenabor 3.0 2.78 1.297 0.0 0.7 0.0 1.0 0.7 0.7
BMS Fall 2017 cour 653.7 4.24 0.990 0.0 327.0 227.7 44.7 36.0 18.3
COURSE CONTENT
701-201 Azenabor 3.0 2.56 1.550 0.0 0.7 0.3 0.0 1.0 1.0
BMS Fall 2017 cour 654.0 4.19 1.050 0.0 331.5 192.5 78.5 24.5 27.0
INSTRUCTOR ATTITUDE
701-201 Azenabor 3.0 2.17 1.095 0.0 0.0 0.5 1.0 0.0 1.5
BMS Fall 2017 cour 653.5 4.30 0.950 0.0 349.0 203.0 66.5 17.0 18.0
COMMAND OF MATERIAL
701-201 Azenabor 3.0 2.33 0.940 0.0 0.0 0.0 2.0 0.0 1.0
BMS Fall 2017 cour 653.5 4.25 0.970 0.0 325.0 221.5 68.0 18.0 21.0
AVAILABILITY
701-201 Azenabor 3.0 2.67 1.250 0.0 0.0 1.0 1.0 0.0 1.0
BMS Fall 2017 cour 654.0 4.23 0.990 0.0 327.0 223.0 51.0 35.0 18.0
LEARNING OUTCOMES
701-201 Azenabor 3.0 2.67 1.250 0.0 0.0 1.0 1.0 0.0 1.0
BMS Fall 2017 cour 653.7 4.24 0.987 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
701-201 Azenabor 3.0 2.39 1.267 0.0 0.3 0.4 0.8 0.3 1.2

The book was great, nothing else though.
I would change the instructor and almost everything about he taught this course. He put little to no effort into the course,
with no lectures and inadequate material to learn it unless you had the "optional book in which all questions were drawn
from. I felt he gave no incentive to learn the material or give a solid effort. I could have learned just as much reading the book
and I would have saved myself several thousand dollars into the bargaining. Probably the worst class and instructor I have
experienced ever.
Instructor gave 0 effort into creating a good course and I felt taking the course gave nothing above what buying and reading
the book would. He provided no guidance, no help and no teaching.

427-001 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Fall 2017 cour 653.7 4.24 0.99 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
427-001 Azenabor 20.0 2.68 1.268 0.0 2.1 4.8 3.4 4.0 5.7
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Fall 2017 cour 654.0 4.33 0.907 0.0 352.3 219.3 44.7 22.3 15.3
COURSE ORGANIZATION
427-001 Azenabor 20.0 3.18 1.227 0.0 2.0 9.7 1.7 3.3 3.3
BMS Fall 2017 cour 653.7 4.24 0.990 0.0 327.0 227.7 44.7 36.0 18.3
COURSE CONTENT
427-001 Azenabor 20.0 2.80 1.307 0.0 2.0 5.7 3.3 4.3 4.7
BMS Fall 2017 cour 654.0 4.19 1.050 0.0 331.5 192.5 78.5 24.5 27.0
INSTRUCTOR ATTITUDE
427-001 Azenabor 20.0 2.28 1.460 0.0 2.5 2.5 2.5 3.0 9.5
BMS Fall 2017 cour 653.5 4.30 0.950 0.0 349.0 203.0 66.5 17.0 18.0
COMMAND OF MATERIAL
427-001 Azenabor 20.0 3.30 1.370 0.0 4.5 6.0 4.5 1.0 4.0
BMS Fall 2017 cour 653.5 4.25 0.970 0.0 325.0 221.5 68.0 18.0 21.0
AVAILABILITY
427-001 Azenabor 20.0 2.48 1.340 0.0 2.0 2.0 7.0 1.5 7.5
BMS Fall 2017 cour 654.0 4.23 0.990 0.0 327.0 223.0 51.0 35.0 18.0
LEARNING OUTCOMES
427-001 Azenabor 20.0 3.05 1.360 0.0 2.0 9.0 1.0 4.0 4.0
BMS Fall 2017 cour 653.7 4.24 0.987 0.0 330.6 215.8 59.2 27.7 20.4
Overall Averages
427-001 Azenabor 20.0 2.68 1.268 0.0 2.1 4.8 3.4 4.0 5.7

Reading the book was helpful for the most part. Lecture was no help.
Everything that was taught in this class was very interesting and valuable to any future studies in the medical field.
I think that the content in this course was very helpful and useful in the ways that afforded me an elaborated understanding
of concepts I had learned previously in other courses and courses in was currently taking.
The material was information that I will be using for my future classes and career so it was useful knowledge.
The practise exams helped us know what kind of questions and the type of material to focus on during studying for the
exams.
None
Dr. Azenabor is impossible to understand and SHOULD NOT BE TEACHING
None. Instructor never makes an effort to answer any questions.
The information is valuable to me as I enjoy the topics, but overall I didn’t gain the knowledge I hoped due to an absence of
teaching ability. Also, there was an inability to understand/trust the textbook as there were many errors in the text.
That there was a book to accompany the class
I feel Immunology as a whole is very important, especially to those who are headed into the MLS career field but Dr.
Azenabor was not a contributing factor to this importance.
We were given timed practice exams but after taking them we were unable to review our results or even see the practice
questions again. There was very little material to study from other than the book that was often grammatically incorrect and
difficult to follow.
The instructor was very nice, and cared for students success, but it was very hard to keep up with his train of thoughts in
class, and it was even harder to understand all of the information given to us in one lecture. His speech is not easily
understood, and his ideas are not linear, they bounce around alot.

The instructor seemed to always look at the clock and be concerned with running out of time. When there was a few mins
left the instructor would rush through a few slides to get to a better stopping point instead of just stopping and picking up on
that slide the next class. There was no review at the beginning of class on the previous class or any discussion on the exams
on the next class meeting day. Was very difficult to understand the instructor and then adding to that the class was taught in
a lecture pit room where voices and noises echoed badly.
The instructor mentioned that they only way to learn is by answering questions. If you got them wrong you could learn from
your mistakes and not make them again in the future. Which I agree with 100%. Unfortunately, with the way the instructor
set up the examinations of the course. It clearly demonstrates he does not agree with his own statement. When we would
take the exams or even the practice tests we could not see which problems we got wrong making it very difficult to improve
our knowledge. We should always be able to see the question we answered wrong in order to learn our mistake. The correct
answer does not need to be given, we can research that on our own but not revealing which question out of 100 different
ones we got wrong is unacceptable.
Over the course of the past 15 weeks this class has become a burden to all who take it. Dr. Azenabor has unrealistic
expectations when it comes to this class, I even have to call into to question if he is suitable to be teaching it all. I still cannot
understand how 100 true/false questions is in anyway an accurate assessment of the knowledge that was supposed to be
learned over the course of the semester. Dr. Azenabor is also one of the most condescending professors I have ever
encountered, when students asked to understand questions or give their input, they were immediately shut down and told to
go home and read the text book (which he wrote by the way, and may I add in a very biased sense as someone who had to
purchase this book what a SCAM.) If you asked my opinion the only person who should be teaching this class is Shahla
Anders.
NA

Many things about this class were not conducive to learning. I know Professor Azenabor was trying his best but to be
completely honest it was very hard to understand what he was saying during lecture. I was unable to hear, understand, or
comprehend what he was saying and I have heard this from multiple other students as well. In addition, the text book had
very useful information in it but it was sometimes out of order or scattered throughout and not easy to follow or understand
the main points. The lecture slides were exactly copied from the book and read off from in lecture. The practice assessments
given the day before the exam were helpful but not being able to go into D2L after submission to see what questions we got
wrong before the exam is not helpful because then I am studying the wrong answers which is not helping me learning the
material. Lastly, the exams being online were nice, I did enjoy this part. However, I did NOT like that every exam was about
100 true or false questions. I did not learn the material this way, and I feel it did not truly and entirely test my knowledge of
the course. Overall, I did not enjoy the lecture portion of this class and although I walked away with new knowledge I am
disappointed with the turnout.
Lecture could be more organized. Exams were difficult, students weren't given more opportunities to get a good grade in the
course.
I would strongly suggest a change in textbooks. Dr. Azenabor's book was extremely hard to follow and contained numerous
grammatical and structural errors. It jumped from topic to topic with hardly any continuity, sometimes doubling back on
topics that were being discussed two pages prior. The index and glossary were very limited, making it difficult to find topics
when it came time to study.
Honestly, the course could be strengthened by requiring an actual textbook or getting a completely new instructor.
Help people with questions they are stuck on and be considerate of people's IQ.
Do not make the exams all true or false. There's a lot of specific information, so a study guide would be extremely helpful.
A new teacher!!!!
A new instructor. He is very hard to understand, he doesn't answer questions well, and it would be great if the PowerPoints
were uploaded as some of the pictures are charts were not in the book.

The entire course is based on vaguely worded true/false questions, which is not indicative of learning. The textbook, written
by the professor, which we were required to purchase, is a mess, and the lectures which we were required to attend, did
nothing to advance any learning. My favorite quote, on the last day of classes, five days before the final, was “if you have any
questions at this point, don’t bring them to me.” What is this guy doing being a professor. This is my with him, and
I’m still astounded. For the sake of students entering this phase of their education, offer this class online with this professor,
or in person with a different one. His apathy towards our learning and, at times, humiliation about our advancement of
learning, did nothing to promote anything but a negative learning environment.
Exams did not match lecture information. Exams were all True/False. Professor didn't answer students questions.
While Dr. Azenabor is clearly extremely intelligent, he needs to improve on ways to express and teach what he knows to his
students. He flew through topics, never stopping to see if there were any questions or to check if what he was saying was
being understood. He seemed reluctant to answer questions, saying on our last day of lecture before our final not to email
him asking any questions between then and the final.
The syllabus claims "Absence from class for two consecutive lectures will attract a drop of grade by half at the end of the
semester". However there is not point percentage awarded for attendance on the grade break down on the syllabus. I think
that not awarding points for attendance but simply taking points off is somewhat unfair.
I think this class was exhaustive, especially for a cumulative subject. I think it should be split into two classes (clinical
immunology 1, and clinical immunology 2).
You can't understand a single word he says. His book has so many errors, you have no idea what's right or wrong. His exams
are exact sentences from the book with minor differences you can barely catch. This course taught me absolutely nothing. I
barely passed it. A new teacher or additional teachers to choose from is strongly encouraged in order for students to learn
anything in this course.
Dr. Azenabor is obviously extremely smart but he constantly belittles his students and makes us feel very beneath him. HIs
tests are extremely confusing and do not reflect the knowledge of the individual. Who the hell does 100 true-false questions?
It's damn guessing game because of his English is awful
I was very disappointed with the instructor for many reasons. Based on the examinations, his expectations were for us to
memorize his entire poorly-written textbook and regurgitate the information solely in the form of true/false questions. This
does not result in adequate learning or fair examinations. Also, I have tried to reach out to the professor via email and
received no response. I am getting a decent grade in the class, so I’m not complaining as a result of poor grades. Overall, the
professor was very self-centered, egotistic, lazy and lacked the motivation to have his students succeed. This is very
unfortunate as the topics could be very interesting but the presentation of said topics was done terribly.

If you are going to keep this instructor, please have another instructor or TA available for course. Our instructor is very hard
to understand when he speaks, you ask him a question and he makes you feel dumb or doesn't respond in a manner that is
professional. He asks us to not ask questions about the exam, but read his book and use practice questions. He could allow
the online practice questions available for more than a day and not have it open and available the day before each exam. He
could also refrain from calling people "stupid Americans" as I take offense to this. This instructor has made learning
immunology a struggle and may keep me from passing the class and getting into my program and I am having a tough time
with this thought.
The man felt very aloof and uncaring about teaching us. When your professor refuses to answer questions you have about
class and ends his final class with you saying "Don't ask me any questions and Good Luck with the Final!" that sounds like a
person who no longer cares about his job and is a negative influence in academia. I will be bringing this up with the program
director as I am displeased with his attitude.

BMS Spring 2018
301-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
Course content adequately reflected BMS Spring 2018 511 4.29 0.940 0 260 186 35 14 16
Material was presented at an BMS Spring 2018 512 4.10 1.080 0 227 185 44 34 22
The material presented enabled me BMS Spring 2018 512 4.16 1.050 0 239 186 39 27 21
PERFORMANCE
The grading system was clearly BMS Spring 2018 512 4.34 0.910 0 276 175 33 16 12
Assessments and assignments were BMS Spring 2018 511 4.14 1.040 0 233 186 43 30 19
INSTRUCTOR ATTITUDE
Instructor exhibited openness to BMS Spring 2018 512 4.20 1.020 0 253 166 53 22 18
Instructor inspired me to put forth my BMS Spring 2018 512 4.09 1.080 0 232 164 71 22 23
COMMAND OF MATERIAL
The instructor demonstrated a BMS Spring 2018 512 4.24 0.960 0 253 173 56 16 14
matter.
The instructor demonstrated an BMS Spring 2018 512 4.31 0.920 0 266 177 45 9 15
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

The instructor provided a learning BMS Spring 2018 512 4.13 1.080 0 244 164 58 21 25
Instructor perceived students' ability BMS Spring 2018 511 4.04 1.100 0 223 160 73 35 20
accordingly.
AVAILABILITY
Instructor provided students with BMS Spring 2018 510 4.21 1.010 0 248 181 44 16 21
Instructor responded to student BMS Spring 2018 512 4.12 1.070 0 241 158 70 20 23
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
I learned a great deal about the BMS Spring 2018 510 4.20 1.020 0 247 179 42 23 19
BMS Spring 2018 511.5 4.21 1.00 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
301-202 Azenabor 15.0 3.34 0.826 0.0 1.1 5.6 6.0 1.8 0.5
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2018 511.7 4.31 0.897 0.0 262.3 182.7 41.3 13.3 12.0
COURSE ORGANIZATION
301-202 Azenabor 15.0 3.58 0.840 0.0 1.3 8.0 4.3 0.7 0.7
BMS Spring 2018 511.7 4.18 1.023 0.0 242.0 185.7 39.3 25.0 19.7
COURSE CONTENT
301-202 Azenabor 15.0 3.04 1.007 0.0 1.0 4.7 4.7 3.3 1.3
EVALUATION OF STUDENT BMS Spring 2018 511.5 4.24 0.975 0.0 254.5 180.5 38.0 23.0 15.5
BMS Spring 2018 512.0 4.15 1.050 0.0 242.5 165.0 62.0 22.0 20.5
INSTRUCTOR ATTITUDE
301-202 Azenabor 15.0 3.37 0.700 0.0 1.0 4.5 8.5 1.0 0.0
BMS Spring 2018 512.0 4.28 0.940 0.0 259.5 175.0 50.5 12.5 14.5
COMMAND OF MATERIAL
301-202 Azenabor 15.0 3.54 0.750 0.0 1.5 6.5 5.5 1.5 0.0
ABILITY TO CONVEY BMS Spring 2018 511.5 4.09 1.090 0.0 233.5 162.0 65.5 28.0 22.5
BMS Spring 2018 511.0 4.17 1.040 0.0 244.5 169.5 57.0 18.0 22.0
AVAILABILITY
301-202 Azenabor 15.0 3.27 0.675 0.0 0.0 6.0 7.0 2.0 0.0
BMS Spring 2018 510.0 4.20 1.020 0.0 247.0 179.0 42.0 23.0 19.0
LEARNING OUTCOMES
301-202 Azenabor 15.0 3.33 0.700 0.0 1.0 4.0 9.0 1.0 0.0
BMS Spring 2018 511.5 4.21 0.998 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
301-202 Azenabor 15.0 3.34 0.826 0.0 1.1 5.6 6.0 1.8 0.5

BMS Spring 2018
301-202 Azenabor
The power points were helpful, but not only that other sources were given which were very helpful as well.
The time management was very valuable.
case studies
Everything was valuable!
quizzes were ridiculously hard, I seriously doubt a practicing doctor could get every answer correct.
The content was interesting.
The given powerpoints are of terrible quality. They are disorganized to the point where they are almost unusable without
spending hours deleting duplicate slides, and consolidating topics when they were mentioned some 20 slides apart.
Organized notes are imperative for studying for quizzes, which often do not cover material in the book or the slides. All of this
severely detracted from my learning experience in this class.
Study guides for the exams, content could have organized or explained better in the PowerPoints
Not have such a dense PowerPoint as the only way to get the course material. It was hard to prep for a 30 question qize
when there were 90 slides full of information.
find a new way to present content other than 150 slides
Be more specific with teachings and class contents and materials.
Answers could have been given on the power points.
When it came down to questions about the final exam, the instructor of the course never responded to my email, and still
hasn't. I talked to the TA involved but she wasn't much help at all, she just told me to talk to the professor, but never got an
email back.
This instructor pushed me to the TA for answering my questions. Then the TA had to ask the professor.

The book was the most helpful tool in this course, because it filled in information much more efficiently than the
powerpoints or google. I would encourage placing a greater emphasis on the book as a resource in the future.
How can you expect students to learn solely based on a 150 slide power point? Case studies don't necessarily match up with
material on the slides.

BMS Spring 2018
304-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
outlined to the class. 304-202 Azenabor 34 4 0.91 0 11 15 5 3 0
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Spring 2018 511.5 4.21 1.00 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
304-202 Azenabor 33.8 3.88 0.976 0.0 10.7 12.1 8.1 2.5 0.5
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2018 511.7 4.31 0.897 0.0 262.3 182.7 41.3 13.3 12.0
COURSE ORGANIZATION
304-202 Azenabor 34.0 4.00 0.870 0.0 11.0 14.0 7.0 2.0 0.0
BMS Spring 2018 511.7 4.18 1.023 0.0 242.0 185.7 39.3 25.0 19.7
COURSE CONTENT
304-202 Azenabor 33.7 3.86 1.093 0.0 11.3 12.3 5.0 4.0 1.0
BMS Spring 2018 512.0 4.15 1.050 0.0 242.5 165.0 62.0 22.0 20.5
INSTRUCTOR ATTITUDE
304-202 Azenabor 34.0 3.82 0.950 0.0 10.0 11.0 10.0 3.0 0.0
BMS Spring 2018 512.0 4.28 0.940 0.0 259.5 175.0 50.5 12.5 14.5
COMMAND OF MATERIAL
304-202 Azenabor 34.0 3.82 0.965 0.0 10.5 10.0 10.5 3.0 0.0
BMS Spring 2018 511.0 4.17 1.040 0.0 244.5 169.5 57.0 18.0 22.0
AVAILABILITY
304-202 Azenabor 33.5 3.84 1.010 0.0 10.5 10.5 10.0 1.5 1.0
BMS Spring 2018 510.0 4.20 1.020 0.0 247.0 179.0 42.0 23.0 19.0
LEARNING OUTCOMES
304-202 Azenabor 33.0 3.88 0.950 0.0 10.0 12.0 8.0 3.0 0.0
BMS Spring 2018 511.5 4.21 0.998 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
304-202 Azenabor 33.8 3.88 0.976 0.0 10.7 12.1 8.1 2.5 0.5

BMS Spring 2018
304-202 Azenabor
I loved the material
Great material with the case studies that were provided!
I think that every I learned in this course was valubale for me and my career.
Topics were well rounded and interesting. Case studies were pertinent
online quizzes
hardest 1 credit course i've ever taken
The presentation and material were clear and very helpful in understanding the material of this course
each quiz that we had to take
The real world applications.
The course instructor stated in the syllabus that we were allowed to use the internet to find answers. If we would not have
been allowed to use search engines as resources I think the class would have been much more difficult. In the real world we
have access to the internet anytime we want to search for information or to help us solve problems so I think it is not
unreasonable that we be allowed to use the internet to complete homework.
The fact that it was online was very helpful to work into my schedule
The content itself is intriguing.
wording on quizzes and exams
There was a unit in this class labeled the renal system; on D2L, only content concerning he kidneys was listed. However, once
you got to the quiz, you discover the topics for that week also cover the lower unrinary system, but those slides were
included as part of the following week’s lecture. This is completely unacceptable; students need to be able to properly
manage their time, and the least that can be done is make sure content is covered the correct week. All of this is part of the
job of the instructor, not the students. Yes, we signed up for an online class and teaching ourselves, but it does not entail
preparing content/powerpoints. If that is something you can’t bring yourself to make time for before you start a class please
kindly reconsider your profession. I don’t want my tuition paying someone so lazy as you. It is the job of a student to learn,
but as an educator your job is to give students all the tools necessary to do so, not to impede the learning process due to lack
of preparation.

Reduce the amount of slides that are given for content. There is an overload sometimes with how many slides are given in
the powerpoints.
Powerpoints are lengthy and often unorganized, and questions on the test are too advanced for the content provided in the
lecture slides. Providing an answer key for the case studies is imperative or students won't know if they're getting the right
answers when studying.
Powerpoint slides were infinite! I feel like it was hard to understand everything in a week with the endless power points.
Page numbers to coincide with case study
nothing, I learned a lot in this course
n/a
Make the quizzes easier
I think that students can get as much as they want out of this course depending on how much time they are investing. If a
student wanted to become a doctor they would be smart to put more time into this course than otherwise. I'm not going to
become a doctor and I will not be diagnosing people for a living and for that reason I focused energy into getting a good
grade but did not spend an extremely large amount of time studying the material than I may have otherwise. I wouldn't
change anything about it.
-------
The due dates being changed to consistently being due at night was very helpful. Last semester in the first 3 classes, he had
some due date times at 11:30AM and some at 11:30PM. Although clearly stated, I sometimes got them confused and/or
forgot, especially when they were due in the morning. Super helpful that the due date times were changed to all at 11:30pm.
Some of the things on the quizzes were not in the book
Since it is an online class it should be available to complete all week and not just Monday-Friday. It should also be open for
students to work ahead since online classes are stated to be a work at your own pace setting. Instructor gave no assistance
when working around schedules.
Professor needs to be more thorough with teaching and powerpoint slides.
none
n/a

n/a
I'm happy that the course was not extremely difficult which allowed me to get a good grade and move on to the next level.
All you need to do is make sure D2L is up to date, and that powerpoints are comprehensive and easy to follow, not
disorganized

BMS Spring 2018
305-202 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Spring 2018 511.5 4.21 1.00 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
305-202 Azenabor 33.9 3.67 1.085 0.0 9.1 11.1 8.9 3.5 1.4
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2018 511.7 4.31 0.897 0.0 262.3 182.7 41.3 13.3 12.0
COURSE ORGANIZATION
305-202 Azenabor 34.0 3.87 0.980 0.0 9.7 14.3 7.0 2.0 1.0
BMS Spring 2018 511.7 4.18 1.023 0.0 242.0 185.7 39.3 25.0 19.7
COURSE CONTENT
305-202 Azenabor 34.0 3.61 1.177 0.0 9.7 10.0 7.0 6.0 1.3
BMS Spring 2018 512.0 4.15 1.050 0.0 242.5 165.0 62.0 22.0 20.5
INSTRUCTOR ATTITUDE
305-202 Azenabor 34.0 3.58 1.140 0.0 9.0 8.5 11.5 3.0 2.0
BMS Spring 2018 512.0 4.28 0.940 0.0 259.5 175.0 50.5 12.5 14.5
COMMAND OF MATERIAL
305-202 Azenabor 34.0 3.68 1.100 0.0 10.0 9.0 10.0 4.0 1.0
BMS Spring 2018 511.0 4.17 1.040 0.0 244.5 169.5 57.0 18.0 22.0
AVAILABILITY
305-202 Azenabor 33.5 3.59 1.035 0.0 7.0 11.0 11.5 2.5 1.5
BMS Spring 2018 510.0 4.20 1.020 0.0 247.0 179.0 42.0 23.0 19.0
LEARNING OUTCOMES
305-202 Azenabor 34.0 3.68 1.100 0.0 9.0 12.0 7.0 5.0 1.0
BMS Spring 2018 511.5 4.21 0.998 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
305-202 Azenabor 33.9 3.67 1.085 0.0 9.1 11.1 8.9 3.5 1.4

BMS Spring 2018
305-202 Azenabor
N/A.
I loved that reading the book was mostly enough to study for this class. I also liked that I had time to cross-reference
information during quizzes so as to better learn and connect the information with the right answers. I spent a great deal of
time simply reading through individual conditions listed in the book searching for specific information, and this allowed me to
better recall the information the next time a specific condition was mentioned and more readily rule it out, or know it was
the right answer. This works very well with my learning style, and I felt that I will be leaving this class having learned far more
than in most classes. Thank you!
I loved the topics
The case studies were beneficial to learn about!
None
Everything was valuable in the course!
Topics were interesting
online quizzes
I found the slides and presentations to be very helpful.
each quiz weekly
Since it was an online class, I liked how i can do my assignments/ exams whenever during the week.
Again, I like the content itself, otherwise this wouldn’t be my major.
This class was a joke. The T.A. Gave exams that didnt reflect the lectures or powerpoint. Powerpoints were incomplete and
we were not given enought time to write the lecture powerpoints in
There can sometimes be a content overload, which is overwhelming.
The quizzes wording could be fixed, found that I got confused more often with the wording
The powerpoints for this section are still disorganized, and I still wasted time that should have been spent studying on
restructuring them in a way that followed the book, and was not repetitive.
Quizzes were hard

Please break those huge power points in to smaller, more digestible chunks!
none
No changes in the content.
Needs to be more specific and fix the endless powerpoints
n/a
I think the powerpoints should be made more clear for each topic. There's a lot that isn't explained which made it difficult to
learn the material.
Corresponding pages in books with explanation
Waste of student time and finances.
The powerpoints are much too long and tedious to allow for any significant retention. For those who cannot afford a book, it
would be better for retention to break those huge powerpoints into much smaller chunks of 15-20 slides each, instead of one
powerpoint with 100+ slides. That said, since I did have access to the book, I've never actually needed any of the power
points or other resources that were made available via d2l. After my first attempt to make it through a powerpoint in BMS
300, I realized that the book is plenty, and any time the book wasn't enough I simply googled things until I found the right
information.
Quizzes should be open all week and not just Monday through Friday.
please take the time to look over and restructure the powerpoints for future classes. there is already an overwhelming
amount of information students need to teach themselves for this class. And by overwhelming I mean that classes I have in
person lectures for don’t even have 200+ slides like this class does. All I ask is that you make the content more accessible/the
class structure more conducive to learning.
none
N/a
n/a
Make them easier
I just wish that the stuff on the exam and quizzes reflected what was given to us. Sometimes it would not match which made
it difficult at times.

I had no idea who the instructor was since the TA was the only one who ever posted with updates. I wish that the material
would be explained better or presented in a better way, whether that be clearly explaining the topic in the powerpoint slides
or doing voiceovers on the powerpoint.

BMS Spring 2018
702-201 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
outlined to the class. 702-201 Azenabor 1 4 0 0 0 1 0 0 0
reasonably adhered to in terms of 702-201 Azenabor 1 1 0 0 0 0 0 0 1
material.
organized and effective manner. 702-201 Azenabor 1 1 0 0 0 0 0 0 1
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Spring 2018 511.5 4.21 1.00 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
702-201 Azenabor 1.0 1.18 0.000 0.0 0.0 0.1 0.0 0.0 0.9
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2018 511.7 4.31 0.897 0.0 262.3 182.7 41.3 13.3 12.0
COURSE ORGANIZATION
702-201 Azenabor 1.0 2.00 0.000 0.0 0.0 0.3 0.0 0.0 0.7
BMS Spring 2018 511.7 4.18 1.023 0.0 242.0 185.7 39.3 25.0 19.7
COURSE CONTENT
702-201 Azenabor 1.0 1.00 0.000 0.0 0.0 0.0 0.0 0.0 1.0
BMS Spring 2018 512.0 4.15 1.050 0.0 242.5 165.0 62.0 22.0 20.5
INSTRUCTOR ATTITUDE
702-201 Azenabor 1.0 1.00 0.000 0.0 0.0 0.0 0.0 0.0 1.0
BMS Spring 2018 512.0 4.28 0.940 0.0 259.5 175.0 50.5 12.5 14.5
COMMAND OF MATERIAL
702-201 Azenabor 1.0 1.00 0.000 0.0 0.0 0.0 0.0 0.0 1.0
BMS Spring 2018 511.0 4.17 1.040 0.0 244.5 169.5 57.0 18.0 22.0
AVAILABILITY
702-201 Azenabor 1.0 1.00 0.000 0.0 0.0 0.0 0.0 0.0 1.0
BMS Spring 2018 510.0 4.20 1.020 0.0 247.0 179.0 42.0 23.0 19.0
LEARNING OUTCOMES
702-201 Azenabor 1.0 1.00 0.000 0.0 0.0 0.0 0.0 0.0 1.0
BMS Spring 2018 511.5 4.21 0.998 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
702-201 Azenabor 1.0 1.18 0.000 0.0 0.0 0.1 0.0 0.0 0.9

BMS Spring 2018
702-201 Azenabor
The professor refuses to respond to emails that he deems not worthy of his time. The content is jumbled and out of order
and makes it very confusing what to know for the quizzes and exams. The content and quizzes are an EXACT REPEAT of
The questions on the quizzes and exams are taken verbatim from a separate book available for
purchase so if a student has that book, the answers are available. However, answers to many questions are not covered in
the lecture material or even in the text. On top of it all, many questions are marked incorrectly or do not have a correct
response programmed in so they will be marked wrong no matter what. When brought to the attention of the professor, I
was met with hostility and rude behavior. I would never take this class if I was not recommended to and will never suggest
anyone else take this class. It may be an easy A because the answers to the quizzes and exams are found readily, but I learned
absolutely nothing from how the course is set up and it was a waste of my tuition that I pay in full out of pocket as a
.

Find a new instructor for this course because the current one does not put any care into the course. From my personal
interactions with him, he does not believe he is capable of making mistakes and with this enlarged ego, he says insulting
things to my face and behind my back. Truly a shame that this course is being taught to

BMS Spring 2018
531-201 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
organized and effective manner. 531-201 Azenabor 9 3 1.33 0 1 3 2 1 2
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
BMS Spring 2018 511.5 4.21 1.00 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
531-201 Azenabor 9.0 2.77 1.389 0.0 1.4 1.8 1.6 1.8 2.4
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
BMS Spring 2018 511.7 4.31 0.897 0.0 262.3 182.7 41.3 13.3 12.0
COURSE ORGANIZATION
531-201 Azenabor 9.0 3.11 1.417 0.0 1.7 2.7 1.7 1.0 2.0
BMS Spring 2018 511.7 4.18 1.023 0.0 242.0 185.7 39.3 25.0 19.7
COURSE CONTENT
531-201 Azenabor 9.0 2.96 1.423 0.0 1.3 2.7 1.7 1.0 2.3
BMS Spring 2018 512.0 4.15 1.050 0.0 242.5 165.0 62.0 22.0 20.5
INSTRUCTOR ATTITUDE
531-201 Azenabor 9.0 2.44 1.500 0.0 1.5 1.0 1.0 2.0 3.5
BMS Spring 2018 512.0 4.28 0.940 0.0 259.5 175.0 50.5 12.5 14.5
COMMAND OF MATERIAL
531-201 Azenabor 9.0 2.95 1.300 0.0 1.0 2.5 2.5 1.0 2.0
BMS Spring 2018 511.0 4.17 1.040 0.0 244.5 169.5 57.0 18.0 22.0
AVAILABILITY
531-201 Azenabor 9.0 2.50 1.455 0.0 1.5 1.0 1.0 2.5 3.0
BMS Spring 2018 510.0 4.20 1.020 0.0 247.0 179.0 42.0 23.0 19.0
LEARNING OUTCOMES
531-201 Azenabor 9.0 2.78 1.400 0.0 1.0 3.0 0.0 3.0 2.0
BMS Spring 2018 511.5 4.21 0.998 0.0 248.8 175.8 48.8 20.3 17.9
Overall Averages
531-201 Azenabor 9.0 2.77 1.389 0.0 1.4 1.8 1.6 1.8 2.4

BMS Spring 2018
531-201 Azenabor
None, Dr. Azenabor has once again proven he is the worst MLS instructor.
This course was essential to the MLS program. Virology is not stressed in other classes, so this was helpful.
A completely different instructor.
The class was online and could use better powerpoint presentations. The term papers should have due dates that are more
spread out, not all due at the end of the semester.
Rearrange the assignment scedule
Never once heard from the instructor. D2L was a mess and unclear grading book. The three papers that were due we had to
email them to him, I never knew if he even got my email or my paper, nothing has been graded yet. I've had this teacher in
the past and not once have I felt like he actually cares about the students.

Dr. Azenabor needs to have his lecture materials proofread and restructured so as to make sense (same goes with his
immunology textbook which was a complete travesty). The D2L grading page was at no point representative of how the
course was supposed to be graded. At the time of writing this (5/9/18) none of the papers the class had to write have been
graded, which is troubling on account that they are worth 60% of the whole class. Unsurprisingly, Dr. Azenabor has been
arrogant, condescending and difficult to approach or talk to. This hasn't changed since first taking his
years ago. A number of fill in the blank questions appeared in the one exam I had to take, which was odd considering the
whole thing was in a True/False format. When questioned if the fill in answer was sensitive to an added period or lower case
letter, Dr. Azenabor rudely stated "it had already been taken care of". I highly doubt this, since the question was asked a day
after the exam was taken.
Azenabor doesn't seem to be passionate about teaching. Rather he seems irritated by students and their questions. I'm sure
his field experience has provided plenty of learning material, he just has to be willing to share in an effective manner.

Summer 2018
537-401 Azenabor
Neither
Strongly Strongly
Agree Disagree
Disagree
COURSE ORGANIZATION
material.
COURSE CONTENT
PERFORMANCE
INSTRUCTOR ATTITUDE
COMMAND OF MATERIAL
matter.
real applications.
ABILITY TO CONVEY
KNOWLEDGE/EXPERTISE

accordingly.
AVAILABILITY
manner.

Neither
Strongly Strongly
Agree Disagree
Disagree
LEARNING OUTCOMES
I learned a great deal about the Summer 2018 0 0.00 0.000 0 0 0 0 0 0
Summer 2018 40.0 4.1 1.2 0.0 22.6 6.7 5.8 1.6 3.3
Overall Averages
537-401 Azenabor 4.0 1.9 1.1 0.0 0.2 0.7 0.3 0.2 2.6
Summary of Groups
Neither
Strongly Strongly
Agree Disagree
Disagree
Summer 2018 40.0 4.22 1.113 0.0 23.3 7.7 5.3 1.7 2.0
COURSE ORGANIZATION
537-401 Azenabor 4.0 2.67 1.540 0.0 0.7 1.0 0.3 0.3 1.7
Summer 2018 40.0 4.00 1.357 0.0 22.0 7.7 3.3 2.7 4.3
COURSE CONTENT
537-401 Azenabor 4.0 1.83 1.273 0.0 0.0 1.0 0.0 0.3 2.7
Summer 2018 40.0 4.04 1.325 0.0 23.5 3.5 7.5 2.0 3.5
INSTRUCTOR ATTITUDE
537-401 Azenabor 4.0 1.25 0.435 0.0 0.0 0.0 0.5 0.0 3.5
Summer 2018 40.0 4.21 1.080 0.0 22.5 7.5 8.0 0.0 2.0
COMMAND OF MATERIAL
537-401 Azenabor 4.0 2.50 1.500 0.0 0.0 2.0 0.0 0.0 2.0
Summer 2018 40.0 4.06 1.300 0.0 22.0 7.0 6.0 1.0 4.0
AVAILABILITY
537-401 Azenabor 4.0 1.00 0.000 0.0 0.0 0.0 0.0 0.0 4.0
Summer 2018 0.0 0.00 0.000 0.0 0.0 0.0 0.0 0.0 0.0
LEARNING OUTCOMES
537-401 Azenabor 0.0 0.00 0.000 0.0 0.0 0.0 0.0 0.0 0.0
Summer 2018 40.0 4.09 1.249 0.0 22.6 6.7 5.8 1.6 3.3
Overall Averages
537-401 Azenabor 4.0 1.91 1.070 0.0 0.2 0.7 0.3 0.2 2.6

537-401 Azenabor
Summer 2018
1-17 Add any additional comments regarding the COURSE here:
The class topics were very interesting and liked learning about the parasitology and mycology aspect of the clinical lab
environment.
This was a very interesting topic, and I would have like to learn more about it, but through the way it was presented I learned
very little. I feel extremely unprepared to face this content in my board exam and in my career.
First time ever seeing this subject did not make this easy. Very unorganized. Quiz and exam questions were never talked
about in lecture. Lab was a waste of time.
The course material itself is difficult and I honestly wish I had more time to actually learn it. Between this course and working
nearly full time I had a difficult time learning anything. I do not feel confident in my mastery of the course content.
1-18 - Add any additional comments regarding the INSTRUCTOR here:

Azenabor is an awful instructor. I do not recommend any of his courses to anyone. I cannot honestly say if he has any
mastery of the material because I cannot understand a word of what he says, it sounds like his mouth is full of food. He does
not clearly outline what I am supposed to learn, and does not convey his expectations effectively. He is unwilling to answer
student questions. He thinks he is smarter and better than all of his students and it is very discouraging. He does not promote
an environment that is conducive to learning whatsoever. His presentations are difficult to read - full paragraphs on a power
point slide - and his quiz answers contradict the information in his lectures. He also quizzes on information that is not
presented in class. I really wish he wasn't a professor, I might have actually learned something from anybody else.
Cannot understand a single word he says. A huge waste of time.
The instructor did not answer questions, instead made comments such as: "you should have paid closer attention". Because
of this, I feel like there was no point in this course because if the instructor won't answer questions, then there really is no
reason to attend lecture. He clearly is extremely knowledgeable about the subject matter but talked down to students and I
did not feel comfortable asking questions. Between this and extremely lengthy powerpoints that seemed to be copied from a
textbook, that did not relate to exam content, I feel like this course did not meet the course objectives.

The instructor seemed like he didn't care about the students. When we would bring up questions on the practice quizzes that
had wrong answers he almost seemed as if he wanted to pick a fight with us and prove that he was right and we were wrong
even though the powerpoint notes and book said something different. When asked if I could see my previous exams, he told
the entire class that "it's in the past and we should move on and focus on the next topic". I'm a student who likes to review
their exams so I can learn from the mistakes I've made on previous exams. Also, when I emailed him about a question, I never
got a response back from him--I had to confront him in class regarding the question. This class is only 2 weeks long and
there's a lot of information, he should be responding to our emails to help clarify or answer our questions in a timely manner.
The instructor also didn't seem to really like when students would ask questions or clarify things he said in lecture.

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Azenabor Course Evaluations

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246-427-402 Clinical Immunology FALL 2001

PART A. COMMENTS: COURSE EVALUATION

The text book in no way followed the topics discussed in lecture

good course, a great amount of material to digest in short period of time

PART B. COMMENTS: INSTRUCTOR EVALUATION

He needs to speak slower & more clearly.

j:\everyone\health sciences\student evaluations\fall 2002\246-427-402

PART A. COMMENTS: COURSE EVALUATION

PART B. COMMENTS: INSTRUCTOR EVALUATION

j:\everyone\health sciences\student evaluations\fall 2002\246-547-408

PART A. COMMENTS: COURSE EVALUATION

PART B. COMMENTS: INSTRUCTOR EVALUATION

j:\everyone\health sciences\student evaluations\spring 2003\246-531-001

PART A. COMMENTS: COURSE EVALUATION

Seminar course was very productive

PART B. COMMENTS: INSTRUCTOR EVALUATION

Very friendly and approachable.

j:\everyone\health sciences\student evaluations\spring 2003\246-710-413

PART A. COMMENTS: COURSE EVALUATION

The course was very condensed.

Too much material in too short of a time

PART B. COMMENTS: INSTRUCTOR EVALUATION

PART A. COMMENTS: COURSE EVALUATION

I think the course is fine and the material were understandable

The detailed course content seemes to be at a graduate level instead of undergraduate in

PART B. COMMENTS: INSTRUCTOR EVALUATION

Professor sometimes tends to go a little fast.

Memorizing book paraphrases to be regeratate in essay format does little in teaching

PART A. COMMENTS: COURSE EVALUATION

PART B. COMMENTS: INSTRUCTOR EVALUATION

Too hard on presentation.

PART A. COMMENTS: COURSE EVALUATION

I hate 30 min presentations

PART B. COMMENTS: INSTRUCTOR EVALUATION

PART A. COMMENTS: COURSE EVALUATION

Content didn’t reflect the material we should have learned about.

Material didn’t seem relevant.

PART B. COMMENTS: INSTRUCTOR EVALUATION

It would be helpful to have power point slides available.

PART A. COMMENTS: COURSE EVALUATION

There was too much material to cover in a 2 week course.

Lots of info to learn, stressful.

PART B. COMMENTS: INSTRUCTOR EVALUATION

Good job keeping class interested.

Terrible teacher, keep him in the lab.

It was very good course to understand immunology.

Good sometimes went too fast…

Information was not always s totally clear.

The instructor demonstrated mastery of the subject. He presented lectures in a very

The instructor was ineffective at communicating course material effectively.

He delivered the subject matter with a better excellence.

PART A. COMMENTS: COURSE EVALUATION

PART B. COMMENTS: COURSE EVALUATION

Timing if the presentations ended up well.

Course was very interesting and informative.

A good review of virology.

We needed handouts to keep up with the speed of the lecture.

Bad instructor can’t understand what he says!

Enthusiastic about the subject.

The instructor showed mastering of the subject.

Course was very interesting. Thought-provoking presentations weekly did much to

COMMENTS: Part A – Course Evaluation

The handouts were very helpful.

COMMENTS: Part B – Instructor Evaluation