Reviews

Every single teaching review I have record of, in a generally most recent order

 


BIOMEDE 211, Winter 2019

Every single comment made by students around the end of the class in no particular order

  1. Dr. Belmont taught the class very well; his explanation of concepts and knowledge of the subject matter is fantastic. You can tell he really enjoys this stuff. However, one comment I would like to make is regarding his HW/exam questions. It seems like he just asks whatever he wants to, even if it ends up being absolutely ridiculous (from an exam timing point of view) or if we didn’t cover how to do something like it in class. This led to a lot of unnecessary confusion on homework and an excess amount of stress for exams. I feel like I had a great grasp of the content; I just couldn’t do the long, elaborate, 2–hour long problems within the time constraint of an exam.
  2. The one day we had slideshows did not work well for me. It was difficult to keep pace with the slides when taking notes. A solution to this would be giving a printout so students could jot notes onto the slides that you will show during that class period.
  3. Dr. Belmont knew the material very well, but sometimes lacked clarity in explaining things, or certain areas seemed rushed. Overall a good class.
  4. I think the instruction of this course improved significantly after the midterm reviews. Barry is a wonderful instructor and thrives off of teaching conceptual material (like when he does powerpoint presentations). Lectures like those were my favorite and I wish this class could have been more focused on that type of information. Overall, he got much better at addressing questions which was much appreciated.
  5. Instruction quality was good; pacing wasn’t too bad and material was explained clearly
  6. I believe Barry made a huge improvement from the first half of the semester. I also believe that the material was very heavy at times.
  7. Dr. Belmont is the most captivating, passionate, and inspiring teacher I have ever had. I’m lucky to have had the opportunity to learn from him, and I’m looking forward to taking more courses with him in the future.
  8. From what you said in the midterm evaluations, it seems like you really took them to heart. You are really good at power point lectures.
  9. Your lectures are really interesting, but with the recent stuff, you explain most of it conceptually and then I’m not always sure how to actually apply it.
  10. I liked Professor Belmont a lot more after Spring Break. I had always enjoyed his class since the beginning of the semester, but even more after the first set of evaluations. I think he’s a really nice guy too and was able to explain the material very well and enthusiastically. The only thing I would recommend is if he made more lecture slides and posted them on canvas, but the screenshots were okay. Professor Belmont was definitely my favorite professor this semester and I hope to take his class again in the future.
  11. None. Thoroughly enjoyed the class. Lot of hard work but learned a lot in the end. Thanks for a great semester!
  12. The IAs were particularly helpful at office hours. I feel that as the semester went on Dr Belmont came better prepared to lecture and addressed issues appropriately that came up while teaching regarding questions and confusion.
  13. Instruction was of great quality, however, occasionally some material was not explained very clearly or explained too fast before moving on.
  14. Great instructor. Made a class that seemed really difficult a class that was fun to learn and was rather simple to do well in, if the time was put in. Definitely one of the better classes that I have taken in both the Engineering College and Michigan as a whole.
  15. Professor Barry Belmont is a really competent person. The class materials are really interesting, taught by him. But the math is sometimes sloppy, especially in the second part of the course. The derivation of bio impedance is really clear though!
  16. The beginning of the semester was rough, but once the new rules with “aisle yellers” were set, the class was a lot better. Of all my classes this semester I thought this one was the most fair. I felt like this class was a democracy and that Prof Belmont really listened to us and cared about what we had to say, and really wanted us to learn. It was really awesome that Prof Belmont graded us on what we knew, and how we solved or interpreted the questions rather than our ability to get the right answer. I really enjoyed this course, and would recommend anyone to take a class with Prof. Belmont, because he really did a great job.
  17. Good.
  18. Although I understand that the midterm evaluations you received must have been difficult to read, the class was notably better afterwards. It means a lot to students and says a lot about you as a professor that you read, acknowledge, and attempt to address the feedback that you receive. In the second half of the semester, I felt that you created an environment where students felt both more respected and more free to ask questions. Your energy along with your enthusiasm for teaching and transmitting a greater overall understanding of the material is both contagious and inspiring. Overall, I’d consider myself lucky to have you as a professor again.
  19. Barry Belmont is my favorite professor at umich by far. I look forward to class and he really makes an effort to make the material interesting and fun. While his expectations can be at times a bit too high, there is almost always the feeling that our concerns will be listened to and addressed respectfully. He is very helpful at office hours and seems to really genuinely care about his students. I hope to take another class with him; he has really influenced my education in a positive way.
  20. I really enjoyed this course and the way it was taught, though sometimes it did feel a bit abstract, so I’m not sure if I would do equally well in an EECS class for example, and so I’m not totally sure if I would want to do bioelectrical because of this. But I enjoyed the class much more than I expected to. I also with though that there were more office hours, but I realize that there were only 3 people
  21. This course really opened me up to both circuit engineering as well as my own view of college and my urge to further pursue engineering
  22. It seems like you’re not open to answering questions and when you do, you don’t explain the answer clearly. A lot of the time it seemed like you got somewhat annoyed when someone asked a question and I know it discouraged me from asking questions in class.
  23. The quality was really good on the days the professor had a well thought out plan for the material. Days when the plan was much more in the air, the instruction was a lot harder to follow.
  24. 1. This was a wonderful, informative class, and I am glad I took it. 2. the final was frustrating because it didn’t seam like an accurate representation of the emphases put in the class, but I am thankful that you are a fair grader. Maybe in the future include more points that are more fundamental questions, instead of math or logic focused. 3. It is apparent that you understand the material extremely well, but sometimes it isn’t always conveyed. For example, the last couple lectures didn’t were not as clear for me. 4. I enjoyed the powerpoint lectures better, but I understand that it would be hard to put math on a powerpoint. 5. Moving forward I would keep the homework and the in class examples, as well as all of the participation points.
  25. More relevant examples related to biomedical engineering would make the course better

 

Every single comment made by students around the middle of the class in no particular order

  1. The major strengths are the amounts of examples provided.
  2. Lectures are explained clearly, and I like that we do examples in class and also have practice worksheets that we can do on our own to help us make sure we understand the material
  3. Dr. Belmont is highly enthusiastic about the material and is always trying to foster participation from the class.
  4. The professor tries to keep things interesting and is enthusiastic.
  5. Walking through problems in class
  6. There are many opportunities for office hours. The IAs give great explanations.
  7. The integration of some biological applications might be the only strength of the course. Office hours are a great help in this class, the IAs are very knowledgeable about the homework and try to help students answer the questions as completely as possible.
  8. I think this class is just overall great because we are introduced to these concepts in Physics 240 and this class sort of just builds upon and strengthens that knowledge.
  9. Working/Collaborating with other students
  10. Coming to class is helping me learn since the professor explain things very well and has many examples. I also like going over the worksheets and examples.
  11. The worksheets and homework help me to understand the concepts lectured in class. Barry does a great job of connecting the concepts with the practical applications. The homework helps me to learn, and then gives me the opportunity to learn what I don’t know.
  12. Dr. Belmont’s lectures are clear and help me with understanding the main concepts of the class. In addition, the study guide for the first glorified quiz was very helpful with preparation.
  13. Going through example problems
  14. In class examples are helpful
  15. I think by being more clear on what is expected and how to do well and receiving extra help when you feel falling behind.
  16. It would be nice if the Github textbook could be updated more regularly/quickly, since it’s a great resource to look over rather than just relying on my class notes, and I like reading it over as soon as I can
  17. If Dr. Belmont is asked a question that to him seems obvious, his initial response will be to demean the student or make them feel stupid for asking the question. There are many times where I feel uninvited to ask a question in class because it will most likely result in me feeling dumb for not immediately understanding a new topic. When we were giving our thoughts on the first test, every response, even a unified class response, was met by being written off. As though our thoughts were invalid because we didn’t take away what he meant for us to take away. It seems as though in the end he did listen to our comments and ended up giving us a curve, which I appreciate. I strongly dislike the textbook. LaTeX and github are two things I have had little to no exposure in so editing it is incredibly difficult. Not to mention that when studying for the first test, as I was looking for good examples, I found a multitude of mistakes in the textbook, or just formatting that made the answer impossible to understand, this is very infuriating especially when the equation are highly format dependent. Overall I don’t think it is very useful mainly because I can’t trust the answers to be correct, because they too are coming from a student trying to learn this stuff. If that student doesn’t understand a topic but edits that section of the textbook, I no longer understand that topic. You get frustrated with us when we ask questions on the math in class, but us getting it wrong on homework or test results in points being taken off. You say that you don’t really care if we get the math wrong, but if the math is part of setting up the problem then you do (aka the frequency response of a voltage divider). You also say well as long as we learn you don’t really care about what grade we get, but med schools do, its great that you don’t but everything after you does care. So we need to know the math.
  18. When people ask questions about math, he needs to realize that we’re not correcting him just to correct him. We don’t know enough about the material to understand whether it’s a math error or a concept when the material is being taught, so usually when we ask about math errors it’s to clarify if we have a concept wrong. I wish he would get less defensive about questions that we ask; we just would like to learn the material. I love this class and I really appreciate Dr Belmont’s teaching style, but this makes me afraid to ask questions.
  19. He can be more accepting of questions. I feel scared to ask questions sometimes because he does not always seem to be open to them.
  20. He could improve this class by actually answering students questions. When a student asks a question and he says to think about it or look at it, chances are they already have and thats why they are asking a question about it. He could also improve by finishing the proofs and the simplifications for equations on the board, because he will skip many important steps and jump to the answer, which is not helpful for understanding how to get those answers on our own.
  21. There are countless ways in which Dr. Belmont could improve this class… First and FOREMOST, I do not understand why he refuses to be respectful to his students. He ridicules questions, does not take feedback constructively whatsoever, and has even raised his voice in frustration because of a student correcting an error that he made. I understand making the occasional math error, but I respond with two points. (1) If you made a math error and someone points it out, just correct it. it’s not a personal attack: we are trying to follow along with the lecture and oftentimes try to correct a mistake to check that we are interpreting the lecture properly. (2) You frequently make errors which are not simply math errors, but errors in concepts or approach. This gives us the impression that you have not prepared for lecture. Your frequent confusion is unsettling and unnerving, thereby inhibiting our eduction. Next, if you are going to use a textbook on a completely foreign medium, teach us about it. Do not just say “play with it.” I understand not wanting to give everything away, but direction is key. For some students, this is their first course in the department. Consider the impression of BME that you give them with such a frustrating, seemingly impossible course. Finally, I am aware that many students will be writing somewhat–inflammatory teaching evaluations. Some of this is to let off steam. But beneath that, you will notice some common trends in our “complaints”. None of this is meant personally, but we do want to see some improvements in how the course is run and that is why we are spending so much time writing these evaluations. Respectfully, Anonymous
  22. The examples given in class are often incomplete or incorrect. Though the math may technically not matter, it is sometimes unclear of the method expected of us when the numbers are wrong.
  23. Make it less intimidating for kids to ask questions in class. Sometimes the homework or even lecture material is genuinely confusing for students, but yet whenever people ask questions you seem to get frustrated or will just dismiss the question. Some of these questions may seem to be “obvious” or “easy” for you, but for us it isn’t.
  24. Follow your lecture notes. Give us a book to follow. Post practice problems. Come prepared to class. Treat students with respect. Learn how to take constructive criticism when you ask for it. Answer questions when students ask them. Do not assume students know the answer to the question they are asking.
  25. maybe think through examples he goes over in class, it often becomes frustrating when we get halfway through the problem and then we have to erase it because we forgot something or there was a math error. More worksheets! Before exam 1 we did a couple, but it would be great if we could have one for every class period, just so that we can see how you want us to apply the information we just learned.
  26. The glorified quiz was very conceptual and tested our understanding of the concepts rather than testing our ability to solve circuit formats we have been exposed to before. While I definitely see the value in this type of testing, I would appreciate going over some conceptual examples as a class in order to better develop our thinking patterns to better be able to tackle these types of problems.
  27. Give more time for homework so we can go to more office hours with questions Be more open to questions from students
  28. N/A
  29. (none)
  30. PLEASE make sure that what is asked for on the homework is covered in class. I often feel like it is not. I appreciate the enthusiasm a lot. It makes a long class seem a lot shorter than it really is.
  31. He makes students afraid to ask questions because he acts like they are stupid questions to ask or he does not actually explain the questions. He also gets frustrated when students correct his math errors, and then waves the errors off as if they are nothing. When we correct things we’re doing it to help ourselves not to knock him. We want to clearly understand the steps in the math because we know that we will have to do it on our own and want to make sure we aren’t missing anything.
  32. – Please update the textbook on Canvas more frequently – Please stop responding to peoples’ questions with “eh just play around with it” – Please show respect to your students. Saying things like “The thing is, I get paid for just standing here.” when people will not quiet down immediately, is disrespectful to our time and the various means by which people pay to attend this University. – Please loop your IAs in to what’s going on in the course more. They work much harder than they have to because they have no idea what is going on. If you are going to change the course as much as you have since they took the course with you, maybe give them a heads up, talk about how you want the course to go, or clue them in on what you want to see on homeworks/exams. – If you cannot take criticism, do not ask for it. Spending 30 minutes getting defensive after specifically asking people how they felt about the exam is pointless. And waiving away any complaint as “test anxiety” is disrespectful, again. –Please annotate your lecture notes, so that you do not have difficulty presenting it to the class. Your confusion on a regular basis makes us nervous and inhibits our learning.
  33. Expectations are often unclear because questions are written vaguely or “open to interpretation” in which we don’t know what is expected of us. I often feel discouraged from asking questions out of fear they might be something stupid or obvious, and being ridiculed in the process. I did not enjoy Physics 240 nor did I completely understand everything from it, so this class feels like an extension of the confusion and frustration with nothing really being cleared up and no further understanding being reached.
  34. None. Other than the comment above, I enjoy the material and the class.
  35. Dr. Belmont does not treat students with respect at all. At one point we took a break in the middle of the 2 hour class and when Dr. Belmont wanted to resume class, he stood at the front and waited for the students to realize he wanted to start class. When students didn’t catch on, Dr. Belmont stood and said to students in the front row “The funny thing is that I’m not the one paying for this. I get paid to do this. I could just sit at the front of this room and still get paid.” This was highly inappropriate and very uncalled for. Whenever Dr. Belmont asks for improvements or ways he could better the class, a student’s comment is always answered with a snide remark or a counter argument. After asking for feedback on an exam, many students gave their opinions and Dr. Belmont tried telling students that they were just explaining test anxiety and deflected every single comment he received. Dr. Belmont is very condescending and makes students feel as if they are dumb when they ask questions. It seems as if Dr. Belmont does not follow his notes that he brings to class. He often makes mistakes and even admits that he should have better planned for the class. When he makes mistakes, students will try to correct them and Dr. Belmont gets very defensive. Today in class a student whispered to a peer asking about a correction and Dr. Belmont nearly yells and says “I’m tired of all this tittering when I make stupid math mistakes. If you’re going to correct me, make sure its right and don’t whisper about it.” He is teaching us and if we want to make sure we are being taught the right material. Therefore, if we, the students, can clearly see a mistake that is being made, we will correct him to ensure that we are being taught accurate material. If Dr. Belmont does not like his students correcting him, he should come to class prepared.
  36. Please use different smelling markers, I often get headaches halfway through class because of the marker scent.

 

 


BIOMEDE 458, Winter 2019

Every single comment made by students around the end of the class in no particular order

  1. Really liked this class
  2. Barry became more considerate, more respectful, and less condescending to students towards the end of the semester.
  3. Though I enjoyed Professor Belmont’s enthusiasm for biomedical instrumentation and clear desire for us to engage in the material, I have many issues with the way the course was run. The course was very disorganized and unclear throughout the entire semester, and Professor Belmont often seemed to not have the patience to thoroughly explain things to students. It was not ideal that Professor Belmont could only attend the last hour of our lab section because many students relied heavily on the IAs, who also often did not receive proper communication from Professor Belmont. Professor Belmont often spoke to students in a condescending tone whenever questions were asked, causing students to not feel open to asking him questions. For instance, he once told a student that they were asking the “wrong question” and did not properly help the student who needed clarification. Though Professor Belmont did allow students to voice their opinions on assignments and provide feedback, he was defensive when a student tried to criticize an assignment. Overall, I felt that his interactions with students caused an unideal environment for the class. Furthermore, the guidelines for grading for the lab notebooks and share outs were very unclear and the grading often took a significant time, causing students to continuously lose points on assignments since they never received the proper feedback. On a positive note, within the last few weeks of class, Professor Belmont seemed to have received feedback, and I appreciate that he began to make an effort to improve by being more patient when answering questions and trying to offer help in labs more often. I also appreciate how he began to openly admit to his mistakes and genuinely listen to students for their ideas for improvement in the future of the course.
  4. Barry is a great lecturer; however, his individual interactions with students really detract from overall learning. Barry always attributes the worst possible motivation to students’ activities. He gets annoyed with use for asking questions that he thinks we should know the answer to.
  5. If the hospital tour was scheduled by a designated tour guide that would be cool. I know we weren’t able to get guest lecturers in class, but it would be cool to get them. It would be cool to have demos of different medical devices. I enjoyed having lecture once a week. That was a good frequency for the class. I would have been nice to have had lecture slides in Canvas, so we could access them during lab periods as reference instead of using lecture recordings. I think it would have been helpful to have a homework assignment at the very beginning of the term that required students to become familiarized with LabVIEW.
  6. The professor is very intelligent and was excellent at explaining concepts and answering questions. The professor was not the most organized, as some assignments had rubrics in various locations and some assignments did not have very clear instruction. The professor used classtime to get feedback on assignments, which I did not think was a very good use of time.
  7. Organization was very difficult to follow and labs were sometimes unclear
  8. I really enjoyed the material of this course. If the instructor didn’t have typos on the assignment due date, I would have been more able to complete assignments on time.
  9. Dr. Belmont was extremely disrespectful and unprofessional during the last hour of lab when he came in. He got frustrated by students’ questions, and seemed obsessed with the thought that students were cheating or actively trying not to learn (not sure why?). He seemed to not realize that not everyone in this class has the same background in circuits. For some of us, this is the first ever circuit type course taken. I feel like I could have learned so much more if Dr. Belmont would have realized we don’t all have the same background in circuits.
  10. So I think if there were clearer rubrics for the notebook and share–out that would be helpful in making sure students were including the proper info for each. At times I wasn’t sure if our groups were including everything we needed. Troubleshooting was difficult, so getting better hints would have been helpful. Getting better breadboards and quality electrodes would have been helpful. Lab manuals could have guided us more just a little bit more in the first parts of each lab. Barry was a little harsher with his questions at the beginning of the year, but was better at critiquing towards the end of the semester. Maybe making students switch between software and hardware throughout the semester would force students to get experience with both LabVIEW and building the circuitry.
  11. I would care to evaluate [Edited to remove third party information] who proved very helpful throughout the course […] Strongly Agree to statements […] and almost always for all categories
  12. While each lab period was very frustrating and I often dreaded this class, I’m proud to say that I now have a much better understanding of circuits and can assemble one much easier than I ever thought I would be able too.
  13. [Edited to remove third party information] was very kind and tried to help as much as possible; he was sometimes unable to answer questions but always made an attempt
  14. Barry improved his behavior with the development of the course. He became more patient and more teaching focused instead of attacking students. There were improvements and those were noted and appreciated by students.
  15. Barry Belmont was an “interesting? instructor, and I wish I could say it was a positive connotation of “interesting.
  16. Lab time was hectic but I learned a lot

 

Every single comment made by students around the middle of the class in no particular order

  1. This class is very hands on which is the primary way that I learn.
  2. The projects are interesting and relate well to the medical field.
  3. I appreciate that this class is challenging and I appreciate all the work Dr. Belmont is putting in to make it better.
  4. Lectures involving what is required in lab and that foster inspiration for our lab project
  5. The team projects are helpful to allow us to learn from our classmates.
  6. Seems to be a trial by fire class. I’m definitely learning, but more out of necessity than from actual class time.
  7. The labs are helpful.
  8. Already answered.
  9. Barry should work on being respectful to students. Every question I have asked has been met with a condisending attitude and a handful of rude comments. Barry makes students feel like they don’t belong or aren’t good enough to be in this class it’s very disheartening.
  10. It would be helpful to have more thorough instructions and explanations for the lab modules. It would also be nice to receive more timely feedback on our lab notebooks/homework so that we can improve for next time.
  11. The class is very disorganized. It is difficult to know when assignments are due, and what is expected of these assignments. A rubric for lab notebooks or more detailed instructions for lab notebooks would be helpful. It’s a bit annoying that the lab modules are vague and lack specific instructions when after the lab we are required as an assignment to rewrite the lab module with improved instructions. Uploading all assignments for the class in a 158 page “book” makes it difficult to find assignments. It would be much easier and more organized if assignments were uploaded to Canvas in the “files” section. I think it would be very helpful if lecture slides were posted to Canvas as well as you often go through the slides too quickly to copy down all the information. For the reading presentations in lecture, I am more of a visual learner and find it difficult to actually learn the material from hearing other students summarize the section. The added slides with general information from the section helps me learn the material better.
  12. Please make Canvas a more accurate representation of grades. I don’t like the one big notebook idea – it make it difficult to determine assignments and deadlines.
  13. Use lecture time better: first lecture had too much student involvement and not enough explanation of what was expected in our first lab period that was in the lab.
  14. It would be better to split the big size of syllabus into several individual parts depending on modules. It is hard to find out a certain chapter or module that I want to take a closer look.
  15. The grading on Canvas is pretty confusing. It would be better, I think, to have one reading presentation assignment, one medical device assignment, etc. that you could update the points on as we completed them.
  16. Treating students with respect, make the evaluations clear.
  17. Consider that the workload required is much bigger than the credits given.
  18. There’s lack of support for students struggling in the lab.
  19. It would be helpful to know what was expected from the beginning. The big text book we are building together is one of the most confusing documents I’ve had to use. It would be more helpful to know what you are expecting from us regarding that text book. Also, updating it periodically and posting it again is very frustrating because it makes it difficult to reference a specific part of it in notes or for later reading. Also, the homework did touch on things we went over in class, but I distinctly remember only briefly touching on the concepts that were examined extensively in the homework. In these cases, it was extremely frustrating to try and figure out parts of the homework. A few targeted lecture slides with written examples would be helpful in class.
  20. Posting lecture notes online. I also think adding every update to the syllabus to make one large notebook isn’t helpful because it is difficult to work with at ~1000 pages long halfway through the semester. This makes it really hard to download the entire document and update my notebook or even sift through the pages to extract the new updates. I think just posting the updates would be more helpful because it takes less time to go through.
  21. He often seems disorganized and he is often unclear about his assignments. Also, the formatting of his class assignments are unhelpful, it often seems like he is assigning “busy work” rather than assignments that would effectively supplement the course.
  22. Already answered.
  23. Dr. Belmont is incredibly enthusiastic and intelligent. I think sometimes it is difficult for him to discuss at the level of the student who is much less educated and familiar with the material. However, he is very open to questions.
  24. I do not feel comfortable asking questions anymore because they are typically answered in a rude and angry manner. I’m not sure why this is the case now, because last semester your demeanor was much more positive and I would ask many questions throughout the lab period. I hope this can be improved for the remainder of the semester because feeling intimidated to ask for help doesn’t allow for a good learning environment.
  25. Frequently in lab and lecture, you interrupt and cut off students as they are asking or answering a question. I find this very rude and disrespectful towards students in your class. Specifically in lab, your tone of voice and general demeanor is very condescending. I am nervous to ask you questions in lab because your way of answering a question is aggressive and makes me feel dumb for having to ask you a question. I know you are a busy professor and have a lot on your plate, but I think a bit more patience and empathy for your students would create a more positive learning environment. Additionally, I respect that you frequently ask for feedback on assignments in class and allow for open discussion. However, I feel that you are a bit defensive when students do give negative feedback and criticize the assignment. If you want honest feedback from students on how to improve the class, you need to be able to listen to their feedback and consider their point of view. I specifically felt this way about the discussion concerning the hospital tour.
  26. I think it would be better if you could speak to students more respectfully in lab. As a student, when I asked you a question in lab it seemed that you were impatient and made me feel unintelligent. I understand that you have probably helped debug circuits way too many times, but it is important to be patient when helping students who have not.
  27. Please post the slides
  28. Your lectures are also extremely fast. I’m exhausted after the first hour, and can’t absorb any information after the first 45 minutes. Maybe slow down and do a few examples on the concepts you want students to really understand.
  29. I appreciate the focus on classroom discussion and learning from each other. Barry is an AMAZING lecturer–– his lectures are engaging, insightful, and focused.
  30. The IAs are very good for this course and have helped me learn a great deal
  31. PLEASE stop referring to the prereqs every time someone asks a question you deem basic. Graduate students are required to take this class, and not all of us have the prereqs. Unfortunately, I cannot go back in time to take them. You mentioned that you only need a clear understanding of KVL and KCL if you hadn’t taken the prereqs. I don’t think that is true particularly with the level of LabVIEW experience required.
  32. many of the class lectures are pretty pointless
  33. Sometimes you seem extremely frustrated during the last hour of lab. You yet annoyed easily when people don’t understand your train of thought or interpret the requirements for lab reports differently. I don’t ask you questions in lab anymore because you just complain about our lack of preparation//understanding of the material instead of answering the question or providing additional resources we can look at.
  34. Barry Belmont is very rude to students who are trying to learn. He is condescending when asked questions and often times belittles the student. He raises his voice in unnessecary circumstances and seems very entitled. Students are scared to ask Barry for help because he is so arrogant and condescending.
  35. many times when i go to lab i have no idea what im supposed to do there seems to be little instruction how to start the circuits when the project begins.
  36. I really like the lab time to sit and develop an instrument. It has helped me with general circuit design and the independence is great. The lectures have been helpful with understanding some of the context behind medical instrumentation and are generally entertaining and clean.
  37. Hands on, gives students opportunity to be creative
  38. The hands–on portion is unlike any other EECS class I’ve taken and I can honestly say I have learned more about circuits in the first few weeks of this class than I did in two semesters of Intro to Circuits university–level courses.
  39. Make lecture and lab correspond better. There are many activities where the lecture and lab feel very disconnected and it creates a general air of disorganization (example, the hospital tour). Also, a clear syllabus and assignment list is necessary from the start of the semester. For very busy students, it is unnecessarily stressful to come into class and suddenly have a new assignment to deal with with very little warning (example, the article for the final project). It would also be good to have an effective way to see where one is in the class in regards to grades as without a working canvas and inputted grads, there is no good way to evaluate my position which makes it difficult to decide how to delegate time.
  40. More clear guidelines of expectations for labs
  41. I think integrating Piazza would be good for student collaboration. I also think having all of the assignments listed at the beginning of the semester (tentative deadlines are fine) would allow students to have a better idea of what work will need to be accomplished, instead of having assignments pop up as they have throughout the semester.
  42. Belmont has an unpredictable personality. When he is in a “good mood” he is very, very nice and a fantastic professor. However, he can change in an instant and become an unnecessarily mean and aggressive person making it a very stressful experience to approach him or have him walking around the lab. I understand being critical but doing so in a way the suggests the intelligence of the critiqued person is low is unprofessional and rude. I wish he was the “nice” Belmont all the time because then this would probably be my favorite university class, but this dichotomy has led to an anxiety inducing experience that is not fantastic.
  43. Love the enthusiasm and the relative carelessness when it comes to trivial things so long as we are learning what we need to and applying ourselves appropriately, but I’ve noticed a certain amount of attitude during answering some student questions that we could possibly do without.
  44. The IAs in lab are really helpful and will spend lots of time with you trying to help debug your problem
  45. The non–traditional lecture highlights the important points without bogging the students down with unnecessary and tedious information.
  46. Better explanation from the start about what is expected from us, when the deadlines are, what the deadlines are, telling us all deadlines from the start etc. Sometimes the assignments are too open ended, for example the interview assignment is very vague and open ended. The large document is incredibly difficult to use, it would be much clearer for everybody if it was broken down into smaller documents, e.g. one for syllabus, one for deadlines, one for lab handouts, one for big list of medical devices
  47. I think the big document is a good collection for the overall class, but I don’t think it should be used as a main form of documentation. It would be useful if individual parts are its own separate pdf document uploaded on Canvas. For example, it is good that the big medical list is its own separate document. If the same can be done for lab manuals and lecture slides, that would be great.
  48. It would be beneficial to have clear instructions of what is expected earlier. It felt like some of the instructions (especially lab related work) changes from day to day, sometimes items are due the day after it was announced (like the lab shareout).

 


ENGR 100, Fall 2018

Final, a tabular summary

Every single comment made by students around the end of the class in no particular order

  1. This class taught me how to communicate my ideas as an engineer.
  2. This class really challenges you to work hard. This is a skill that will help me learn throughout life.
  3. The major strengths that drive this class are the lectures. The material taught is so interesting and you need to learn it and love it to succeed with your diagnostic test.
  4. The class is extremely good at challenging students who are interested in BME. It combines bioethics, green engineering, social and legal issues in biotech, and simply humanizes a field like biomedical engineering like no other. The technical and technical communication aspects of the class are both very well taught, and all the instructors are willing to help students outside class.
  5. I learned a lot about the biomedical engineering field.
  6. The main strength of this class is is scope. On one level it provides a broad overview of biomedical engineering and basic human biology. But also, because every group has to focus on designing a test for one disease, it also helps students get to know biology on a very specific level.
  7. Sometimes the topics seem random, I wish there was a more central focus
  8. Barry Belmont can improve this class by slowing down in lecture, so that students do not have to go back and re–watch lectures to simply get notes that they need.
  9. Slightly lighten the workload
  10. The lectures could be more specific to molecular biology and genetics and have less variance. Sometimes lectures seemed out of place. It may have been more helpful to learn even more about BME on the molecular level and how diseases/viruses attack our systems.
  11. When Barry goes “off script” or tries to teach without a prepared slideshow, it does not go well. Two examples are when he did ROC curves on the overhead projector and when he tried to derive the ultrasound equations on the board. Both times it was messy, his handwriting was illegible, he made mistakes, and glossed over important parts because he had missed something or not prepared fully.
  12. The slideshows are very well made and very engaging. So far, I prefer using the laptop in class more than the iPad and I feel like the ROC curve lecture should have a presentation (and not just handwritten notes) so it is easier to reference.
  13. Barry Belmont can improve this class by going over important information slower.
  14. The class already seems refined to me, but perhaps having a lecture dedicated to research tips and what qualities to look for in scientific studies would be helpful. Just adding something like that to make the research process a little easier to work through would be helpful.
  15. Please let students know when there won’t be lecture before a break.
  16. I want to let you know your class motivated me to wake up some days and head to class. Thank you for that.
  17. He is an amazing lecturer and I would not mind having him as a professor again.

 

Midterm, a tabular summary

 

Every single comment made by students around the middle of the class in no particular order

  1. It is a very in–depth style of learning, which is good for our futures.
  2. – the energy and excitement of the professors – the opportunity to be creative and try new things – i love how barry connects our work to real world issues making us feel a purpose in our work and excitement for the future of the field
  3. Showing the ethics of engineering all while giving you a real life situation in bme. It’s served as a good refresher for biology and is introducing me to how engineers interact with those around them.
  4. This is a challenging course and is progressing as so, my team is helping understand the material along with the professors.
  5. I understand how class is run, so I know that my notes are important.
  6. The major strength of the class in undoubtedly the teachers. Both Barry Belmont and R. S. set very high standards, which challenge everyone.
  7. It’s my first real engineering class and the mixture between biology and engineering is perfect
  8. Everything, awesome teachers
  9. Lectures are engaging and informative
  10. Some major strengths would be the fact that the professors post their notes online and then some. Everything we need to refer to can be found on canvas so missing out on lectures is not a big deal and easily recoverable from. Their in–depth explanations of everything really help me to understand the material.
  11. The major strengths are the lecture notes. Each lecture Dr. Belmont or Dr. S. are incredibly prepared with their lectures, and Dr. Belmont’s notes are interesting and engaging.
  12. I think one of the major strengths of this class is Dr. Belmont’s enthusiasm for the subject matter and overall positive and energetic attitude towards the class.
  13. All the classroom presentations are thorough and delivered in a way that is easy to understand.
  14. There is a lot of information that is taught in an enthusiastic manner
  15. I think that it is not appropriate to hold us back from communicating with each other about the homework.
  16. – talk slower
  17. More clarity on what we learn is beneficial and what is just background knowledge to set us up for future teachings.
  18. He does an excellent job at what he does.
  19. Barry can improve the class by taking slightly more time during the slide show, and explaining the concepts in slightly more detail.
  20. Slow down the speed by just a little bit. Make PowerPoints sightly more note taking friendly (but they are amazing PowerPoints)
  21. N/A
  22. I think the class as a whole would benefit if professor Belmont went slower in regards to his presentations, but there is so much to go through so I am not sure.
  23. The Homework assignments are quite vague and sometimes I am not sure what exactly is being asked of me.
  24. I think that it would be helpful to make full slides/notes available after a lecture, it takes a long time to go back through the lecture recordings to finish my notes.
  25. Go slightly slower during lectures. It is hard to take notes and pay attention at the same time because of how fast he talks sometimes so I always end up having to go back and watch each lecture again online to fill the gaps in my notes. Also have more thorough notes available online.
  26. He could provide practice problems or more practice worksheets to prepare for the midterm or upcoming tests
  27. I understand the no laptops rule, but it is very difficult to take notes in this class. Although I can go back and watch the lectures, I do not always have time to spend double the time on this class…
  28. N/A
  29. N/a
  30. Nope
  31. N/A
  32. He is amazing.
  33. I am incredibly satisfied with the teaching style and personality of Barry Belmont.
  34. It might be helpful to have an additional time for office hours on the week homework assignments are due, so that those who can’t make it to regular office hours can still get help.
  35. The presentations he follows in class are amazing. They are especially wonderful for a visual learner such as myself.

 


BIOMEDE 241, Fall 2018

Final, a tabular summary

Section 001
Section 002
Section 003

 

Every single comment made by students around the end of the class in no particular order

  1. I think the course should allow more time for stats instruction for students that have never taken stats. It is very difficult to grasp all of the concepts in such a short time frame and to then do it in MATLAB. In terms of MATLAB, some students haven’t worked with MATLAB since freshman year and it is also difficult to do some of the homework in a reasonable amount of time.
  2. Dr. Belmont made every lecture extremely interesting, his is one of the few classes I actually look forward to. He always makes material interesting and knows how to keep our attention while teaching us effectively. [Edited to remove third-party information.]
  3. All lab content was very interesting and was phenomenal to engage with. Research project had taught a lot about experimental design and how statistics are integral in showing that the data is reliable and representative. Statistics has proven to be extremely useful, particularly for those working in research. Statistics portion could be made more engaging and reorganized, however. There was a lot of time invested in the “easier” statistics (mean, median, mode) and it feels as if less time was invested on the heavier content (ANOVA, confidence intervals, etc.).
  4. I really like the instructors for this course. They did a really good job creating an environment that made me feel comfortable speaking and asking questions. One thing that I didn’t like was the homework solutions for the stats portion being in matlab code when we would not be asked to code not the exam, but rather do these similar questions by hand.
  5. [Edited to remove third-party information.]
  6. The instruction of the material was good, however, it was tough to relate back to the labs. The depth of knowledge for each concept that was expected was unclear, understandably due to the short amount of time allotted for teaching. The statistics portion of the class started off well because of the simplicity of concepts. Once the concepts became more in depth, hypothesis testing/anova/two–sample t–tests, the material was not taught clearly at all. It was very difficult to keep up with the material taught because it was taught as if we had already taken statistic before. The material was gone through very quickly, and although we were made aware that we had a lot of material to go through in a short amount of time, it does not mean that the class taught the material well.
  7. Instruction was clear and good
  8. The statistics instruction moves too fast, especially toward the end of the course.
  9. I think both professors explained material clearly, but the stats portion felt rushed. I think BME students should be required to just take a regular, full–semester stats course because it’s important information that we should spend more time on. Stats shouldn’t be part of BME 241 – it should be a separate class.
  10. I think the statistics portion of this course could be taught better. If I hadn’t taken AP Stats in high school I don’t think I would have understood much of what was taught in this course.
  11. I have to say I didn’t find the Statistics portion of this course helpful. The Stats lectures amounted to little more than reading off the lecture slides, which meant information wasn’t always conveyed effectively. The Stats homework felt like it required an abundance of knowledge of MATLAB coding that detracted from my ability to learn that actual Stats material through the homework, because most of it was spent trying to learn how to actually make the coding work. And I understand that having taken a coding class is a prerequisite for the course, it just felt as though the homework wasn’t testing my understanding of the actual Stats material. The labs were easily more enjoyable than the lectures, but that’s probably just because I am more of a kinesthetic learner than anything else. I did feel that the labs were overly skewed towards people in the Bioelectrical track, while labs focused on the Biochemical track (my track) were underrepresented.
  12. [F]or some of [the] statistics lecture, the first half of the class would be reviewing the last lecture’s topic, cutting into time and chopping up the flow of the lecture. [Edited to remove third-party information.]
  13. 1 hour lecture isn’t really enough to go in depth. The course is a bit too broad. Instruction was good for what we needed to do/learn, though most of the stuff was review.
  14. I liked doing group lab notebooks and reports, but there really needs to be some kind of accountability system! Right now, one person can do all the work, and everyone in the group gets the same grade. An anonymous teammate evaluation might help.
  15. Barry is one of my favorite professors at this university. He makes sure that we learn but only what is relevant. He is just a nice person and a good lecturer/laboratory leader.
  16. Not much instruction was needed, but when problems completing the labs came up the IA’s and Dr. Belmont were very helpful and clear in explaining what we had to do to fix it. Additionally, guidance on proper lab notebook documentation and experiment specifics were explained well in class.
  17. Really liked the research projects and how much freedom we were given with them. I think the freedom Professor Belmont gave us was critical in our experience in this course.
  18. Instruction was clear. Barry was always high–energy and an engaging teacher.
  19. We felt his instruction was phenomenal.

 

Midterm, a tabular summary

Section 001
Section 002
Section 003

 

Every single comment made by students around the middle of the class in no particular order

  1. Hands on experience is always good
  2. I like the lab section – it’s the first application of biomedical engineering that I’ve been able to experience at UofM in a class.
  3. Labs building on each other, so things aren’t just thrown at us at once
  4. The lectures and hands–on work in the lab really help me to learn. Professor Belmont’s engaging lectures are really helping me to learn and stayed engaged.
  5. Class is very interesting. The professors provide an interactive and fun duo that erally contributes to the class experience.
  6. There’s a strong emphasis on application; how the information we have been learning over the past two years is actually used. Furthermore, I find the subsequent practical use of that knowledge in lab very helpful. Ultimately, this is a lab class, a format I learn well in, and the teaching style suits this type of class well.
  7. Hands–on experience is fantastic. The pre–labs are well written. They provide enough background and problems to give the right amount of exposure, but not too much background or too many problems that it becomes tedious or excessive.
  8. If at all possible, some if the lectures could be taken more slowly. It often feels pretty rushed and there’s frequently not enough time for me to take notes, but I also don’t really need to take notes since I can look at the slides later.
  9. I think it’s good. The electronic notebook was difficult at first but I actually think it’s better than a paper notebook.
  10. I had a lot of trouble with breadboards, I just wish we had a little more explanation of how to set one up (things like this would be helpful in the future)
  11. Sometimes the materials we need to complete the pre–lab are released a few days before the lab. If they were released a week in advance that would be great. Also I don’t think the notebook rubric that is on Canvas has been updated to reflect the fact that we’re doing electronic notebooks.
  12. The distinction between grading the lab notebooks and lab reports is not very clear. Many students have noticed that they have received points of their lab notebooks that should not have been taken off – there seems to be a disconnect between what was told in class versus the rubric the IA’s are using.
  13. Make grading expectations more clear.
  14. This course has an excessive workload for a 4 credit class. I understand the necessity of having the lab, of course. I get the importance of the notebook, and it’s important to do lab reports. It’s also important to know statistics, and homework is the best way to learn math. When all of them are combined, it is too much workload for the number of credits. I spend significantly more time doing work for this course than any of my other courses, or any 4–credit course I have taken. It might be more manageable to have two individual reports and one group report. Possibly, we don’t turn in notebooks for labs we have reports for. It would also be better to have notebooks due the week after the lab, rather than two at a time for some weeks. My idea setup would be this: Prelabs due before every lab. Notebooks for labs we do not have a report on are due the Friday after the lab. Notebooks are not turned in for labs we have individual reports on. Homework is not due on the same day as a report.
  15. Keep the interesting PowerPoints
  16. Keep up the good work.
  17. Keep it up!
  18. I appreciate how he seems to always have a genuine interest in discussing the topic of the day. I use the word “discussion” intentionally; Barry Belmont does an excellent job of creating an open atmosphere and inviting active participation on the part of the students.
  19. The hands on experience itself is helping me learn a lot of the things discussed in the preceding classes to this one (211,221,231)
  20. I really enjoy how this class allows us to apply what we have learned in other BME classes in the lab. This is helping me understand how the information we have learned previously is applied in the real world. I think using Lab Archives is very beneficial because it allows us to attach pictures, videos, and documents that could not be included in a paper lab notebook.
  21. Barry Belmont is the best professor I have had at Michigan. He cares about his students, makes the class fun, lets students know exactly what is expected and required of them, and encourages participation in a way that seems easy and not as scary as other professors do. He creates a safe learning and speaking environment in the classroom.
  22. I like the lab – good application and learning of biomedical applications.
  23. Labs are clear and straightforward, barring equipment failure. Also, Barry and Mitch are very helpful and engaging.
  24. The professor is very energetic and can keep the class’s attention and motivation up
  25. It would be helpful if the stats homework connected with things we focus on in lab.
  26. The machines being so finicky is really hard – maybe the first lecture or so you could go over potential problems or how to fix them on the machines or ‘common issues’.
  27. Having a quick rundown on tips and tricks to build breadboard circuits before the lab started would be nice. We had this rundown in the middle of the lab.
  28. The grading criteria were not too clear at the start of the course, but they were made clear slowly. Providing them earlier would be beneficial.
  29. None, thanks!
  30. Can we get new disposable lab coats or maybe get regular lab coats, as well as new glasses?

 

 


BIOMEDE 211, Winter 2018

Final, a tabular summary

Every single comment made by students around the end of the class in no particular order

  1. I felt like there was not enough of an emphasis on the biology portion of this course. I felt like was taking a traditional circuits course.
  2. Excellent. I loved Barry’s style and always looked forward to lectures!
  3. I really enjoyed the first half of this course. I feel like the second half should have been taught at a slower pace because the difficulty of the material increased dramatically and I often felt completely lost.
  4. I loved that the instructor was so open to feedback this entire term, and tried to make changes based on what worked and what didn’t. The only downside to this was that he sometimes treated this class as an “experiment” in teaching style, sometimes to the students’ benefit and sometimes to the students’ detriment. The first portion of the class was taught very well and I had no worries about Exam 1. However, the material on Exam 2 was notably more difficult, and the way it was taught just did not help me enough. This could be improved by focusing more on teaching students to solve actual circuit/op-amp examples rather than spending so much time on the theoretical/graphical explanations. I would also love to see a few more biomedical engineering examples incorporated into this course in the future to differentiate the course from other similar classes.
  5. Although I am not going into bioelectrics, this was one of the most well taught classes I’ve been in. However, there was some lack of structure, such as having problems worked in class on the spot as it sometimes causes confusion and wastes class time. Also having A. teach convolution and system response with all those equations was a bad choice as it’s such a complicated topic.
  6. The material was sometimes challenging, but I think lectures were always engaging and interesting. I think that the in-class worksheets and example problems made a big difference in advancing my understanding of the material.
  7. barry is A+
  8. Preparation for exams was very poor and this greatly affected my grade which made me very displeased. I feel it is respectful to me as a student to tell me what will be on the exam and prepare me for it adeptly. I feel this was not the case. I felt completely unprepared for 2 out 3 exams simply because I studied what I was led to believe was on the exams just to not see anything similar on exams. I find this outright disrespectful and felt belittled by the instructor for feeling this way. I do not feel this is conducive for a positive learning environment and believe students in the future should not have to deal with this.
  9. Barry Belmont is one of if the best professors I have ever had. He is passionate about the material and it shows. Everyone loves Barry whether or not they love the 211 material. Incredible professor, absurdly intelligent, highly engaging, and a genuinely good person. I am so glad I had the opportunity to take the class with him.
  10. This has been one of my favorite classes I’ve taken, due in large part to Dr. Belmont’s quality of instruction and personality. I am very interested in learning more about bioelectrics, and feel well prepared for my future courses in this realm.
  11. I knew exactly what was expected of me and the instructor did an excellent job of making sure we were all always on the same page. When he noticed a hiccup in a particular topic, we covered it again. Even if it had been weeks since doing so the first time. I felt very comfortable asking questions in class and out of class. Overall, I really enjoyed this course and the instruction of it.
  12. I don’t know what you’re paying Barry Belmont, but you need to double it. Instruction was relevant clear, and the instructors consistently showed an active understanding of the needs of the students.
  13. I think that Barry’s teaching style along with the IAs really made this class great. The content was very difficult and complicated, but Barry did a good job of explaining the concepts during our class time. D. and A. did a great job of clarifying concepts and encouraging students to work together to solve problems. I will definitely be looking to take any other classes that have Barry, A., or D. as teachers. All of them really care about the students in the class.

 

Asked “What was your favorite part of this class?” on Final Exam

  1. My favorite part of this class was the way that it was taught. It was a small class which let us ask a lot of questions and you always kept us engaged.
  2. Your lectures; very inspiring and made me want to pursue circuits.
  3. Lectures, I always looked forward to them. I especially enjoyed the humor, lecture content, and the wholeheartedness Barry showed every day.
  4. Definitely your talk about Laplace transforms. I hated the topic in Diff. Eq., but you really helped me learn to appreciate the uses.
  5. I really liked how participation was a big part of the class.
  6. Much of the material/exercises are rather methodical, especially some of the earlier content.
  7. Coming to class and powering through the material, even if it made my head hurt and I still didn’t understand it fully.
  8. KVL/KCL – feeling like I actually know how to solve a circuit like an engineer would.
  9. The way it was taught. It was very student oriented and I feel like you really wanted us to learn (and logic).
  10. I have a few. (1) Homework – it was a good way to force collaboration and team work with my classmates. I made some friends this way. (2) The last day – I was very touched by your thoughtful words for each individual student. (3) You enthusiasm and your willingness to help – made me excited to come to class. (4) Worksheets! (5) Breaks during class.
  11. Logic gates and simple circuit analysis.
  12. All the outside elements you incorporated. I feel like I really learned a lot and challenged myself.
  13. I really enjoyed the first half of this class (~ up until the first exam) after that not so much.
  14. Op amps were pretty cool.
  15. Content-wise: logic puzzles, they are easy and don’t need to spend time studying. Also a very passionate prof.
  16. Knight and knave logic problems.
  17. Exam 2 was too difficult. On the exams I generally felt like I was going to do well but wasn’t always able to show my understanding of the material.
  18. That you engaged us and kept a good pace throughout. I rarely felt bored or rushed. I liked the slightly informal feel of the class. You did a great job asking for and receiving feedback, and you were very good about changing things based on that. It was really cool to actually use L{}, it felt like I was actually doing something useful with complicated math.
  19. Learning simple ways to analyze circuits – mesh and nodal analysis.
  20. I truly enjoyed advancing class past intro circuits. Although very difficult @ times, I feel as if I was able to get knowledge for things that are more advanced in nature and that other 211 students in past haven’t learned before. I live with other BME’s and 2 EECS majors and when talking to them in my house the other night, I would actually hold a convo to an extent about things like Fourier transforms and convolution that my friends previously in 211 could not understand, which was cool to see.
  21. My favorite part of this class was the beginning section. I much more liked and understood the math and puzzle like problem solving skills of KVL and KCL for example. I also liked learning a little bit about digital logic.
  22. Learning new things about circuits past what I’ve previously learned in Physics 240. Although it is difficult, I find the material pretty cool. Like all the application stuff to the body.
  23. The puzzle box style homework.
  24. I liked learning circuits as a whole. The class was great, maybe a bit too in depth for an intro circuits class, but all the while I felt that from class I learned a lot.
  25. I enjoy most of it when I can figure it out.
  26. My favorite past was the people you were a great prof, classmates were great as well as the IAs.
  27. Not being serious and still having fun! Making jokes.
  28. I really enjoyed being in lecture – it was always engaging and interesting. I like our unit on Laplace / transfer functions.
  29. Ended up liking Bode plots and liked how much we learned in just one class.
  30. Your style of teaching and how you tried to teach us what you thought was interesting.
  31. Barry’s teachings.
  32. My favorite part of the class was Professor Barry’s jokes and the inclusive environment.
  33. My favorite part of this class was the way it was taught to not do boring calculations meant to be done by a computer, but rather by the ability to view/understand generally what will happen and its implementation.

 

Asked “What was your least favorite part of this class?” on Final Exam

  1. My least favorite part was the homework. Some of the problems didn’t seem to be what we learned in class so we had to research ways to solve them.
  2. The squeaky door.
  3. I didn’t have a least favorite part. It was all a good experience.
  4. Exams. Though yours are more fun, they’re still exams, and exams make me sad. 🙁
  5. I did not like how little class time we had to learn info. I wish we had a lab section.
  6. I somehow never learned what “voltage divider” means. I should figure that out.
  7. No answer key for HWs or exams, at least even after they were graded. 🙁
  8. Bode plots and everything related to frequency/filters/transfer functions.
  9. Op amps (unfortunate I know).
  10. I mean, it was challenging. However I can’t think of anything specific that I didn’t like. I’m actually sad it’s over.
  11. Laplace and building a filter.
  12. Honestly nothing. I don’t even like circuits and I really enjoyed this class.
  13. The exams. I wish they were more representative of the lectures and homework problems. I do not feel like this was a fair exam. I was not prepared to solve the majority of the problems and I do not think this was representative of what I have been taught in this class. I release you are trying to challenge us and expose us to real world problems but I don’t think this is a good way to do so.
  14. Some topics were not explained very clearly.
  15. No powerpoint slides. No answers provided for anything. Much harder than EE classes of the same level.
  16. Op-maps.
  17. Learning Bode plots. Never got a great grasp on them so I tried to teach myself but I learned different methods online that didn’t always coincide with the way it was taught in class.
  18. Between the second exam and final there was a too little time and I felt a little burnt. Possibly moving Exam II to earlier might help.
  19. Doing the Laplace transform and the long complicated integrals that come with it.
  20. As always, “create your own adventure” was my leas favorite. lol.
  21. My least favorite part was the Laplace and s-domain material. Also the combination problem on this exam, really difficult to piece a lot of what we learned in this class all together.
  22. The exams, even though they make you think, I usually walked out feeling like I failed (not a good feeling).
  23. Trying to do logic puzzles within a strict time limit (*cough* #3 *cough*).
  24. The tests. I found that curveballs were thrown on the test in order to test our understanding but they were too successful and instead stressed out the student unnecessarily.
  25. Logic gates.
  26. My least favorite part of the class would probably be filters/Bode plots. I missed those classes and they still confuse me a bit sometimes.
  27. Test 2 and this one. 🙂
  28. Probably the very beginning when we were doing intro to KVL and KCL (the class got more interesting after that!).
  29. Logic gates.
  30. The exams (2 and 3) – need more practice problems!
  31. Preparing for exams.
  32. My least favorite part of the class was the exams because I was always freaking out because they are very challenging.
  33. My least favorite part was not getting to the Fourier transform. Because that seemed very useful and “cool” to learn about.

 

 

Midterm, a tabular summary

 

Every single comment made by students around the middle of the class in no particular order

  1. Variety of topics covered keeps course interesting

  2. I like how Barry does a lot of examples and also really like how he keeps the class engaged and active instead of simply just lecturing for the 2 hours unlike some of my other classes.

  3. Working through practice problems in class is very helpful!

  4. Belmont is very dedicated to the subject and really has his students in mind. Our learning and understanding is his priority and I really appreciate his enthusiasm to help us succeed.

  5. Dr. Belmont is a great teacher. I am enjoying the material and the class because of him.

  6. The recommended textbook is straightforward and easy to follow. Lectures are mostly clear, though I find it most useful to have read the appropriate sections before class. Homeworks fairly assess the content we have been working on (especially HW3).

  7. The examples done in class and review sessions with the TA’s.

  8. I think that the class does a great job of teaching me the basics of circuit. Barry makes the class extremely beneficial and interesting. I am blessed and honored to be taking a class taught by Barry.

  9. Less mistakes when explaining concepts

  10. Dr. Belmont is the best teach I have had at Michigan. He is passionate about the material and helping students succeed. Keep up the great work!

  11. I generally appreciate the structure of his lectures. If anything, sometimes confusion erupts as he works through examples during class (usually due to small mistakes), so fewer examples or having more exact notes to work off of might be beneficial.

  12. Have example problems worked out before class, trying to make up problems in class usually leads to mistakes which can cause some confusion.

  13. I think it would be helpful if we went through more applications in class instead of the homeworks.

  14. more prepared with the correct answers to class problems so mistakes that aren’t that important (like an adding error) don’t further confusion

  15. I love the enthusiasm and interactive environment of the class! I also really appreciated that you had the CRLT observe the class and ask us what we liked/wanted to change. I think this should be done in every class because I found it beneficial and I am glad to see you implementing the suggestions.

  16. Although mistakes can cause confusion you are very good at explaining where the mistake happened and how to fix it which usually clears up the confusion in the end. It is also nice to have a professor who acknowledges their mistakes and isn’t offended when students correct them.

  17. I really appreciate all that you do to make this class great.

 

 


BIOMEDE 458 & EECS 458, Winter 2018

Final, a tabular summary

 

 

Every single comment made by students around the end of the class in no particular order

  1. In general, I would have appreciated clearer grading standards and more organized rubrics (especially for the final project, rather than depending on lecture slides). The amount of work was reasonable and projects were interesting.
  2. Fun class, well done.
  3. Great instructor.
  4. Lectures were taught by Barry were not helpful, as they often included extraneous information that confused me and took time away from material that would be helpful for the homework and/or lab. Also, Barry’s lecture slide format was awful – I think it would be more helpful if all lecture notes were similar to Z’s format. Expectations for grades were also very unclear, as the grading cutoffs reflected in the syllabus seem to not be the ones that will actually be used. Furthermore, I was never able to get an answer as to how the ‘lab notebook’ portion of our grade will be split between the lab notebook and pre-lab.
  5. Very great course– one of my favorite I’ve taken so far. So many interesting applications. I like how the class was split into Modules focusing on making different devices throughout.
  6. I wish there was more content covered in this class. Potentially more signal processing.
  7. The instruction in this course was pretty good. Help was there if it was needed, and answers usually explained and helped students learn what was going wrong.
  8. Even though I am not a biomedical major, I had a strong urge to take this class, and I am not disappointed! I have gained skills and knowledge that will be more applicable than the ones offered in almost all other EECS classes. All the instructors were awesome and always helpful when the team was stuck, or when I had homework questions. Also, for future, teams should not buy small motors!
  9. Z. was a great professor! Barry could be condescending at times
  10. Grading and project requirements could have been communicated clearer, especially the details and nuances of notebooks and reports.
  11. Super awesome well done.
  12.  This class was very helpful in applying what we learn in the classroom to real world problems engineers face.

 

Midterm, a tabular summary

 

 


ENGIN 100.500, Fall 2017

Final, a tabular summary

 
Figure 1. ENGIN 100, Fall 2017 final review.

 

Every single comment made by students around the end of the class in no particular order

  1. It was really interesting and engaging, although the manner in which some material was taught (ex. statistics) wasn’t extremely clear.
  2. Both of the instructors for this class were top-notch. I only have a few complaints about the class. I am aware of the Excel sheet to abet in keeping track of grades, but it would be incredibly helpful if Canvas had grades for both the biology and technical communication components of the class. Also, there are too many assignments due during finals week, when most are trying to focus on studying. As stated before, though, the professors were engaging, respectable, and overall effective in teaching.
  3. Very good.
  4. The instruction was very good.
  5. In terms of the class itself, I loved it. I loved the content and environment. Didn’t like the work though. It was always very vague and open ended, which is nice occasionally, but other times it was just confusing.
  6. The level of enthusiasm that this course was taught at perfectly complimented the broad, sometimes overwhelming, array of topics covered. This was by far my favorite class ever taken, since the topics reached from basic engineering to philosophical ponderings to everything in between that may have to be even remotely considered in order to be an excellent engineer. The workload could be overwhelming at times, but the outcome was ultimately rewarding. At times I’d find myself wishing I opted for the 100 section where their “big question” was how to make yummy gluten-free brownies, but upon reflection I realize that no other course could have exposed me to as many valuable topics while allowing me, an unexperienced freshman, to work with a cancer doctor on current issues in the medical field. This class was inspiring. Even if, down the line, I decide that biomedical engineering isn’t the discipline for me, I know that I will be able to apply the skills I have learned in this course to anything I decide to do and be successful.
  7. This class was fascinating. The professors were passionate about the lectures, and were very engaging. The class was hard, but they want every student to succeed, offering office hours and review sessions before exams.
  8. All the instructors were very interesting and I feel lucky to have had them.
  9. Dr. Belmont was he most interesting, dedicated, knowledgeable, and qualified professor to be teaching our class. He helped students in any way he could and consistently made an effort to improve his teaching skills or try something new in the class. I highly enjoyed having him as a professor, and I am hoping to take more classes taught by him.
    Dr. S. was highly knowledgeable and a very unique lecturer. He got to the point quickly and made sure to talk about problems he was consistently seeing in students writing. I believed we all improved exponentially in technical writing due to his teaching.
    Dr. C. is one of the most sincere professors I have ever met. He was always ready to respond in order to give appropriate feedback. Dr. C. wholeheartedly wanted his students to do well and would delve into details in order to do so. I believe Dr. C. was an amazing resource when it came to asking for help and feedback. He also did a great job teaching the 12 principles of green engineering.
    Overall, every instructor was clearly dedicated to helping the students learn as much as possible as well as obtain the grades they want. Although the course load was extremely intense, this class was incredible, and I think I speak for all of the students when I say this class was enlightening in every way.
  10. I really enjoyed this course. I learned a lot about the major I wanted to go into and it was enjoyable.
  11. The instruction of this course was great. Dr. Belmont was always very enthusiastic which made me excited for each lecture. Dr. S. really helped me improve my skills in technical communication and always had great lectures.
  12. Teachers tried their hardest to get the students engaged and to teach them things that they enjoy. Great set up and overall a good experience.
  13. This was my favorite class. Thank you for making engineering fun and all the material we learned valuable.
  14. Loved how this course was taught.
  15. Dr. Belmont is a phenomenal lecturer, he is engaging and has a great knack for making complex topics intuitive. If this really was the first class he ever taught, I think he may have stumbled across his calling.
    Dr. S. was also a great lecturer, but I found his subject material to be less interesting. That is not a knock on him, I don’t know if anyone could make Tech Comm exciting.
  16. The lecturing in this class was very enthusiastic and fast-paced. I feel that this helped us to feel excited about the material and about being in class.
  17. Barry Belmont is the best thing since sliced bread and you better not do anything to hurt this engineering angel.
  18. I enjoyed the instructors greatly. They were all very knowledgeable and clearly professionals in their fields. They were friendly, approachable, and kept class interesting.
  19. The instructors were amazing and engaged in teaching us material and advising us on our project.
  20. Very high; instructors made the class both educational and entertaining, and went above and beyond to make themselves available if students needed help.
  21. The quality of instruction was well above average.
  22. They are all very passionate and knowledgable. Great resources for BME students!
  23. Great instruction, lectures made fun by instructor yet very informative.
  24. Dr. Belmont was the best lecturer I’ve had so far at the University of Michigan.
  25. The instruction of this class was very good. I enjoyed coming to class everyday.

 

Midterm, a tabular summary

Figure 2. ENGIN 100, Fall 2017 midterm review.

 

 

Every single comment made by students around the halfway point of the class in no particular order

  1. I really enjoy the lectures, although I do at times feel like it’s a bit too fast. I wish the discussions were sometimes more relevant because I feel like the discussions are sometimes “off topic.”
  2. The class is very thorough and in-depth, I definitely feel like I have learned a lot in the last few weeks alone.
  3. It very effectively prepares the students for the specific tasks they will need to complete as biomedical engineers.
  4. The instructors make a point of showing us direct applications of what we’re learning, making it easier to want to learn. Also, creative teaching makes boring subject matter enjoyable.
  5. Familiariea [sic] us with technology and techniques that are helpful in getting research.
  6. The team. We can help each other learn.
  7. The lectures are very engaging and have amazing illustrations and animations that grab attention and portray the information well. The class is very lively and one that I always look forward to.
  8. A major strength in this class is the office hours. I feel like the additional one on one time is beneficial to my understanding of the topics in class.
  9. The biggest strength for this course is that we get to work in a real life situation with a real doctor. It helps me learn, because it doesn’t feel like busy work and I can see how it will help me in the future.
  10. Goes back and forth on different material so you are learning different topics every day which is very useful.
  11. One major strength of this class is that the professors know how to communicate with students (a bunch of Freshmen). The presentations are excellent, and they are really helping me to learn. Additionally, going in for office hours helps a lot.
  12. Preparedness of the professors.
  13. The lectures are engaging.
  14. Very thorough, if you aren’t working hard, you won’t succeed.
  15. The quality of presentation.
  16. Major Strengths: You learn so many things. The high level of instruction is helping me learn.
  17. I really like the technical writing component of the class because I’m definitely learning a lot of information about being an Engineer that I didn’t know before.
  18. The teaching style and the professors having lots of office hours.
  19. Teamwork/design processes.
  20. The class is very relevant to the field of work I am interested in pursuing. The lectures are very entertaining and good at educating me on many topic.
  21. It introduces us to biomedical engineering design, technical communication, and engineering ethics. It is very fast paced and the team project is exciting.
  22. The major strengths are the breadth of knowledge that one can attain (biotech, tech communication, and ethics). Simply taking notes helps me to understand the content.
  23. A strength is that I’m learning about both biotechnology and technical writing which will both be important skills in the future.
  24. The enthusiasm of the professors and their willingness to answer any questions.
  25. Some major strengths of this class are teamwork and creativity. This class requires a lot of teamwork in the project and creativity when it comes to solving problems.
  26. The instructor is very passionate and makes sure his slides/lectures aren’t boring.
  27. The lecture style and presentation is actually very good. Particularly Dr. Belmont, but also Dr. S. are good at keeping lectures dynamic enough to grab my attention, even if the material itself is difficult to find super intriguing.
  28. I like the biology behind it.
  29. The material is so interesting and it’s presented in such an interesting and fun way that I love coming to class every day and learning. Genuinely, I love this class.
  30. The lectures help clarify what we learn, but some more discussion about the project/its perimeters would be great.
  31. I think that sometimes the lectures are a bit too fast, and that we may spend more time on things that may be more simple and less time on topics that are more difficult. I also wish we had more examples so homework would be easier to comprehend. But this is very specific.
  32. Try to slow down in lecture, always feels like he is going to fast and it is hard to keep up with all the information given to us.
  33. Again, adding grades to canvas would be helpful. Also, it would be beneficial to describe and discuss in detail the termlong project at the start of the class.
  34. Slowing down the lectures and allowing more time to write so that we can listen to him lecture. I spend time copying the notes so that I can look over them later, but then I miss out on what he?s saying because it goes so fast.
  35. Please do more in class examples. Ex: the DNA helix questions in HW2.
  36. Maybe just a little more clear sometimes, but overall excellent.
  37. Have clearer expectations, and clearer in class explanations. Also, in class examples would help me understand the content better.
  38. Go slower and more in depth.
  39. The instructor is good, I do not see any clear needs for improvement.
  40. I would like to have a more structured course with additional readings to supplement the lectures though. I can’t catch every single bit of information, so I am afraid that I won’t be able to remember enough to do well on exams.
  41. Some improvements could be further explaining the slides that have images.
  42. Go slower.
  43. Have more office hours for hw.
  44. This class is great.
  45. Again if we could go over the project more that would be great.
  46. Great instructor! I love his enthusiasm for the subject and learning in general. He also expects a lot out of his students, which in this case I think is good.
  47. Great powerpoint presentations.
  48. Very enthusiastic! Cares about your learning.
  49. Further explanation on some of the topics to enhance our understanding more.
  50. I really enjoy lectures. They’re very engaging and creative.
  51. I absolutely love him as an instructor. He is so energetic and I look forward to coming to his class every Monday and Wednesday. He is always willing to help and I really appreciate it.
  52. Barry is very enthusiastic and does a good job teaching the lecture. Tries to get to know everyone and loves to answer any questions you have.
  53. Very enthusiastic.
  54. Amazing lecturer and teacher!
  55. Barry’s lectures are engaging and performed with pinpoint timing, it’s honestly impressive. Keep up the good work.
  56. This instructor is so enthusiastic and makes you think about the humanity aspect of engineering which I love.

 

 


BIOMEDE 458, Fall 2015

Final, a tabular summary

Every single comment made by students around the end of the class in no particular order

  1. The design project is great. Along with the freedom gained progressively throughout the class, we are really pushed to be self sufficient.
  2. The group lab setting is a great way to learn. I also really like how the practical forced everyone to know at least the basics of both circuits and LabVIEW.
  3. Challenge to solve problems when knowledge of tools (i.e. LabVIEW) is not great, so we are forced to search for ways to implement approaches to problems.
  4. Being partnered with kind, patient bioelectric concentration students was very helpful to learn. Instructors that saw our problem and did not immediately answer it and instead walked us through troubleshooting logic and techniques was extremely helpful. Barry’s enthusiasm and humor also helped me stay excited throughout the course.
  5. Allowed a greater understanding of basic circuits, and think and solve problems for yourself.
  6. Students, GSIs, and professors are willing to give help when in need! Working in a team has never been so fun.
  7. Using LabVIEW and filters in every module really helped to reinforce the learning of them. I got very used to them, which was extremely beneficial.
  8. This lab is 211 continued. While I feel we are building more interesting circuits in 458 as compared to 211, I do not feel I have learned much beyond what I knew at the end of 211 in terms of how to build and test circuits related to biomedical instrumentation.
  9. The lab is setup so that we have to figure out how to design our own labs. I think this was refreshing. Normally all the labs are a set of step by step instructions. This was my favorite lab to date.
  10. Hands on lab experience, working with circuits and LabVIEW.
  11. You did a great job and taught me a lot!
  12. Sometimes when I have asked a question, it seems like we quickly deter from what I asked to the very basic aspects of my question. While this is sometimes helpful and I appreciate the check in our understanding, sometimes I don’t need this explained and it would have been nice to have a knowledge check before getting into basic concepts. When I am confused with basic concepts and those get answered, afterward I can realize that I actually didn’t get my original question answered. Also, it felt a little awkward sometimes when Barry would go to the board and we would be yelling across the room to communicate. The only other thing I can think of is our comments on our lab reports. Don’t get me wrong, I think most of the comments were completely spot on, deserved, and insightful. However, while some of them were funny, a few of them came off as sarcastic and could even be interpreted as rude and discouraging.
  13. Could be more straight forward with answering questions when the group is obviously struggling with figuring out the answer. Answering a question with a question can get frustrating over time.
  14. A better understanding of what is required in the lab reports before the first is due.
  15. Barry is capable of giving very clear explanations of complex concepts. However, I think he can sometimes make students feel stupid if they don’t have the same understanding of circuits as he does. When going to him for help, I think he makes you feel bad for not knowing certain things, instead of encouraging you to clarify your understanding if you aren’t getting something.
  16. Nothing. He did a great job.
  17. I appreciate how you tell it how it is and really care about taking the time to teach us and answer every question by making us think rather than just telling us the answer. The best GSII have had in undergrad.
  18. Barry is one of the best GSI’s I have had … he challenges us and I have learned so much because of it. He is very intelligent and teaches us interesting facts and explains tough concepts in understandable ways.
  19. Barry is a great teacher! His humor and enthusiasm is so refreshing, and I can tell that he not only wants us to deeply understand our labs, but he tries to make us become better engineers. I love the random bits of knowledge and enjoyed having him as an instructor.
  20. Barry is an excellent GSI. Although he grades tough on our lab reports, I think his difficulty has merit. Overall, he has definitively transcended his role into something much greater, something beyond words. I hope Fitbit loves him and his oral examination goes swimmingly.
  21. So smart.
  22. Thanks for being such a great GSI, Barry!
  23. Barry has the capacity to be an excellent teacher. However, I feel he could benefit from exhibiting more patience with students. If a student does not understand something, they shouldn’t feel bad because they don’t understand, especially if they are asking questions to help clarify their understanding.
  24. Best GSI I’ve ever had. Enthusiastic and inspiring.

 

Midterm, a tabular summary

Every single comment made by students around the halfway point of the class in no particular order

  1. The way we troubleshoot problems is very helpful. There is a higher emphasis on us learning and enjoying ourselves than having a rigorous rubric for reports/lab notebooks.
  2. Hands on experiences.
  3. Long explanations are really helpful, but due to some time constraints after lab or time restrictions during lab, it would sometimes be helpful to be sensitive to these time constraints and be a little more concise.
  4. Barry is nice and tries to be helpful. I understand that the GSI can’t always just give us answers, but he often takes this too far. When I have a simple homework question, he launches into a huge explanation of the theory of op amps. Other students have complained about this as well. Once we were trying for hours to figure out why our circuit wasn’t working until he finally hinted that our expectations were wrong.
  5. Less of track explanations when a question is asked. More direct approach when answering questions.
  6. I like your teaching enthusiasm!
  7. Fantastic GSI! Lucky to have Barry as my GSI – learning a lot!
  8. Barry is an awesome GSI! He is either the best or second best GSI I have had at the University of Michigan.
  9. Try to give more practical help.

 

 

 


Xplore “Cracking Bones”, Summer 2015

Every single comment made by participants of the program

  1. Friday session 1: This was one the best presentations. The kids were excited and engaged. I made sure to tell the professor how great the presenters were.
  2. Kids thought the workshop was fun. Allowing the kids to determine which bones were modifies was a nice challenge. Leaving the characteristics of the modified bones and the bone makeup on the overhead throughout the workshop would be helpful as a reference. / The ratio of one instructor per two kids was perfect! / A takeaway from the workshop would be nice. Perhaps just a summary of the workshop and a little challenge for the kids to work on later at home. Even a link to websites that have biomedical engineering for kids would be nice.
  3. A.
  4. Great hands on learning and fun.
  5. Great class, enthusiastic teaching facilitator and staff. We loved this class and the material was concise and memorable.
  6. Good overall.
  7. Opening instruction was energetic, informative and entertaining! Good job to Barry. / The help from instructors to build a hypothesis and then see what happened was great!. / The kids enjoyed smashing things. Fun lab!
  8. Amazing! our favorite by far. The professor and the 3 assistants were awesome. Very engaging. The topic was interesting. They had two hypothesis to prove and made it simple and fun for the kids. / / The kids were having a blast!! I loved that he let them come up with ideas when we were strength testing the pasta and then kept saying. “Let’s try it and see what happens…” / / Highly recommend
    Lab activities really engaged the kids
  9. They did and excellent job. Well thought out and engaging
  10. It was excellent, the student presenting was very engaging. We loved it.
  11. Amazing! This was the best presentation of the 2 days. I really liked the interaction with the students and the review of the material presented before they were sent off to complete the lab work. Barry’s voice and style was very engaging. I learned a lot and enjoyed it.
  12. Perfectly directed to my 11 year old son.
  13. The bone experiment was very interesting but then a lot of time was spent cracking noodles. Perhaps a little more connection between the results of the experiments and how they would help in the research.
  14. It was great for the kids to see data to support their understanding of the concepts.
  15. It was age approppiate, the information and the students were fantastic, very accommodating and patient with the kids. We wouldn’t change it.
  16. This was the best workshop of the three we attended. The instructors were outstanding. They were very well-prepared, they were engaging, and they really seemed to enjoy working with the kids. Their slides were great and the exercises were well-organized.
  17. Great hands on program, but my son’s insructor was not trained for the camp well. she needed someone else to do the process. but overall great experience.
  18. Instructors were helpful and enthusiastic, and the experiment was just right for getting a taste of the scientific method. Getting to use a “crushing machine” is perfect for grabbing kids’ interest.
  19. The best and very well organized workshop to get A+ remark. The topic, facility, and team members were well prepared to inject some thrill for the young participants. They were truly excited to get the hands on exposure to the equipmet. The workshop team truly kept the young group’s excitement up by hands on involvement throughoujt the session.
  20. The graduate student that ran it was phenomenal. It was really amazing to have the student be able to come up with a hypothesis and then test it immediately. Great job.
  21. Great workshop.
  22. It was great workshop. Loved both presentations. Testing bones was very interesting.
  23. Very good instructions, age appropriate vocabulary used by the staff. Completely dedicated and helpful. Well thought out experiment. The kids had most fun in this workshop.
  24. Thought the labs were nicely matched to the kids, but I would have appreciated some way to download the data.
  25. Well done and organized. The leader was excited about this activity.
  26. Loved how a group of 4 of us, 2 parents and 2 kids, had a grad student to help us with the experiment as it really helped cut down on our clueless and frustration factor. Great hands on for the kids. Amazing lab to be able to be in and work in. Fabulous.
  27. Instruction was very well done. I liked how all the students were challenged to make hypotheses on many different levels. I had to advocate for my granddaughter to get her fair share of turns with the equipment due to her partner wanting to do it all. Even so, we thoroughly enjoyed the class. Staff members did an excellent job. Another favorite.
  28. Interesting and informative. Using the instruments and comparing bones was another favorite.
  29. My son loved this one; again – with the looking, touching and forming a hypothesis that could then be tested using real bone and real instrumentation like the Instrom’s…. again, just excellent!
  30. Fantastic class. These instructors, not only knew their business, they had a knack for communicating to the age level of the children. Everyone seemed to the class and we learned how intricate engineering detail can be using lab equipment. Having the children dress for the lab experiments was an excellent idea. Great intro about bones and well instructed. Great Job!
  31. Opened my eyes to seeing how engineering can be used in the medical field. Kids really love smasing things also!
  32. My daughter very much enjoyed making hypotheses about the noodles and watching them shatter. She also liked seeing and touching the bone without calcium.

 


BIOMEDE 599.004, Winter 2015

Final, a tabular summary

 

Every single comment made by students around the end of the class in no particular order

  1. This course was taught extremely well. Very knowledgable and great resources. Dr. B went out of his way to help us reach our goals. He managed the class well and gave us the confidence we needed down the home strech. Barry’s knowledge and expertise were more than we could have ever hoped for. He was very accessible for help and guidance. I really appreciate the time he set aside to help whenever possible. Although his comments could have been more constructive at times, he was a great fit for the position and outperformed my expectations.
  2. Barry: Very knowledgeable in many areas and easy to get in contact with about prototyping help. Quickly gave back very in depth feedback on draft reports, obviously very dedicated to helping students as much as possible. Sometimes feedback could be a little rude. Class overall: design courses are already very fast paced. Ending a couple weeks early exacerbated that even more. Teams not submitting to BMEidea should not be required to finish by the early deadline. The focus seemed to be more on all other aspects of developing a device (regulatory, manufacturing, IP, etc.) rather than the prototyping. If that’s the point of the course then I guess it’s fine, but I’d rather the emphasis be on prototyping and have those as secondary, not consuming a majority of the time. Class would flow better with fewer, but longer (covering more topics) DRs. Having one every week (and sometimes 2 in a week) is way too frequent. It?s hard to get prototyping done when you’re constantly writing reports and presentations.
  3. I greatly enjoyed this course. Both instructors were exceptional. Dr. B. was very insightful due to his experience in industry and academia. Furthermore, he was very willing to spend time with teams outside of class. He was passionate about teaching the class, which made going to class even better. Barry was a terrific GSI. He provided my team with extensive feedback and forced us to think critically about the subject matter. I am glad that he aspires to be a professor, any student would be lucky to have him.
  4. I loved this course. It was difficult but ultimately rewarding for any engineer interested in pursuing a career in product development. I learned things I never knew I could achieve before by taking this class, and I am very grateful for the high caliber of instruction provided for this course. Although critique was sometimes hard to swallow (pride and all) it was always constructive and focused on improving the project. Barry did a fantastic job in providing his feedback in a timely manner, and even though it was a bit sarcastic at times, the quality of comments provided helped to shape our team into the best it could be. Dr. B. was very supportive throughout the term and this helped us to push through the tough times and overcome obstacles in our path of prototyping. The willingness of all the instructors to be there for each team was encouraging, and I am very thankful for the support provided. I love this course and I am happy that I was able to take part of it.
  5. Instructors did a good job adjusting feedback to the particular struggles that teams were facing. In times of team success, instructors tended to give praise while providing harsher criticism of reports, etc., to foster further growth. But when teams were struggling, they focused feedback to be more encouraging, which helped by not leading to further frustration. Some of Barry’s english lessons in the comments of the reports could get exhausting, but I understand also the need for an easy reading report. I view Barry’s feedback (most of the time, and especially in hindsight) as him simply wanting us to grow and succeed and be the best that we can be, but sometimes it can come off as being condescending, too blunt, or impossible to make him happy. I also understand his frustrations though, when he makes the same comments week to week but nothing is being done about them. To that note, either the team read the comment and chose to disagree with it, or they didn’t read the comment or chose to be lazy and do nothing about it. Choosing to disagree is okay, and I think it was tough for Barry to decipher when people were choosing to disagree, and when people were ignoring/being lazy.
  6. I think this was fine. Dr. B. taught well enough and supported us when we all started to get bogged down by our projects. Barry: You said you wanted feedback as you want to do this as your career. Please be nicer. I thought you were kidding about wanting to teach, because the way you write your useful and sarcastic comments. You are clearly brilliant, hardworking, and provide useful instruction. However, it is delivered so poorly that I wonder if you are writing feedback to amuse yourself. Let me reiterate that it is very useful. I am very happy that you are so helpful. The feedback and the class environment made me no longer want to actually be in an engineering environment. I think you could be a good professor in the future, but you seriously need to reevaluate the way in which you deliver feedback. You might disagree with that and think that your useful content is all that matters, but if it makes people so anxious that they can’t do anything, I’d reevaluate. I want to say that you both have been very helpful and are brilliant engineers. Thank you for all the help. I wish you the best.
  7. Would have nice to have a little more variety in projects to pick from. Seemed a little too heavy on cardiac even though that is a huge market. Something from pediatrics would have been fun.
  8. This was a great experience. I learned more from this class than any other by far. Some comments on things to change: (1) Condense the beginning portion of the class in some way to get us our projects earlier. (2) We needed more guidance on manufacturing. This is a hole in the BME curriculum so we are not really learning it elsewhere. The lecture we received in this class was not adequate. This is such an important topic to design and development and it was something I wanted to learn more about. (3)The project room is a problem. Some basic tools were not available (certain screwdrivers, etc). Access to other lab equipment would have been very helpful (getting access to the wet and dry labs was hard sometimes due to Dana not always being in LBME). Part of the problem is that this space is not respected by the students, so things are not put back where they belong or they are lost or broken. I understand this is out of the instructor’s control, but it did cause some difficulties in our project.

 

Midterm, a tabular summary

 

Every single comment made by students around the halfway point of the class in no particular order

  1. The consistent design reviews provide valuable feedback.
  2. This requires a lot more work than 4 credits.
  3. Only thing that is confusing is grading coming from multiple instructors.
  4. The dedication of the professors and GSI is tangible, and makes this course a joy to attend.
  5. Grading is quite harsh for the amount of time given to complete assignments. Very knowledgeable background in device engineering, prototyping, etc. Most helpful GSI I’ve had for a design course.
  6. The instructor does take time to meet students and gives through feedback. There is a distinct difference between criticism and constructive criticism that this instructor does not understand. He fails to be direct and makes students feel ridiculed.
  7. Barry is really smart and gives great feedback, however, how he presents critique is disrespectful, inappropriate and offensive manner.
  8. Mr. Belmont is extremely intelligent, always willing to meet with students outside of class, and is truly excited about this course. He is very thorough with his feedback and pushes teams to generate excellent work. However, his commentary on written assignments is not always respectful. This could be an issue working with younger students.
  9. I liked last semester better when the instructor had more control of the class much better.
  10. Barry is the best GSI I have ever had. His enthusiasm and willingness to go above and beyond to help us all is truly amazing, and has shaped this experience heavily. He expects us to achieve, and drives us forward with a healthy disregard for the impossible.

 

 

 


BIOMEDE 599.002, Fall 2014

Final, a tabular summary

 

Every single comment made by students around the end of the class in no particular order

  1. The course was well taught and I learned very important skills throughout it. I understand the thought process of having presenters go all at the beginning of the semester, but that left only the last 1.5-2 months to really dive into our project. The time dedicated to putting together presentations took away from time we could have been investing into finding a great solution. I would have either preferred splitting each clinical lecture day between 2 clinicians, so we could form teams a week and a half sooner, or condense some of the design reviews into fewer overall, so that we were presenting every other week instead of every week. I really enjoy this class, and understand the necessity of tech comm skills, but I would have preferred a balance with more emphasis on concept generation and development. That being said, it was an interesting and valuable experience! Thank you for a great semester!
  2. I know it is hard to manage the guest speaker’s schedule, but I would prefer to have more speech after design review sessions start, because a weekly design review is too intense and is not sufficient for us to fully think about our project.
  3. Really enjoyed having a clinical mentor for our project. Would be good if we could have some technical mentors that are available come in and talk to us.
  4. I have thoroughly enjoyed this class! I think there was a lot of potential in discussing the case study that was not realized while in class. Better preparation in leading the discussion and calling on students to have them talk are, in my opinion, two ways that class discussion could have been improved.
  5. Barry has been extremely helpful so far in the class. The feedback he provides is very useful and is usually immediately considered when reviewing our project. He is always willing to help in any way possible and cares a lot for all the students in the class. Professor S. has taught the class very well. He always gets us started in the right direction, and then allows us to move forward by ourselves which is a very helpful exercise. I’ve enjoyed the class a lot so far and am excited for the second semester.
  6. Good quality and great instructors.
  7. Feedback is OFTEN conflicting between instructors of the course. Understandably, people are bound to have differing opinions. But some feedback directly opposed each other, on “graded deliverables” of the course, which can create confusion and frustration. Feedback also seemed to be more positive/constructive in the beginning of the DRs, then getting more negative and less constructive towards the middle, and then back to positive and constructive towards the end. I don’t know if this was a function of my groups particular performance, or if this was a trend that was commented on and adjusted for in the middle of the course, or if it just seemed to play out that way. Obviously, more encouraging and constructive feedback is more welcome. Excited to see where next semester takes us, and will miss Dr. S!
  8. All of the instructors were very helpful. There was always someone willing to take the time outside of class to answer questions and guide our project. The amount of work required for 3 credits is very high, but that is to be expected with this type of course. It would be great to have some industry involvement in the projects, such as proposing or sponsoring the projects.
  9. The best comment I can give is this design experience has been 100 times more enjoyable than senior design. This course gives a great insight into the clinical setting and the problems that truly do exist. It was a little drawn out at the beginning of the semester with all the clinical lectures and I understand why it was so. I suggest that we do not need a full two hours for one clinical lecture and can instead get two clinical lectures in one day so we are able to get through all clinical lectures in half the time. The wikis are a good idea, but I don’t think they truly served their purpose. It was more so busy work for the students and as a grad student I never really saw the significance of them.
    Outside guest speakers were a great addition to the class and I learned some very important aspects of not only the design process, but the medtech industry as well.
    Design reviews I thought were structured well and allowed us to work on our presentation skills. I have one suggestion for a possible addition to a design review and potentially becoming a design review all on its own. I think for the down-selection process and picking a proposed solution, it would be very helpful to make mock-ups. With these design reviews back-to-back, it did not allow us enough time to create a mock-up and fulfill all the criteria necessary for the next design review. I think creating mock-ups could help teams determine the feasibility of their proposed solutions and start envisioning how they might look in the end.

 

Midterm, a tabular summary

 

Every single comment made by students around the halfway point of the class in no particular order

  1. The ability to see a variety of topics and to have some of the needs within each discipline clearly defined.
  2. I love the variety of clinical lectures and interacting with the lecturers. Doing the wikis in different groups is helpful to get to know classmates prior to forming teams. The DiSC profiling is very useful, as well.
  3. Hearing so many diverse clinical perspectives.
  4. Consider requiring that students meet outside of class to write the wikis. The tendency is to work separately on your own sections without interacting with the individuals. This extra interaction would be beneficial when deciding to form groups for the rest of the year.
  5. Very energetic and helpful.
  6. I really appreciate the enthusiasm and passion.

 

 

 


Xplore “Cracking Bones”, Summer 2014

Every single comment made by participants of the program

  1. Very enthusiastic instructors. Amount of material was appropriate to time allowed. Perhaps could streamline the data collection process. Lots of cutting and pasting involved.
  2. Quality of instruction and exercises was amazing! Content was age appropriate. Some exercises pairing was with vastly younger kids. Perhaps kids that work together should be paired by age? Organization was top notch. / / Get every helper uptospeed on intent of exercise so they can better guide the kids.
  3. The quality of instruction was very good. This was one of the most impressive workshops, allowing the children to use equipment and computers. The hands on experience was excellent. Also, C. was very much into the teaching aspect and a real asset to the team!
  4. A little more explanation at the beginning about the purpose of the experiments and what each experiment would show would have been better. I think the kids were just excited about using the equipment and didn’t get what each one meant. For instance, the bleach soaked one was representing loss of x. / Might be good to have kid sized gear.
  5. She was very interested in the lecture. During the expiriment she started to feel quesy so we had to leave. The sight of blood makes her sick and their was a small residue on the fresh bone. At least she made it to the bathroom on time! But yes very age appropriate and interesting.
  6. Again well done. Might have been useful to explain how their collecting and analysing data is a big part of being an engineer.
  7. Great job of getting kids to prep, measure, and record. Good job of conveying the science/engineering experience.
  8. Really enjoyed this workshop, great staffing (very helpful and fun) and the exercises were interesting to the kids. They loved putting on the lab coats and crushing the bones and pasta. Am hoping this really created some lasting interest in biomed as a career choice! Was age appropriate and working in teams added to the fun too.
  9. Excellent teaching. Great lecture portion and excellent hands on. Staff were very enthusiastic and great with the kids. Nice cracking.
  10. On the way to the workshop, conincidentally enough, my son asked what would happen if you put different body parts in different types of solutions 🙂 / / It was very interesting to use the computer and test equipment. I think that made it more concrete. / / The grad student assigned to my son was absolutely excellent.
  11. “That was cool, just a little gross,” comments of a 12-year-old girl of course. The bowl of bone marrow (from the prep) got her. but age appropriate, interactive, good engineering methodology, and they get to break stuff.
  12. Very good. I can’t think of anything to improve. Our PhD student was great, the slides at the beginning were very good, the experiments were interesting, informative and age appropriate
  13. Excellent one-on-one instruction. Professor and grad student instructors were very helpful. My daughter found the lab equipment and spreadsheet work very interesting.
  14. In part, because of grand daughter’s background, this was her favorite workshop. Excellent presentation and hands on with the tensile testor.
  15. the staff were super friendly and helpful. There were a few tests that didn’t behave as expected. Perhaps a longer soak in the solutions? Seeing the use of excel was good.
  16. My daughter enjoyed this workshop. She particularly like cracking the bones and liked cracking the noodles even more. It became a little hard for some of the kids to follow at times particularly during the measurements and calculations, but overall I think the workshop was enjoyable as well as informative.
  17. I cannot remember the name of the student who did the main presentation but he was amazing, very enthusiastic and friendly. The session was great!
  18. Age appropriate activities. Presenter (student) very engaging.
  19. Although this was not high on my daughter’s list for workshops, she was completely absorbed into the lab work and data collection. But she did not understand clearly what she was testing for and what she was to discover with the data. Students great in working with kids to use lab tools and to input data on computer program. It was hard to understand the collective results and expectations in the end (I understand there are limitations due to so many variances that the kids would not understand accounting for or testing for). My daughter loved wearing lab clothes and ‘doing it on her own’ – anything that they were shown. Would have liked to see in presentation some examples of real life bio-med solutions to bone issues – other practical stuff related to what is possible today in the field.
  20. Another workshop that the kids were allowed to break stuff. Once again, the small groups were great. The professor and her graduate students were exceptional.