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\begin{document}

\paper{exit}{}{6.042 Assessment Survey}

\section{Purpose}
\iffalse
The EECS Department is trying to develop a system to monitor and
improve teaching effectivness.  Part of this effort involves formulating
and checking an Educational Objectives and Outcomes statement like the one
for 6.042 on the course web page.
%; this statement is repeated below.
\fi

We would like your feedback on how well you feel the 6.042 Educational
Objectives and Outcomes were achieved \emph{for you personally}, as well
as which course activities you found helpful.

\textbf{You may submit this form anonymously}, but we hope you will write
your name below.  That will allow the staff to compare your answers
against your first-week diagnostics and course performance, with the aim
of identifying where the course needs improvement.

\emph{No one on the 6.042 staff will read survey answers until after
grades are assigned}, so you need not be concerned that what you say in
your self-assessment will impact your grade in any way.

\begin{center}
\large{Your Name:}\brule{3in}
\end{center}

\section{Objectives \& Learning Outcomes}

In the indicated space next to each item, please enter a digit from five
(5) to one (1) where

\begin{center}
\begin{tabular}{rcll}
\hline
\textbf{5} & means &  ``this objective/outcome was & \textbf{thoroughly}
achieved for me personally.''\\
\textbf{4} & means &  ``\dots & \textbf{adequately} \dots''\\
\textbf{3} & means &  ``\dots & \textbf{somewhat} \dots''\\
\textbf{2} & means &  ``\dots & \textbf{barely} \dots''\\
\textbf{1} & means &  ``\dots & \textbf{not} \dots''\\
\hline
\end{tabular}
\end{center}

\subsection{Objectives}
On completion of 6.042, students will be able to
\begin{enumerate}
\item
\label{Basic Discrete Mathematics Concepts}
\textbf{reason mathematically about basic data types and structures} (such
as numbers, sets, graphs, and trees) used in computer algorithms and
systems; distinguish rigorous definitions and conclusions from merely
plausible ones; synthesize elementary proofs, especially proofs by
induction.

\item
\label{Computational Processes} 
\textbf{model and analyze computational processes} using
analytic and combinatorial methods.\brule{0.5in}

\item \label{Discrete Probability} \textbf{apply principles of discrete
probability} to calculate probabilities and expectations of simple random
processes.\brule{0.5in}

\item 
\label{teams} 
\textbf{work in small teams} to accomplish all the objectives above.\brule{0.5in}
\end{enumerate}


\subsection{Learning Outcomes}
Students will be able to:
\begin{enumerate}


\item \label{basic} use \textbf{logical notation} to define and reason
about \textbf{fundamental mathematical concepts} such as sets, relations,
functions, and integers.

(enter 5 ``thoroughly achieved, \dots, 1 ``not achieved'') \brule{0.5in}


\item \label{soundness} \textbf{evaluate elementary mathematical
arguments} and identify fallacious \emph{reasoning} (not just fallacious
conclusions).  \brule{0.5in}


\item \label{proofs} \textbf{synthesize induction hypotheses and simple
induction proofs}.  \brule{0.5in}

\item \label{arithmetic} prove \textbf{elementary properties of modular
arithmetic} and explain their applications in Computer Science,
for example in cryptography and hashing algorithms.

\item \label{graphs} \textbf{apply graph theory models} of data structures
and state machines to solve problems of connectivity and constraint
satisfaction, for example, scheduling.  \brule{0.5in}

\item \label{invariants} apply the method of invariants and well-founded
ordering to \textbf{prove correctness and termination of processes} and
state machines.  \brule{0.5in}

\item \label{closed-forms} \textbf{derive closed-form and asymptotic
expressions} from series and recurrences for growth rates of processes.
\brule{0.5in}

\item \label{counting} \textbf{calculate numbers of possible outcomes} of
elementary combinatorial processes such as permutations and
combinations. \brule{0.5in}

\item \label{probability} \textbf{calculate probabilities} and discrete
distributions for simple combinatorial processes; calculate
expectations.\brule{0.5in}

\item \label{student teams} problem-solve and \textbf{study in a small
team} with fellow students.  \brule{0.5in}

\end{enumerate}

\newpage
\section{Course Activities}

In the indicated space next to each item, please enter a digit from five
(5) to one (1) where

\begin{center}
\begin{tabular}{rcll}
\hline
\textbf{5} & means &  ``\textbf{very} helpful.''\\
\textbf{4} & means &  ``\textbf{moderately} helpful''\\
\textbf{3} & means &  ``\textbf{somewhat}  helpful''''\\
\textbf{2} & means &  ``\textbf{barely}  helpful''\\
\textbf{1} & means &  ``\textbf{not}  helpful''\\
\hline
\end{tabular}
\end{center}

\begin{itemize}

\item How helpful were the following materials and activities in

\begin{tabular}{l | c | c |}
                & \textbf{understanding the big ideas}
                & \textbf{preparing for exams}
                \\ \hline  \hline
   course notes  &   & \\  \hline
   the Rosen text  &   & \\ \hline
   lectures by Lehman   &   & \\  \hline
   lectures by Meyer   &   & \\  \hline
   reading lectures slides after class  &   & \\  \hline
   team problem-solving in class  &   & \\  \hline
   reviewing team problem solutions   &   & \\  \hline
   problem sets  &   & \\  \hline
   problem set solutions &   & \\  \hline
   online tutor problems &   & \\  \hline
   staff in class &   & \\  \hline
   staff outside class &   & \\  \hline
   staff email &   &\\ \hline
   collaborating on psets  &   & \\  \hline
\end{tabular}

\item How helpful overall was the course in helping you achieve the
Objectives and Outcomes?  \brule{0.5in}

\item How helpful was the course in leading you to appreciate the role of
Discrete Math in Computer Science. \brule{0.5in}

\item How interested would you be in having another class in the
``lecture/team-problems'' style of 6.042?  Circle one:

\begin{tabular}{ccccc}
enthusiastic &  interested &  somewhat interested  &  uninterested &  unwilling
\end{tabular}

\end{itemize}

\newpage
\section{Further Comments}
We would be interested in hearing any other comments or suggestions you
may have about the course:

\end{document}
