Teaching Evaluations

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Robert J. Marks II

 

(updated 080525)

 
  Baylor University
 

1. Introduction to Computational Intelligence, Spring 2004

  • Student Comments
    • “Your enthusiasm and sense of humor add so much to the class. Baylor is so lucky to have you!”
    • “Very enthusiastic. Makes learning the material fun.”
    • “Good Powerpoints!”
 
2. Random Variables and Stochastic Processes, Fall 2004
  • Student Comments
    • “Very gregarious and jovial about the subject matter… Clearly an expert in his field.”
    • "Colorful, yet demented pictures”
 
3. Multidimensional Signal Processing, Spring 2005
  • Student Comments
    • “Awesome Professor!”
    • “(Marks) is an awesome teacher.”
    • “His enthusiasm (contributed most).”
    •  “Incredible knowledge about subject material.”
    • “His presentations are entertaining. I love him.”
 
4. Random Variables and Stochastic Processes, Fall 2005
  • Student Comments
    • “He is great at keeping student’s attention and makes things fun.”
    • “[Dr. Marks] took time to reexplain homework.”
 
5. Introduction to Computational Intelligence, Spring 2006
  • Student Comments (None returned)
 

6. Random Variables and Stochastic Processes, Fall 2007

    • No review
 
  1. Multidimensional Signal Processing, Spring 2007
  • PDF file of student evaluations
  • Student Comments
    • “[Dr. Marks] is always excited about the material .”
    • “[Dr. Marks] doesn't have problems answering questions asked."
    • "Good attitude. Really cared about his students. Give the man a raise."
    •  "[Dr. Marks shows] humor [and] excitement in the course and the material. He needs a raise."
    • “[Dr. Marks] makes sure the students learn the material."
 
  1. Signals & Systems, Autumn 2007
  • PDF file of student evaluations
  • Student Comments [Bold font added. Comments placed in third person.]
    • "... in my four years at Baylor, I have not taken a course by a better professor.  He is a pleasure to learn from, and though his class is hard work, he relates it to the real world and makes it viable and interesting.  Would take [another course] from him in a heartbeat."
    • "Dr. Marks is the best professor I have had at Baylor hands down.  He always keeps the class engaging and enjoyable to be in.  He goes above and beyond the material of the course to make it more interesting but still manages to clearly explain course material and even makes it seem simple after a while."
    • "[Dr. Marks is] the best teacher I've had in college."
    • "[I enjoyed the] humor!  It's really easy to stay focused when something funny might happen @ any time!"
    • "Giving examples of how the principles/techniques are used in the real world is amazingly helpful!"
    • "I don't know if [Dr. Marks] could be more AMAZING."
    • "Every section [of this class] should be taught by Bob Marks."
    • "Bob Marks threw in enough relevant and hilarious ancectodes as he lectured that would help hold my attention.  This was great because it is easy to lose concentration when dealing with such complex mathematics.  Also, his review sessions saved me.  They helped a lot!"
    • "[Bob Marks] is great!"
    • "You are stimulated to really want to learn the material whenever Dr. Marks is lecturing."
    • "[Dr. Marks] relates the material to the real world.  It helps to know how and why things work and when to use them."
    • "[Dr. Marks'] passion for the subject was great.  [His] sense of humor was fantastic and lightened the mood of what could have been a very boring class."
    • "[Dr. Marks gave a] flawless performance."
    • "Marks is awesome."
    • "I think this class was great."
    • "[Dr. Marks] is so funny!!!"
    • "Awesome guy; very kind and keeps the class interesting for an otherwise boring course.  Very dedicated to the students and helping them learn the material.... [He had] good side stories that contribute to understanding of material.  Had lots of review sessions and was very flexible; was best part of class."
    • "[Dr. Marks] was great, [I] loved this class."
    • "Doctor Marks was very interested in the subject and has such a vast understanding of the subject that he had no trouble explaining himself in different ways.  The help sessions in the evening are a great help."
    • "[Dr. Marks is] absolutely amazing.  He has a good understanding of the material so he can really break it down and explain things.  He was so willing to help when we needed it no matter the amount of time or effort needed."
    • "[Dr. Marks was] very personable and nice.  A fun teacher...  Evening sessions were great."
    • "[Dr. Marks] cared about the students and made the classroom more of a real life atmosphere as opposed to just teaching from the book."
  • email
    • Dr. Marks, I just wanted to tell you how much I enjoyed meeting you and having you as my teacher this semester. I really enjoyed the passion that you have for the material you were teaching and also that you would talk to students like they were equals. I really appreciated that. Your sense of humor and comedic timing made what could have been a dull class very enjoyable to come to. I also liked the little tips for life that you would sneak into a lecture as well. Thank you for an enjoyable semester. Justin Crouch

 

9. Random Variables and Stochastic Processes, Fall 2008

  • The student who was supposed to drop the evaluations off didn't. They made it in the next semester and weren't compiled. I received the original evaluation sheets and compiled my own spread sheet. Here it is.
  • Student comments
    • Really good at explaining complex ideas. Very good communicator. Fun Guy
      Enthusiasm + special projects usage [contributed most]
      [Marks has a] good top-down conceptual-to-practical teaching style
      Enthusiasm, presentation style and interaction [contributed most]
      [Marks has the] ability to explain things well and his knowledgeability regarding the subject [is good]
      [Marks is] easy going, but concerned that the students learn the material.
      [Marks] has the ability to make complex topics understandable.

 

10. Introduction to Computational Intelligence, Spring 2008

  • PDF file of student evaluations
  • Student Comments
    • [Dr. Marks has ] love for material, enthusiasm.
    • [I enjoyed the] enthusiasm and presentations.
    • I really enjoyed the not-so-structured aspect of the class.

11. Introduction to Computational Intelligence, Fall 2010

  • PDF file of student evaluations
  • Student Comments
    • [Dr. Marks] was enjoyable to listen to and made learnng the material a good experience.
    • [I enjoyed the] humor. Applicable stories to illustrate how this stuff is used in industry.
    • [Dr. Mark has] great enthusiasm for teaching and [the] material in [the] class. [He] acively engages students in otherr topic to stimulate discussion which allows for a more interesting lecture.
    • [I enjoyed] His enthusiasm. His knowledge of the material.
    • He wa very enthusiastic with the course material. It was very easy to tell that he has great passion for his work and wants others to share it with.

12. B.E.A.R.S. , Fall 2010

16. Introduction to Information Theory, Fall 2011

 

13. Multidimensional Signal Processing, Spring 2011

  • Student Comments
    • [Dr. Marks] is an expert!.
    • Dr. Marks's lectures are always interested.
    • He's awesome!
    • Dr. Marks is fun to talk to and interact with. He answers questions well and obviously love what he teaches.
    • Tell me more about philosophy!
    • He's awesome. Humor. Expert in his field of study.
    • [Dr. Marks should spend] less time critiquing liberals, atheists etc.(Probably the source of the outlier ratings.)

 

Baylor has initiated an electronic student evaluation questionaire. There are no more written student comments.

14. Introduction to Computational Intelligence, Spring 2012

15. B.E.A.R.S. , Spring 2012

16. Multidimensional Signal Processing, Autumn 2012

 


  University of Washington

First Four Survey Questions

  • Q1: Question 1 on IAS form: The course as a whole was...
  • Q2: Question 2 on IAS form: The course content was...
  • Q3: Question 3 on IAS form: The instructor’s contribution to this course was...
  • Q4: Question 4 on IAS form: The instructor’s effectiveness in teaching the subject matter was...

5 = Excellent, 4 = very Good; 3 = Good; 2 = Fair; 1=Poor

Quarter Course, Title, Credits Student Surveys*/Respondants

  • Winter 1978 EE 468A, Applied Optics 4 yes 4.1778A 32
    • 4.13 3.94 4.34 4.26
  • Spring 1978 EE 333B, Cir. & Sys. II 4 yes 4 .4878B 18
    • 4.50 4.35 4.56 4.5
  • Spring 1978 EE 333U, Cir. & Sys. II 4 yes 3.7978C 12
    • 3.75 3.58 3.83 4.00
  • Autumn 1978 EE 333A, Cir. & Sys. II 4 yes 3.7478D 22
    • 3.82 3.82 3.76 3.55 
  • Autumn 1978 EE 333B, Cir. & Sys. II 4 yes 4.1578E 17
    • 4.12 4.12 4.18 4.19
  • Winter 1979 EE 468A, Applied Optics 4 yes 4.1779A 28
    • 4.18 4.19 4.30 4.04
  • Spring 1979 EE 333A, Cir. & Sys. II 4 yes 3.7479B 17
    • 3.59 3.76 3.76 3.82
  • Spring 1979 EE 333U, Cir. & Sys. II 4 no
  • Autumn 1979 EE 381A, Electro ph ysics I 4 yes 3.5379C
    • 3.43 3.43 3.67 3.67
  • Winter 1980 EE 468A, Applied Optics 4 no
  • Spring 1980 EE 335, Linear Sys. Analysis I no
  • Autumn 1980 EE 335, Linear Sys. Analysis I 4 shared no
  • Autumn 1980 EE 440, Linear Sys. Analysis II 3 no
  • Autumn 1980 EE 306U, Elements of Electrical Engrg. 5 no
  • Winter 1981 EE 468A, Applied Optics 4 yes 4.5881A 20
    • 4.59 4.59 4.68 4.45
  • Spring 1981 EE 335, Linear Systems Analysis I 4 yes 4.0581B 45
    • 3.98 3.82 4.20 4.20
  • Summer 1981 EE 383, Electro Physics II 4 no
  • Summer 1981 EE 505, Intr. to Prob. & Random Proc. 4 no
  • Autumn 1981 EE 312, Electro ph ysics Lab 2 no
  • Autumn 1981 EE 231, Cir. & Sys. I 4 no
  • Winter 1982 EE 468, Applied Optics 4 yes 4.4482A 16
    • 4.31 4.31 4.75 4.38
  • Winter 1982 EE 417, Intr. to Comm. Theory I 4 yes 4.2682B 22
    • 4.14 4.09 4.43 4.41
  • Spring 1982 EE 333, Cir. & Sys. II 4 yes 3.9782C 19
    • 3.89 3.83 4.06 4.11
  • Spring 1982 EE 418, Intr. to Comm. Theory II 3 yes 4.3682D 15
    • 4.33 4.20 4.60 4.29
  • Summer 1982 EE 505, Intr. to Prob. & Random Proc. 4 yes 4.0282E 15
    • 3.93 3.79 4.20 4.13
  • Autumn 1982 EE 440, Linear Systems Analysis II 4 no
  • Autumn 1982 EE 310, Electronics Laboratory I 3 no
  • Winter 1983 EE 381, Electro ph ysics I 4 no
  • Winter 1983 EE 468, Applied Optics 4 yes 4.1983A 20
    • 4.20 3.85 4.50 4.20
  • Spring 1983 EE 335, Linear Systems Analysis I 4 no
  • Spring 1983 EE 306, Elements of Electrical Engrg. 5 no
  • Summer 1983 EE 505, Intr. to Prob. & Random Proc. 4 yes 4.0683B 17
    • 4.00 4.06 4.06 4.12
  • Summer 1983 EE 306, Elements of Electrical Engrg. 5 no
  • Autumn 1983 EE 310, Electronics Laboratory 3 no
  • Autumn 1983 EE 440, Linear Systems Analysis II 4 yes 3.7583C 27
    • 3.78 3.67 3.89 3.67
  • Winter 1984 EE 468, Applied Optics 4 no
  • Spring 1984 EE 595, Adv. Topics in Comm. Theory 3 yes 4.7783D 12
    • 4.58 4.58 4.92 5.00
  • Spring 1984 EE 381, Electro ph ysics I 4 no
  • Summer 1984 EE 505, Intr. to Prob. & Random Proc. 4 no
  • Summer 1984 EE 381, Electro ph ysics I 4 no
  • Autumn 1984 EE 440, Linear Systems Analysis II 4 yes 4.1784B 32
    • 4.03 4.03 4.38 4.17
  • Winter 1985 EE 468, Applied Optics 4 yes 4.3685A 11
    • 4.09 4.27 4.64 4.45
  • Spring 1985 EE 595, Adv. Topics in Comm. Theory 3 yes 4.8285B 7
    • 4.71 4.86 5.00 4.71
  • Spring 1985 EE 381, Electro ph ysics I 4 no
  • Summer 1985 EE 335, Linear Systems Analysis I 4 no
  • Summer 1985 EE 381, Electro ph ysics I 4 no
  • Autumn 1985 EE 381, Electro ph ysics I 4 no
  • Winter 1986 EE 468, Applied Optics 4 yes 4.3186 9
    • 4.11 4.22 4.44 4.44
  • Winter 1986 EE 508, Stochastic Proc. 3 no
  • Spring 1986 EE 518, Digital Signal Processing 4 no
  • Summer 1986 EE 505, Intr. to Prob. & Random Proc. 4 no
  • Autumn 1986 EE 595, Adv. Topics in Comm. Theory 3 no
  • Winter 1987 EE 468, Applied Optics 4 no
  • Winter 1987 EE 595, Adv. Topics in Comm. Theory 1 no
  • Spring 1987 EE 579, Adv. Topics in E&M 3 no
  • Spring 1987 EE 500, Graduate Seminar# 1 no
  • Summer 1987 EE 505, Intr. to Prob. & Random Proc. 4 no
  • Autumn 1987 EE 521, MD Signal Processing no
  • Autumn 1987 EE 500, Graduate Seminar# 1 no
  • Winter 1988 EE 468, Applied Optics 4 no
  • Winter 1988 EE 500, Graduate Seminar# 1 no
  • Spring 1988 EE 595, Adv. Topics in Comm. Theory 3 no
  • Spring 1988 EE 500, Graduate Seminar# 1 no
  • Autumn 1988 EE 521, MD Signal Processing no
  • Autumn 1988 EE 500, Graduate Seminar# 1 no
  • Winter 1989 EE 468, Applied Optics 4 no
  • Winter 1989 EE 500, Graduate Seminar# 1 no
  • Spring 1989 EE 595, Adv. Topics in Comm. Theory 4 no
  • Spring 1989 EE 500, Graduate Seminar# 1 no
  • Autumn 1989 EE 521, MD Signal Processing no
  • Autumn 1989 EE 500, Graduate Seminar# 1 no
  • Winter 1989 EE 335, Linear Systems Analysis I 4 no
  • Spring 1990 EE 522, Shannon Sampl. & Inter. Thry. 4 no
  • Autumn 1990 EE 500, Graduate Seminar# 1 no
  • Autumn 1990 EE 521, MD Signal Proc. 3 yes 4.4090 14
    • 4.31 4.08 4.69 4.54
  • Winter 1991 EE 468, Fourier Optics & Hologra ph y 4 no
  • Spring 1991 EE 333, Cir. & Sys. II 4 no
  • Spring 1991 EE 522, Shannon Sampl. & Inter. Thry. 4 yes 4.7591 2
    • 5.00 5.00 4.50 4.50
  • Autumn 1991 EE 521, MD Signal Proc. 3 no
  • Autumn 1991 EE 500, Graduate Seminar# 1 no
  • Winter 1992 EE 333 Cir. & Sys. II 4 no
  • Winter 1992 EE 468, Fourier Optics & Hologra ph y 4 no
  • Spring 1992 EE 522, Shannon Sampl. & Inter. Thry. 4 yes 4.1592 5
    • 4.20 4.20 4.20 4.00
  • Summer 1992 EE 595, Intro to Fuzzy Systems 3 no
  • Autumn 1992 EE 521, MD Signal Proc. 3 no
  • Winter 1993 EE 468, Fourier Optics & Hologra ph y 4 no
  • Spring 1993 EE 522, Shannon Sampl. & Inter. Thry. 4 yes 5.0093A 2
    • 5.00 5.00 5.00 5.00
  • Autumn 1993 EE 521, MD Signal Proc. 3 yes 4.3893B 12
    • 4.33 4.08 4.58 4.50
  • Winter 1994 EE 508, Stochastic Proc. 3 yes 4.4994A 12
    • 4.36 4.08 4.83 4.67
  • Spring 1994 EE 400, Introduction to Fuzzy Systems 3 no
  • Summer 1994 EE 505, Intr. to Prob. & Random Proc. 4 yes 4.35/3.8394B (Class & TV Students)
    • 4.24 4.24 4.47 4.47
    • 4.00 3.67 3.67 4.00
  • Autumn 1994 EE 521, MD Signal Proc. 3 yes 4.7194C 6
    • 4.50 4.83 4.83 4.67
  • Winter 1995 EE 508, Stochastic Proc. 3 yes 4.3795A 13
    • 4.23 3.85 4.77 4.62
  • Spring 1995 EE 522, Shannon Sampl. & Inter. Thry. 4 yes 4.5895B 7
    • 4.17 4.17 5.00 5.00
  • Summer 1995 EE 446, Control Systems Analysis 4 no
  • Autumn 1995 EE 521, Multidimensional Signal Proc. 3 yes 4.0A95
  • Autumn 1995 EE 341, Discrete Time Linear Systems 5 yes 4 .7B95
  • Winter 1996 EE 508, Stochastic Proc. 3yes (4.37) no
  • Spring 1996 EE 522, Shannon Sampl. & Inter. Thry. 4 no
  • Summer 1996 EE 505, Intro. to Prob. & Random Proc. 4 yes 3 3.896A 34 (Class & TV Students)
    • 3.8 3.5 4.0 4.0
    • 3.8 3.8 4.8 3.8

 

         Table format...

Course Number

Foot-

notes

Quarter & Year

# of Credit Hrs

Number of Students  

Q1¶

Q2§

 Q3€

Q4†

Ave‡

EE505

 96B

Autumn 1996

4

40

4.2

 

4.6

4.3

 

EE500M

 

Autumn 1996

1

16

3.8

 

4

4

 

EE 508

97W

Winter 1997

3

~20

4.1

 

4.6

4.3

 

EE 505

97s

Summer 1997

4

~40

3.96

 

4.17

4.33

 

EE 505

 

Autumn 1997

4

~40

-

 

-

-

 

EE522

98w

Winter 1998

4

~10

4.13

 

4.33

4.67

 

EE416

 

Summer 1998

4

~25

-

 

-

-

 

EE559

98a

Autumn 1998

4

11

4.00

 

4.63

4.63

 

EE523

 

Winter 2000

3

33

3.80

 

4.08

4.00

 

EE235

 

Spring 2000

4

           

EE505

00a

Autumn 2000

4

~40

4.11

3.85

4.35

4.39

4.51

EE521

01w

Winter 2001

3

~20

4.16

3.70

4.22

4.49

4.10

EE522

01sp

Spring 2001

4

7

4.52

4.56

4.69

4.56

4.58

EE505

01su

Summer 2001

4

24

3.55

3.68

3.89

3.73

3.71

EE505

01a

Autumn 2001

4

49

4.20

4.04

4.41

4.29

 

EE523

02w

 Winter 2002

3

35

4.36

4.17

4.58

4.75

4.45

EE235

02sp

Spring 2002

4

81

3.4

3.4

3.4

3.2

 

EE505

02su

Summer 2002

4

40

3.8

3.8

4.2

3.9

3.9

EE505

03a

Autumn 2002

4

44

3.5

3.3

4.1

3.8

3.7

                   
 
 
 
 
 
 
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