Course Response Rate
| Raters | Students |
|---|---|
| Responded | 21 |
| Invited | 32 |
| Response Ratio | 66% |
Course General Questions
| Count | Excellent | Very Good | Good | Fair | Unsatisfactory | Course Mean | FAS Mean | |
|---|---|---|---|---|---|---|---|---|
| Evaluate the course overall. | 20 | 45% | 35% | 10% | 10% | 0% | 4.15 | 4.21 |
| Course materials (readings, audio-visual materials, textbooks, lab manuals, website, etc.) | 20 | 85% | 10% | 0% | 5% | 0% | 4.75 | 4.20 |
| Assignments (exams, essays, problem sets, language homework, etc.) | 19 | 47% | 26% | 16% | 5% | 5% | 4.05 | 4.07 |
| Feedback you received on work you produced in this course | 18 | 61% | 17% | 11% | 11% | 0% | 4.28 | 4.08 |
| Section component of the course | 5 | 100% | 0% | 0% | 0% | 0% | 5.00 | 4.22 |
General Instructor Questions
| Count | Excellent | Very Good | Good | Fair | Unsatisfactory | Instructor Mean | FAS Mean | |
|---|---|---|---|---|---|---|---|---|
| Evaluate your Instructor overall. | 19 | 79% | 11% | 11% | 0% | 0% | 4.68 | 4.51 |
| Gives effective lectures or presentations, if applicable | 18 | 72% | 11% | 17% | 0% | 0% | 4.56 | 4.39 |
| Is accessible outside of class (including after class, office hours, e-mail, etc.) | 19 | 58% | 16% | 11% | 16% | 0% | 4.16 | 4.44 |
| Generates enthusiasm for the subject matter | 19 | 74% | 11% | 11% | 5% | 0% | 4.53 | 4.58 |
| Facilitates discussion and encourages participation | 19 | 74% | 5% | 16% | 5% | 0% | 4.47 | 4.52 |
| Gives useful feedback on assignments | 9 | 89% | 11% | 0% | 0% | 0% | 4.89 | 4.45 |
| Returns assignments in a timely fashion | 11 | 91% | 9% | 0% | 0% | 0% | 4.91 | 4.43 |
On average, how many hours per week did you spend on coursework outside of class? Enter a whole number between 0 and 168.
Frequency chart and mean excludes students who answered 31 or more hours.
On average, how many hours per week did you spend on coursework outside of class? Enter a whole number between 0 and 168.
| Statistics | Value |
|---|---|
| Response Count | 16 |
| Response Ratio | 50% |
| Mean | 3.06 |
| Median | 3.00 |
| Mode | 3 |
| Standard Deviation | 1.34 |
How strongly would you recommend this course to your peers?
How strongly would you recommend this course to your peers?
| Options | Score | Count | Percentage |
|---|---|---|---|
| Recommend with Enthusiasm | 5 | 10 | 50% |
| Likely to Recommend | 4 | 7 | 35% |
| Recommend with Reservations | 3 | 1 | 5% |
| Unlikely to Recommend | 2 | 2 | 10% |
| Definitely not Recommend | 1 | 0 | 0% |
| Statistics | Value |
|---|---|
| Response Ratio | 63% |
| Mean | 4.25 |
| Median | 4.50 |
| Standard Deviation | 0.97 |
What was/were your reason(s) for enrolling in this course? (Please check all that apply)
| Options | Count |
|---|---|
| Elective | 9 |
| Concentration or Department Requirement | 6 |
| Secondary Field or Language Citation Requirement | 8 |
| Undergraduate General Education Requirement | 0 |
| Expository Writing Requirement | 0 |
| Foreign Language Requirement | 0 |
| Pre-Med Requirement | 0 |
| Divisional Distribution Requirement | 1 |
| Quantitative Reasoning with Data Requirement | 0 |
Comments from students
What would you like to tell future students about this class? (Your response to this question may be published anonymously.)
| Comments |
|---|
| Take this class, especially if you have never taken a Black Feminism class before. Perry is great |
| This course is ideal for anyone who wants a comprehensive yet accessible introduction to Black feminist theory. |
| THIS IS AN INCREDIBLE CLASS. Do not hesitate –– if you are interested, TAKE IT. Professor Perry is an amazing professor –– besides being incredibly kind, she is also beyond brilliant. She will push you to think beyond previous constraints, and truly expand your understanding and interest in Black Feminist Theory. The workload is incredibly balanced and fair: the main work are the weekly readings, which are moderately light (but, quite frankly, they won't feel like work because Prof. Perry picks really provocative and insightful works). Being in this class has completely transformed the trajectory of my college career –– and it could change yours too! |
| this is a great class to learn about black feminist theory and really isn’t offered anywhere else at harvard. professor perry is also a genius! |
| Don't take this class unless you've been studying Black Feminist Theory for years. The large number of graduate students completely dominated the conversation for most classes and almost every student in the class took it as an opportunity to construct sentences using jargon that just wasn't intelligible to people who were not as familiar with certain literature as they were. I was really excited for this class and wanted to love it but it was honestly disappointing. That being said, I think there's a lot of potential. This was the first iteration of the course so hopefully the course structure is improved for future iterations of the course. |
| The work for this course was very manageable, but it sometimes felt like I was severely lacking in understanding of the theories we were discussing given that I hadn't studied any Black feminist theory prior. The grad students were able to bring up such wonderful points, but I had no idea how to respond to them, and I didn't really have the historical knowledge or other theory knowledge they had to build off of. Classes seemed very long since we didn't take breaks and just talked for the entire 2 hours and 45 minutes, and I also caught myself dozing off toward the end when discussions got a little repetitive. There also was very limited feedback on the midterm paper, which left me kind of lost on what to improve upon for my final paper. Professor Perry was wonderful, though, so I think if certain changes are implemented for future years, then this class could be amazing. |
| Definitely take this course!! Professor Imani Perry is a trailblazer both in and out of academia and it is truly a privilege to be able to share an intellectual space with her. You will be exposed to variety of Black feminist texts/films in this course and I believe it would be beneficial for students in all disciplines. |
| This class had a lot of potential which made the disappointment stronger. I think there is hope and the course could be much better structured. But what I experienced was subpar. Having a class on this subject is incredibly important, which is why getting it right is important. There were few guided discussion questions and the conversations often led nowhere, stifling engagement with the text. The same people (overwhelmingly graduate students), spoke over and over again, and said few things of substance. The professor did not engage enough with the discussion to encourage critical thinking. Breakout sessions were not effective and wasted time, they had even less direction and would end quickly with students having nothing to say. There was no other structure to the course besides unguided discussion for three hours straight. This kind of experience turns people away from theory and academia and makes it seem like it has no purpose. The course assignments were very unclear. Because few to no requirements nor guidance was given, success in an assignment was nebulous, hard to understand, and hard to achieve. Additionally, because there were only two assignments, it was hard for students to learn from mistakes and improve. We had to figure out for ourselves what a good paper looked like and what the staff was looking for. By the time we got our first feedback, 40% of our grade was finalized because there was only one other assignment left. Even after going to office hours, how to succeed in the next assignment was unclear. I'm not sure if this is how graduate level courses are intended to be, but since this course included first–years, the assignments did not feel appropriate for learning. Because there were few to none concrete guidelines given for assignments, grades were not assigned based on concrete mistakes or meeting the guidelines given. Even after soliciting more feedback in office hours, the course staff gave no concrete ways to improve in future work. I would encourage students to take other classes in race and gender studies, because they can be incredibly powerful and useful. If this course improves, I would encourage students to take it. |