Students develop a greater awareness about the energy flows and systems that allow us to turn on the lights, have cold drinks, and take hot showers. How well did you achieve this learning goal in this course?
Students are able to think in terms of energy systems and grasp the complex interactions between energy resources and end uses, including the technological, scientific, policy, and economic considerations, and the private, social and natural capital impacts along the entire energy resource life cycle. How well did you achieve this learning goal in this course?
Students are better equipped to apply this knowledge to: think critically and debunk or confirm energy myths; estimate, calculate, analyze, and synthesize energy information; communicate about energy in meaningful ways; make informed energy decisions, from voting to consumption; be a change agent and innovate solutions that improve our energy use patterns. How well did you achieve this learning goal in this course?
Students have fun and remember the course as a great and challenging learning experience. How well did you achieve this learning goal in this course?
How useful to you were the in-class discussions?
How useful to you were the lectures?
How useful to you were the problem sets?
How useful to you were the readings?
What was the quality of Piazza?
Did you take the additional 1-unit field trip and/or workshop course? If so, was it valuable to you? If not, what would have motivated you to take either of the two 1-unit courses?
Imagine you are teaching the Understanding Energy course next quarter. What would you do similar or differently?
Would you recommend this course to your friends? If so, what about the course do you think your friends would like?