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Professor Cheryl Vaughan
Harvard University | Overall | D+ | 7 ratings, [AVG: 53697 min, 46 sec] | | Workload: Easy/None | Responsible Grading: | F |
| | Enjoys Teaching | D | Arrogance: | Extreme | | Speaks & Writes Clearly | D+ | Respect for Students: | None | | Sensible Lectures | D | Appreciates Creativity: | Hates it | | Organized course | D+ | Student Feedback is: | Ignored | | Instructor Effort | D | |
Coursework:
Mostly "training" | |
Grading System:
Arbitrary | |
Course Requirements:
Unclear or random | |
Assignment Instructions
Unclear or Misleading | | | |
Exam Design:
Designed to trick | |
Exam Coverage:
Unknown or Unclear | |
Grades Reflect:
Nothing; no meaning at all | |
Final Grade Verification:
Grade is grade - no change |
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| | Gets class involved | C- | | Competent with material | F | | Friendly/Sociable | D | | Adds to content | F | |
This instructor is:
Strongly Disliked | | | | | | |
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Courses:
BIO E-30
NSCIE-100
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Comments | Overall: F | | Boring
initially, but over time, it more closely resembles an exercise
in futility. She seemed to be targeting the most brilliant
students in the room (indicated by GRE scores, prestigious academic/intellectual
memberships, & occupation) by assigning extra work to them so
she could force them to drop out(emailing frequent hints to
that effect to wear down these students); leaving only the
most “agreeable” to enter the Master's program to which she
holds the keys (and she never lets you forget it!).
I did not learn anything I did not already know
about the actual subject matter. I found her arrogance overbearing,
comments patronizing, and I was very disappointed with her zest
for bullying as she gleefully took every opportunity to inflict
greater harm on struggling students, rather than helping them as
any high-quality professional would. External perfection coupled with internal vacancy
amounts to a winning combination in her book. More energy
is invested in avoiding her emotional triggers than learning the
material! When students are forced to spend every waking moment
completing assignments for her (neglecting other courses and responsibilities), there
is a problem. When students who can barely string together
the most basic concepts pass every assignment while those with
exemplary credentials fall short of earning a D-, a situation
exists which threatens the integrity of the entire MLA program.
Such nastiness is virtually unheard of at this particular top-tier
institution and does not reflect what students in other courses
can expect. This is an excellent school with one bad
instructor— it happens. The instructor is apparently oblivious to the
animosity she solicits from her students. Several classmates burst into
tears while discussing the overwhelming workload and unreasonable expectations and
these are students who are accustomed to rigorous academic programs! | | | Student Competency: Unusually High
Student's Grade: F
Liked Instructor?: Strongly Disliked |
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| Overall: C- | | Assignments
and deadlines for graduate students were very reasonable. However, a
large rift developed between students familiar who had worked in
molecular biology labs and those who didn't. As mentioned previously,
prior, detailed knowledge of epigenetic research techniques should have been
listed as a prerequisite. Most of these techniques were glossed
over in the text book and explained in an extremely
fast, brief manner during lecture. Partial understanding or any creative
manipulation of subject manner beyong the rote was denied partial
credit. | | | Student Competency: Average
Student's Grade: C
Liked Instructor?: Disliked |
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| Overall: F | | Boring,
confusing, misleading. | | | Student Competency: Unusually High
Student's Grade: C
Liked Instructor?: Strongly Disliked |
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| Overall: F | | This
class taught me to avoid Cheryl Vaughan, and she's the
only cruel and horrible professor at Harvard that I know
of. | | | Student Competency: Average
Student's Grade: C-
Liked Instructor?: Strongly Disliked | |
| Overall: F | | The
professor points people out in class and purposely makes them
feel bad. For example, on one instance a student showed
up to class late and later asked a question, she
pointed out that the student was late for class and
told the student to ask her outside or after class.
Cheryl Vaughan seems irritated and defensive when asked a question
that she does not know the answer to. I observed
many instances where she cut people off when they were
asking questions or were commenting about a particular topic. Perhaps
she felt insecure and needed to change people's questions or
comments to answer her own questions and make her own
comments to appear competent. She openly shows who her favorites
are and who are not. Cheryl Vaughan doesn't seem to
want the people she doesn't like to succeed and wants
to make sure that everybody else in the class knows
it as well; she talks down on struggling students and
points them out in class. I witnessed an instance where
Cheryl Vaughan discussed a student's exam in class and urged
that person to drop the class. In all my years
of academic life I have never witnessed such unprofessionalism!
I did not learn much from the course, because I
was distracted by her cruelty and constant interruptions. She is
a cold and unapproachable woman. | | | Student Competency: Average
Student's Grade: B
Liked Instructor?: Disliked |
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