TEACHING THROUGH PEOPLE

AND PLACES:
Lorem Ipsum School

Introducing Religion as a Social Journey

From Class to Coffee House..
.

My goal as a educator is to foster

in which students can enter safely

study of religion. I work to enable

an environment
into the critical

each student,
regardless of their background,
to study the
origins and development of religio
us traditions
that have given shape to our world
.

Departmental Letter of Support

Teaching Philosophy Statement
g Related
Description of Courses Taught, Teachin
Experiences & Professional Activities
Innovative Teaching Projects
Evaluation of Teaching
Sample Teaching Materials
Sample of Student Work
Thank-a-Teacher Student Letter
Departmental Evaluations

Preface
Page 2
Page 3
Pages 4-5
Pages 6-7
Page 8
Pages 9-10
Page 11
Appendix

The Teaching Portfolio of Steve Purtell

www.stevepurtell.com
Purtell@uga.edu
Page

Philosophy of Teaching
Goals:
My goal as a educator is to foster an
environment in which students can enter
into the critical study of religion. I work to

students, especially minority and nonclerical voices. This allows my students a

forum to ask questions from these religious
adherents.

Teaching responsibilities:
In teaching Introduction to Religion:
background, to study the origins and
Monotheism, my duties consisted of
development of religious traditions that
teaching a 100-level class to students who
have given shape to our world, through the
possess no background in the academic
introduction of people
study of Religion. Such a
and places. In
course can overwhelm
particular, my
the student who is
Mr. Purtell is an excellent
new
to learning the
teaching has
teacher. Lectures are
basics of a particular
provided an
interesting and informative.
religion. I work hard
opportunity to
The virtual tours of Holy
to encourage my
Sites were appreciated. Mr.
highlight the
students who are new
Purtell made this course for
misunderstandings
to the acquisition of a
me and has an excellent
students have about
basic framework of
teaching style. Awesome
religious
Judaism, Christianity
not forming our beliefs.
understanding.
and Islam. Since
- Student comment, Fall 2011
enable each student, regardless of their

these three faiths all

trace their roots back
in some way to the Holy City of Jerusalem,
the city itself became the basis for my
Religion 1001: Introduction to monotheism.
Philosophy: From Class to Coffee
house...
Religion is not just embodied in
Scriptures, but also in people.
Unfortunately, at times religion can be seen
as a taboo topic to discuss outside the
classroom. In order to combat this
perception, I seek to transform my
classroom atmosphere to reflect a coffee
house vibe. To create a safe pace for the
exchanging of ideas, I have found that
voicing stereotypes and discriminations
allow for respectful discussion. Just as a
coffee house is a place to meet friends, in
the classroom I invite my friends to
exchange their life experiences with my

Experience matters:
Many graduate students
begin teaching classes with little more than
their own experience as a student.
However, I was fortunate to be a full-time
secondary school educator for five years.
This time allowed me to develop and
experiment with active learning skills,
activities, and technology, which were
easily transferable to the university
classroom. My experiences have enabled
me to handle various issues with students,
administrators and colleagues.
Additionally, I have a plethora of
relevant travel experience in the
Mediterranean world including Turkey,
Greece, Israel, Palestine, Egypt and
Jordan. I also have been able to participate
in two seasons of Archaeological dig work
at Bethsaida and Ashkelon. Incorporating
the people and places I have encountered
on these journeys represents the core of
Religious studies teaching.
Page 2

Description of Courses Taught, Teaching Related

Experiences & Professional Activities

University*of*Georgia*0*Department*of*Religion
Introduction*to*Judaism,*Christianity,*and*Islam*(4*cr;*RELI*1001):*Fall*2011,*Spring*2012
Enrollment and Student Profile

35 Students; Undergraduate

Type of Course

Introduction

Course Content

A comparative and thematic study of religious experience as expressed

in the Abrahamic traditions of Judaism, Christianity, and Islam.

Teaching*responsibilities:
I"was"involved"in"all"components"of"this"course,"from"the"development"of"new"assignments"to"the"delivery"of"course"material"to"meet"the"

goals.""These"course"goals"included:
"To"gain"and"understanding"of"what"religion"is"and"how"to"study"it.
"To"learn"the"analytical"method"of"Religiology"for"studying"religions."
"To"gain"an"understanding"of"Judaism,"Christianity,"and"Islam"through"people"and"places.
"To"appreciate"the"richness"and"diversity"as"well"as"the"commonalities"of"religious"life"within"these"traditions.
"To"become"aware"of"the"need"for"religious"dialogue"and"understanding"in"our"contemporary"world,"and"to"become"aware"of"your"personal"
responsibility"to"understand"and"respect"(although"not"necessarily"agree"with)"religious"traditions"dierent"from"your"own"beliefs."
"
Additionally,"I"was"able"to"contribute"to"the"course"by"developing"new"experiments,"assignments,"exercises,"and"creating"a"course"wiki"
(a"collaborative"website"where"both"students"and"instructors"can"contribute"to"the"sites"content)."

Introduction*to*Judaism,*Christianity,*and*Islam*(4*cr;*RELI*1001):*Fall*2010,*Spring*2011
Enrollment and Student Profile

300 Students; Undergraduate

Type of Course

Introduction

Course Content

A comparative and thematic study of religious experience as expressed in the

Abrahamic traditions of Judaism, Christianity, and Islam.

Teaching*responsibilities:
I"was"a"teaching"assistant"for"a"large"lecture"class"under"Dr."Kenneth"Honderkamp"(Fall"2010)"and"Dr."Alan"Godlas"(Spring"2011)."My"primary"
role"in"this"class"was"to"help"students"outside"of"class"with"questions"regarding"the"lecture"material,"grading"weekly"homework"sets"and"
facilitating"discussion"I"worked"closely"with"other"teaching"assistants"in"determining"the"strengths"and"weaknesses"of"the"lectures"in"order"
to"reiterate"important"material"in"discussion"breakouts.""I"also"led"review"sessions,"outside"of"the"classroom"timeframe,""before"the"exams"to"
make"sure"students"were"able"to"organize"the"material"presented"during"lecture,"and"could"integrate"specic"details"using"the"general"
concepts"they"learned.""We"also"contributed"questions"for"the"midterm"and"nal.""I"was"also"given"the"opportunity"to"lecture"when"the"class"
was"learning"about"Second"Temple"Judaism"material.""

Teaching*Coursework:
1.)Technology"in"the"College"Classroom""2.)"Approaches"to"Teaching"Religion"3.)"Pedagogy"of"College"Teaching"
- These"graduate"level"courses"focused"on"the"development"of"university"teaching"skills,"including"topics"such"as"creating"a"student"centered"
learning"environment,"using"technology"eectively,"the"development"of"new"courses,"and"eective"grading"skills.

Secondary*Education*Experience

I"taught"secondary"education"for"ve"years"at"a"private"school"in"Metro"Atlanta:"Mount"Paran"School.""I"taught"classes"in"Hebrew"Bible,"New"
Testament,"Latin"and"Greek."I"was"involved"in"curriculum"writing"and"vertical"alignment"for"Bible,"Latin"and"Greek."I"served"as"a"Football,"
Basketball,"Swimming"and"Golf"coach."I"established"a"handsYon"inquiry"based"approach"to"teaching"my"classes."I"organized"weekday"eldY
based"learning"experiences"for"students"once"per"semester"as"well"as"a"summer"camp"for"elementary"students."My"teaching"goal"was"to"make"
sure"my"students"had"an"understanding"of"the"daily"life"of"the"ancient"world,"through"food,"festivals,"dress"and"even"a"mock"archaeological"
dig.""I"also"volunteered"at"a"museum"in"Lagrange,"GA"during"my"summers"o."Additionally,"I"have"attended"and"presented"at"the"Georgia"
Independent"School"Association"(GISA)"annual"conferences."
Page 3

Innovative Teaching

In my own teaching, I try to

incorporate all the levels of Blooms
Taxonomy. I use lectures to convey the

experience Additionally, I make an

interview based research and writing
assignment central to the course. I teach

areas of our lives and many majors from

Economics, International Affairs, Business,
Law. One of the most daunting tasks

basic information students need to have in

order to move from passive learning to
more active forms of learning, such as
analyzing, synthesizing, and evaluating
texts. Additionally, I focus on the

and invest much time and energy into

encouraging the students in their
strengths, challenging them in their areas
of weakness, and working with them
closely as they formulate their research

facing people in the twenty- first century is

to work to understand our own beliefs
better as we simultaneously seek to
tolerate those who differ from us.
Consequently, I am interested in the sibling

importance of teaching students how to

communicate effectively, whether in oral
presentations or in written assignments. I
believe these skills are helpful not only
within the realm of Religious Studies, but

papers. Once their work is complete, I

spend a considerable amount of time
assessing the merits of their arguments,
suggesting ways in which they can
strengthen their papers at both the larger

relationship between Judaism, Christianity

and Islam in antiquity, especially as it
pertains to the parting of the ways
between the faiths. My desire is for
students to understand the ways that do

also interdisciplinary in nature. Thus, I

make a conscious effort to emulate the
sorts of skills I desire to instill in my
students by providing clear, wellstructured, and interesting lectures and

level of overall coherence and at the lower

level of grammar and spelling.
My teaching and research interests
also inform my teaching philosophy and
goals. I hope to instill in my students the

not inevitably use one as a foil against the

others, but for introductory students to be
able to see difference and similarities
between them. I am fundamentally
concerned with providing sympathetic and

reading materials. As a teacher, I also

make it a priority to teach students how to
present a brief paper in a seminar-style
format based on a visit to a religious site. I
believe this challenges students to think

importance of carefully discussing the past

in order to help us make sense of the
present and to prepare us for the future.
The present climate, both in North America
and beyond, demonstrates how religion

nuanced accounts of these religious

traditions because I am aware of how
various interpretations of Religious texts,
have had such horrendous implications
throughout the last 2000 years.

about effective communication of a field

continues to inform and influence many

Page 4

Innovative Use of Technology

Quizlet.com
Have you ever wanted to better
utilize your time to study when your
waiting on the bus or a friend? I sure
did! The solution I found to this
quandry was quizlet.com This
program allows me and my students
to develop flashcards containing basic
terms, places and ideas. These cards
can be downloaded to a smartphone
for easy access. In addition, they can
be accessed from any internet ready
device or laptop. Students can join the
group, edit the cards, add new ones,
and improve others. If a change is
made to the class cards, I receive an
e-mail alert so I can check for
accuracy. Additionally, this program
has a test function which always
students to take a practice exam
online. After the practice exam is
complete, the program highlights the
definitions the students needs to
review to achieve a better score. I also
find value in the practice exams as it
can help me formulate some of my
questions for my tests. See what my
classes came up with at http://
quizlet.com/group/114618/
iPad
The majority of feedback from
students centers around my
incorporation of a technology that
allows them to experience the holy
sites virtually. To see this technology
in action click here: virtual tours of
holy sites. Through an app on my
iPad I am able to access a 360 degree
tour of sites. I, then pass the iPad to
students who are able to click though
a holy site. I will explain what they are
seeing step by step. Students can
pan up to the ceiling of the Dome of
the Rock or zoom in on the Wailing

Wall. The use of this technology

simulates what the experience would
be if the student was at the site
themselves!
Smartboard
Another tool that I have found to
be very useful and to compliment
quizlet.com is the Smarboard. Using
the technology inherent in the
Smartboard, students can drag terms
to their definitions. Additionally, I have
found the Smartboard to be a great
way for students to interact with the
technology when studying geography.
For finals review I use a three circle
Venn diagram to highlight differences
and similarities between Judaism,
Christianity and Islam. I am able to
place these terms in one column and
allow students to drag them to the
correct areas using the Smartboard.
Class Blog
Just like people remember coffee
house conversations with a friend, our
class blog is where we better get to
know people who praxis these faiths.
Through the University of Georgias
education Internet, students are able
to conduct conversations and ask
questions. Using this blog, barriers are
removed as students have
experiences with these religions that
exist beyond just reading about them
in text book. Now, they have a name
and a face to accompany what they
learned in the classroom. My contacts
respond to these questions via e-mail
and then I upload them to the blog,
and the exchange of information
continues.
Class Wiki
Here students are encouraged to
post newspaper articles highlighting

where religion is used positively or

negatively in the public sphere.
Students are encouraged to write
comments about the article and what
it might mean for society at large.
Some of these I will highlight in class
and reference how this article might
be good to use in an essay question
on the exam.
Ebooks
This semester I am working to
compile all my class lecture notes into
an easy to utilize e-book format which
can be downloaded onto a tablet. I
hope to utilize my virtual tours into
this format as well.
All of these religions have
electronic texts available for free in
ebook format.
Podcasts/Youtube
I work hard to differentiate my
lectures and find ways to enhance the
reading material. A great value added
resource I have found is incorporating
podcasts and various videos to my
teaching repertoire. The bonus of this
type of content is that it can be
downloaded and listened to via a
smartphone or computer. For
example, author AJ Jacobs, whom I
use as a supplemental text, has a
fifteen minute TED talk online in
which he discusses all the important
issues written in his book. I have
given students the option to watch his
talk and write a one to two page
summary instead of reading one of the
chapters. Many students remarked
that the video is far easier and quicker
to understand than the reading. I also
have provided an option to listen to a
podcast as opposed to the set
reading assignment for the section.
Page 5

Sample Teaching Materials-Lecture

Lecture 6: Social Teachings of Islam
Lecture 6: Social Teachings of Islam

- Zakt (which can be overseen by the state) sees to the basic needs of people,
ensures that money is fairly distributed, and keeps money flowing. Does this by
diminishing the wealth of the wealthy and gives to the poor.
- Primogeniture outlawed (= inheritance by the oldest son only)
- Inheritance must be shared among sons as well as daughters
- Similar function to zakt in that it keeps wealth from being accumulated
in one huge estate
- Interest is prohibited
- Think of credit cards, predatory lending policies, or that student loan
interest thats piling up for you right now if this sounds too strict to you.
- You can give someone a loan, and even profit from it, just not via
interest. As repayment, you might take 10% of their profit from their first
year in business, for example. In Islamic banking, you participate in the
risk as a partner in business.
The Status of Women
Intro:
- The West accuses Islam of degrading women because of issues like veiling and
polygamy. Were going to look at some of the most common issues/accusations today
with the intent of giving you better information about what Islam actually does and
does not say.
- Typical critical Western reactions were going to look at:
1. Veiling
2. Polygamy
3. Seclusion of women
4. Different roles to play in social interaction
5. No voice in politics
- Well look at Islams responses by focusing on veiling and related issues (social
segregation and politics) and marriage and related issues
Islams Responses:
- General
- The Qurn vastly improved womens rights
- Assures womens rights to inheritance
- Men and women are equal before God and bear equal responsibilities
- Qurn leaves women free to work, vote, be educated, and hold public office
- Veiling
- Intro: show images of nuns in full habit, typical images of the virgin Mary, and
Muslim women wearing ijb, orthodox Jewish women. Ask: what do these
women have in common, and why do we only have a negative conception of
one of them?
- What is ijb?
- Typically used by English speakers to mean just the scarf that some
Muslim women use to cover their hair, but it really refers to the overall
dress code for a Muslim woman. (khimr is the word used in the Qurn
thats just used to refer to the scarf itself.)

- There is an Islamic dress code for men and women:

- Women: loose fitting clothing covering everything but the face,
hands, and for some scholars, the feet. Most scholars dont
consider gloves or a full face covering to be necessary, but a
woman may choose to wear those items (i.e. a really beautiful
woman who is getting continually harassed).
- Men: loose fitting clothing covering the area between the navel
and the knees. (This is a minimum; men generally cover more
than this, particularly when praying).
- Why stricter for women? Women have more items of interest to
cover up.
- What about the face covering?
- The way ijb is observed (or not observed) varies based on place, time,
culture.
- Example: the infamous blue Afghani burqa is cultural and dates back to
pre-Islamic practices
- Show picture
- This also goes for some other practices like wearing black or full face
coverings. (Incidentally, most scholars that Ive read agree that wearing
black isnt necessary, but clothing shouldnt be flashy or gaudy. Whether
clothing is too flashy depends on the culture -- in the US, blue jeans are
normal, in Pakistan/India, bright colors and patterns are normal and
wouldnt be considered too showy. In a place like Saudi Arabia, youre
going to stand out if youre wearing neon pink.)
- Who says so?
- Surat an-Nr: And tell believing women that they should lower their
glances, guard their private parts, and not display their charms beyond
what [it is acceptable] to reveal; they should let their headscarves fall to
cover their necklines and not reveal their charms except to their
husbands, their fathers, their husbands fathers... (the list continues)
- Commentary: at the time and place this verse was revealed,
women already wore long flowing robes in public and already
wore a head covering, but tied it behind their head or draped it so
that their neck, ears, etc. showed. This verse specified that they
should cover that area, too.
- adth: Al-Bukhari recorded that Aisha, may Allah be pleased with her,
said, May Allah have mercy on the women of the early emigrants.
When Allah revealed the verse (and to draw their veils over their
bosoms), they tore their aprons and veiled themselves [made khimars]
with them.
- Why?
- This injunction isnt just about clothing: its about the respectful social
interaction that it engenders. (Have you ever notice that people tend to
behave themselves better when theyre dressed up nicely for a special
event?)

Lecture 6: Social Teachings of Islam

- Its generally understood that you dont have to speak to normal women
from behind a screen, and other women can marry after their husbands
death.
- However, women may choose to stay at home, socialize at home, care
for children due to cultural standards or personal preference.
- In Islam, women are free to work, go to school, vote, leave the home, etc.
- Many Muslims do practice gender separation in certain circumstances:
- Women and men may socialize separately (this is the avoidance of
unnecessary contact between non-family members of the opposite sex).
Ex: Ive seen houses in Egypt with two separate living rooms, or the
ability to close a room off, etc.
- Women and men have separate areas in the mosque
- Otherwise, women and men work together as needed.
- On a related note, womens lack of political power has more to do with culture
than Islam. Example: Indonesia, the largest Muslim country in the world, had a
female president (2001-2004), Megawati Sukarnoputri. In contrast, the USA
has yet to elect a female leader.
- Marriage and divorce:
- Pre-Islamic context:
- Marriage to an unlimited number of wives was allowed. It was a very
loose arrangement after the first or second wife. Women were treated as
property of fathers or husbands. No inheritance rights for women;
female infanticide was common
- Marriage in Islam:
- Rather than this unlimited number of wives, four is the limit (more on this
below)
- Is a contractual relationship: both parties sign
- (Meaning that the women must agree to the marriage; can arrange her
marriage contract with the prenuptial rights that she wants)
- As part of this contract, the man gives a dowry to the woman. It is hers
to keep -- it doesnt go to her family, and her family doesnt have to pay
him to marry her (those are cultural practices). The amount varies -- in
the Hanafi madhhab, the minimum is approximately 31 grams of silver.
Today, it might be something like $5000, hajj, a car, or anything else the
couple agrees on as appropriate for their financial status, Islamically
permissible, etc. It is a gift to show that the husband is responsible for
the wife and takes the marriage seriously.
- Polygamy:
- 4 wives are permitted if the husband can treat them all equally
- (A wife can also stipulate in her marriage contract the right to divorce in
the event that the husband marries again without her consent)
- Qurn 4:3 - If you cant be just, then marry just one
- Monogamy is generally considered the norm; polygamy is more of an
option if necessary/a responsibility
- Basic principle to keep in mind: if a man has sex with a woman, he is
responsible for her. The sole lawful outlet for sexual intercourse is

Page 8

Student/Teacher Collaborative Blog

The Ask a Project was a brain child to get students to interact with actual living religious people in a way a textbook cannot. I
gave students a brief background on each interviewee (Jewish, Christian and Muslim) and had student initiated
questions. Then our interviewee responded to each on our blog. Here is a sample of questions from below.
Let me introduce our guest. Maria (Kouremenou) Khoury is the author of Orthodox Christian children's books including
Christina Goes to the Holy Land walking the footsteps of Christ. She is a graduate of Hellenic College (1982), Harvard
University (1985) and Boston University (1992) with a doctor of education degree. Born in Tripoli, Greece, she was raised in
Denver, Colorado. On Dec 31, 2009 she was included on the top 4 Human Rights Champions list by DC Human Rights
Examiner including the Ecumenical Patriarch Bartholomew and Hilary Clinton. Maria is the author of Witness in the Holy Land
(distributed by www.HolyCrossBookstore.com), a publication reflecting personal experiences living under military occupation
with her husband, the honorable Mayor David Canaan Khoury and three children Elena, Canaan, and Constantine. Her articles
have been published world-wide in numerous newspapers and magazines and have been translated to various languages
bringing awareness of the Christian presence in the Holy Land. Dr. Khoury is a volunteer at St. George Greek Orthodox
Church of Taybeh, Palestine, (www.saintgeorgetaybeh.org) fundraising for a housing project to help sustain the small Christian
community.
Becca, a freshman asks, How do the Arab-Palestinians interact with the Christian population in Taybeh?
The Christians in Taybeh are Arab Palestinians, I mean Palestinians can be both Muslim and/or Christian but we as Christian people are a minority
within the Palestinian population. Muslims and Christians get along ok, fair relations. Muslims and Christians go to school together and work
together, etc. but intermarriage is not socially acceptable.
Zack, a Freshman asks, Do you have to cover up completely even though you are a Christian because of the Muslim population?
No, in Palestine, we do not have laws to make us cover up as in other Muslim countries, thus Muslim women do cover up and they do not have too
by law but the social pressure is greater than laws sometimes so only Muslim women are covered in Palestine. However, Christian women are never
covered up currently in Palestine but dress respectable with long sleeves and long skirts, no shorts in public and no low cut neck lines.
.
McKinley, a Freshman, asks, How many times have you been attacked?
Personally, I have been attacked two times, my husband four times.
Joseph, a Sophomore asks, How do you think the Jews (and Christians on the other side of the wall) people reconcile their faith with the
treatment of Palestinians?
The treatment of Palestinians as last class citizens or sub human is unbelievable. The Israelis do all types of things in the name of security.
Zoe, a Senior asks, How have your Christian values carried over to the business world?
I think in being ethical, being honest, hard working is all rooted in deep Christian tradition and ancient values. Christian values support one in being
a more ethical and socially responsible business person.
Drew, a Freshman, asks, How does having a Palestinian business in an Israeli controlled area affect you day-to-day life?
It effects it greatly since we need special permits for everything and we dont have our own sea port or airport. It is day to day miserable and
horrible situations of no freedom of movement. Thus a one hour ride to deliver Taybeh Beer from Taybeh to Bethlehem would take eight hours or all
day due to the checkpoint.
Morgan asks, How difficult is it to sell beer in a place where people dont sell alcohol? Why did you choose a brewery?
Well other people do sell alcohol , we are not the only ones selling alcohol. But I think you mean our area has 98% of the population that is
forbidden to drink alcohol. But since Christian people are allowed to deal with alcohol (as you might recall Christs first miracle was changing water
into wine over two thousand years ago) we some how struggle with this business. The idea of having beer over any other product came from the
hobby of Nadim Khoury, my brother in law, who was influenced by the boom in home made beer while we were students in Boston in the early 80s.
So it was like taking a hobby and making it into a career when the need came up as what type of factory to invest in Palestine.
Palestine never had a beer of its own and it is a very tourist oriented project in boosting the economy by encouraging people to ask for local
products.
Page 9

Student produced work

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Page 10

Appendix: Actual
Department Evaluations
and Comments from
Students.

Page 12

Page 13

Representative Sample of Students Comments

Mr. Purtell spent an extraordinary amount of time with me and was
extremely helpful in aiding my studying for exams as well as
keeping me somewhat calm. He is an amazing professor with an
immense amount of knowledge and knows how to keep the class
tuned in to what he is saying by relating to current events and
media that is interesting and known by students.

- Madison Bagnaud , Spring 2011

or did an
I truly enjoyed this course. The instruct
suring
incredible job keeping us engaged and en
his bias were left out of what could be
nd this
controversial issues. I would recomme
class to anyone

Enjoyed the humor & thought he was

very nice, always willing to help students
do their best! Ive recommended him to
friends already!

Great Teacher! Has a lot of Personal

reference with the subject. Quizlet is
very helpful!

ss.
Great Teacher.. Really enjoyed the cla
religious
Incorporated pictures from his own
ally
experience that aided in learning. Re
enjoyed the class.

me realize that
Loved this class. He made

lly that different.

all 3 religions are not rea
Page 6

Teaching Performance Evaluation

3.58
3.47

Overall Rating

3.71
3.48

Explains things clearly

3.77
3.74

Helpful
Reasonable amount of work

3.52
3.39

Facilitates questions and discussion

3.48
3.52
3.58
3.42

Excellent teacher
Well organized

3.71

3.42

I know where I stand in the course

3.71
3.39
3.29

Activities were useful in helping me learn

3.13
3.29

Course challenedge me to think & learn

3.39
3.45

This is an excellent course

Scale

4=Strongly Agree

3.9

3=Agree
2=Neutral
1=Disagree

Very Nice, always helpful to

st
1
a
on
us
ow
kn
to
ot
G
.
ts
studen
name basis. Thanks :-)

1
Fall 11 8am

3
Fall 11 9 am

Great teacher! Really

knows his stuff!

Purtell is fantastic. Very intelligent &

lity
knowledgable which gave him credibi
and respect. Test were fair. . . I like his
jokes and that he didnt try to change
our minds. Great professor & class.
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