The worst type of professor. Tons of busy work with mandatory and totally worthless, boring long lectures. Lecture is incredibly repetitive and eats up a ton of time that you would rather be spending doing some of the huge workload she assigns. Would only recommend if you're looking for a sleep aid.

She has no clue how to spell anything so if you're easily confused it this will not help at all. Most of the time the other students in my class have no clue what is going one. Unclear about a lot, if there's an election going on be prepared to listen to her rant about only that and don't go against her opinion. Long boring lectures

if you care about your sanity, do not take this professor. majority of the work she gives is unnessary and pointless. she is so unclear & has no problem making u redo a 15 page paper completely if she doesnt like it. hardest grader ever and does not care about her students AT ALL. shes SO BORING and nasty. would NEVER take her again.

tough grader even though she says shes very lenient. if she doesn't like your paper she will give you a low grade (3/10) for the labs. 3 labs in total but in a span of 2 months basically. the first few months is just useless powerpoints/lessons takes a month to actually start the first lab. if you're in the hospital sick be prepared to show proof.

VERY HARSH GRADER, PREPARE FOR YOUR SANITY TO BE DESTROYED. Do everything you can to avoid taking her course!

don't take this class. very hard. a lot of work.

TERRIBLE TERRIBLE PROFESSOR. THE GOOD REVIEWS ARE HERS DO NOT BELIEVE THEM. SHE IS MAKING HER ON GOOD REVIEWS. THIS CLASS WAS EXTREMELY DIFFICULT. I DID ASSIGNMENTS THE EXACT WAY THE SYLLABUS SAID AND I STILL GOT ZEROS ON ASSIGNMENTS. EXTREMELY HARD COURSE, EVIL AND DISRESPECTFUL PROFESSOR. SHE DOES NOT GIVE GOOD FEEDBACK AND WANTS YOU TO FAIL!!!

never take this professor. take 330 instead. alica johnson is an evil professor who is truly heartless. she want's you to fail and feel ashamed. she will give you a zero even if you did the assignment. will give extra credit once but will give u a couple points. you have to scramble for points to even get a C. she writes her own good reviews.

the "Great Professor Johnson!" ratings are def fake, they all have the same format. she doesnt care if you did the work or not she WILL give you a 0 on a lab if you didn't do EXACTLY what she wants you to do. She expects you to go to a 7 hour class with only 1, 10 min break and not lose your sanity sitting there and hear her yapping for most of it.

evil. disrespectful. does not deserve a job at CSI. will be going to the department chair to file a ethics report against her and her grading/teaching style.

DO NOT TAKE! DO NOT TAKE! YOU WILL LEARN NOTHING. TAKE 330 NOT 334 IF ALISA JOHNSON IS TEACHING IT. LONG USELESS LECTURES WHICH YOU WILL LEARN NOTHING FROM.

Alisa Johnson was the worst professor I have ever taken during my college exp. Looking at all the reviews believe all the 1 star ratings. and it is obvious she writes her own reviews. she gives unclear assignments and will give you a 0 if she doesnt like something. she will lower your gpa purposely to ensure you dont make it in life bc she hasnt.

AVOID THIS CLASS. this 'professor' wont teach you a thing. she is full of hatred, she enjoys failing students. never take her avoid at all cost.

absolute wrost psych class offered soley because of Alisa Johnson. does not know how to teach, grade, or create a outline for an assignment. she will continue to write her own good reviews. I filed a report to the department chair of psychology against her, along with other students. Johnson, your fired!

I spent hours doing assignments for this class, following her exact guidlines and putting in my best effort, and still managed to get zeros on assignments I completed just because she didnt like them. She is a terrible professor who does not know how to teach or grade. She is rude, unfair and malicious. never take a class taught by this professor.

I was pretty fair in my review to her but seeing as she's now writing her own positive reviews to counter her students criticisms I will now give the rating she deserves. I've had time to reflect and the amount of panic attacks and energy I put into this class was not reflected in my grade. Harsh. Grader. Straight 0's for anything we did is insane.

awful. absolutely awful. ew

tough grader, rude attitude, not helpful. you will learn NOTHING from this class. never take a class taught by alisa johnson. she should not be considered a professor she will teach NOTHING.

Absolute disaster of a semester. Despite getting a B- I would never recommend her. Where do I start? Her grading system sucks. She has therapy sessions mid class talking about how she doesn't talk to her brother cause he likes trump. First thing she says to the class is hi I'm queer. Purposely talks about Lgbtq articles and experiments. Don't take.

The professor constantly changed the grading criteria without notice. One day an assignment would be worth a small percentage, and the next it was a major portion of the grade. This made it nearly impossible to track progress or plan accordingly.

She would curse loudly during lectures when things didn't go her way. Profanity was directed at the class or about students' work, and though it may have been meant to express passion, it instead created a hostile and unprofessional atmosphere.

Grading seemed heavily influenced by the professor's personal political views. If your writing didn't align with her perspective, even respectful disagreement resulted in noticeably lower scores and vague or no feedback.

She would regularly slam her hands on the desk and shout at the class when frustrated. This happened multiple times during the semester and created a tense, uncomfortable environment where students were afraid to participate.

Assignment instructions were often vague or incomplete. Even after asking for clarification, the professor responded with annoyance or gave different answers on different days, which left many students unsure of how to proceed correctly.

Despite being respectful and polite, students were often met with a cold, dismissive tone when asking questions. Instead of encouraging learning, the professor's responses made students hesitant to engage or seek help.

Several times during class, the professor threw objects like dry erase markers or papers when visibly angry. These moments disrupted the flow of learning and made the classroom feel unpredictable and unsafe.

Grading was extremely harsh. Even well-organized, thoughtful assignments earned very low scores. Feedback, when given, rarely pointed out specific flaws, making it hard to improve or understand what was expected.

The professor often shifted assignment due dates or requirements mid-week without formally updating the syllabus. This led to confusion and penalized students who followed the original instructions.

The professor's political opinions were frequently brought up during unrelated lectures, and students with differing views often felt singled out. Work that didn't align with her stance seemed to be graded more critically.

There were instances when the professor raised her voice aggressively at the entire class over minor issues. The yelling was unprovoked and left many students feeling intimidated rather than motivated.

Even when assignments followed the rubric exactly, the professor often gave low marks with no clear reasoning. It felt as though grades were based on personal preference rather than objective criteria.

She would frequently make last-minute changes to assignments during class, but wouldn't update the syllabus or course site. Students who missed class or relied on the original instructions were unfairly penalized.

Asking for help often led to being talked down to. Even when students were respectful and clear in their questions, the professor responded with sarcasm or frustration instead of guidance.

The professor accused a group of students of collaborating improperly, despite no evidence and clear documentation of individual work. These accusations were made publicly, creating unnecessary embarrassment and tension.

She often cursed during lectures when discussing student performance or expressing frustration. It was jarring and unprofessional, and it made students feel uncomfortable speaking up in class.

Assignments were sometimes completely changed just days before the due date. What started as a reflection paper might suddenly become a group project. These shifts made it hard to plan or manage time effectively.

The professor once became so angry during a lecture that she shouted at the class, banged on the podium, and stormed out. This kind of behavior left students feeling anxious about coming to class.

The professor frequently changed the formatting and structure expectations of assignments mid-week. What was acceptable one day might suddenly be marked incorrect the next, causing widespread confusion.

Even when approached respectfully, the professor often responded in a curt or dismissive tone. Students felt talked down to rather than supported, making it hard to feel comfortable asking for guidance.

Class lectures were regularly interrupted by the professor shouting in frustration over small classroom issues. The outbursts disrupted learning and created a stressful environment for everyone.

Grading criteria seemed almost impossible to satisfy. Even well-researched, carefully written assignments earned low marks without clear or constructive feedback on what was wrong.

The professor often inserted personal political opinions into lectures, even when unrelated to the material. Assignments that didn't reflect her views were graded noticeably lower, regardless of quality.

The professor never took attendance, which created confusion about how participation was factored into our final grades. It was unclear whether showing up made a difference, and some students skipped regularly without consequence.

She often handed back assignments weeks late, making it difficult to gauge progress or make improvements. By the time feedback came, we were already working on completely different material.

During one lecture, she stopped mid-sentence to rant about how lazy students were in general. It wasn't directed at anyone in particular, but the message was clear—and disrespectful to those who were working hard.

Technology was an ongoing issue. The professor regularly struggled with the projector or course website, and instead of resolving the problems calmly, she blamed the class for “not paying attention” and moved on without teaching the material.

Office hours were listed but rarely honored. Multiple students reported waiting outside her door only to be ignored or told she was “too busy,” even when the time had been reserved weeks in advance.

The professor did not take attendance at all, yet attendance seemed to mysteriously impact final grades. Students who never participated still received higher marks than those who consistently showed up.

Class sessions often began 10–15 minutes late because the professor was either on the phone or eating at her desk. This reduced actual teaching time and felt unprofessional.

She frequently interrupted students mid-sentence when they tried to ask questions, then mocked them for “not getting it.” This created an intimidating atmosphere where students avoided speaking.

On several occasions, she forgot to post the assignment instructions altogether. We were expected to complete work that hadn't been clearly assigned or explained, and then penalized for doing it “wrong.”

The professor made sarcastic comments when reviewing student work in front of the class, even laughing at certain submissions. It was humiliating and discouraged students from putting in effort.

Attendance wasn't taken once during the semester, but the professor still emphasized “class participation” in the final grade breakdown. With no way to track who showed up, it felt arbitrary and unfair.

She once spent an entire class period discussing her personal frustrations with the school's administration instead of teaching the material. We lost valuable instructional time for something unrelated to the course.

The professor frequently made passive-aggressive comments about students not working hard, even when most of us were actively participating. It created a sense of constant tension and low morale in the classroom.

Her political opinions dominated discussions, even in topics where they weren't relevant. Students who offered alternate viewpoints were shut down quickly or subtly mocked in front of the class.

She often mixed up student names and returned assignments to the wrong people. In one case, a student received someone else's grade and didn't get it corrected until weeks later—well after final grades were submitted.

Despite never taking attendance, the professor emphasized class contribution in grading. Without tracking who was present or participating, this led to a confusing and inconsistent grading system.

She once screamed at the class because someone asked for clarification on the assignment. The outburst was so intense that several students looked visibly shaken and stopped asking questions for the rest of the term.

Grading felt unpredictable. Students who followed all instructions closely would still receive vague critiques and low marks, while others with less detailed submissions received praise. There seemed to be no clear standard.

She often brought in personal drama during class, ranting about unrelated issues while we sat waiting to discuss course content. These long, emotional detours replaced lectures multiple times during the semester.

The professor would aggressively dismiss valid student concerns with sarcasm and rude facial expressions. Even respectful, well-phrased questions were met with eye rolls and passive-aggressive comments.

The professor never took attendance, but somehow still graded based on “involvement.” Without any clear system in place, students were left confused about how their efforts were being evaluated.

At one point, she slammed her hand on the desk mid-lecture and shouted at the class because she felt we weren't “engaged enough.” The sudden outburst created a hostile learning environment.

She would change assignment requirements without warning, then grade based on the updated version even if we had already completed the original task. This made it feel impossible to succeed.

Lectures were often disorganized and jumped between topics with no structure. It felt like she hadn't planned the class at all, and students were left scrambling to figure out what was actually expected.

Political opinions were regularly brought up in lectures. Students who didn't agree were subtly criticized or ignored. It didn't feel like a space for open academic discussion, just one perspective.

The professor openly complained about the department chair and administration during class, saying they were out to get her. These rants took up valuable class time and made the environment feel tense and unprofessional.

Grading made absolutely no sense. Even after following the rubric to the letter, grades were low with little explanation. Students were left guessing what the professor actually wanted.

She frequently made comments like “I don't know how some of you even got into college,” which left students feeling insulted and demoralized. It discouraged participation and damaged morale.

The professor would make a statement about how something would be graded or when something was due, then completely change her position later and penalize students who followed her original instructions.

Her class was nearly impossible to pass, not because of the difficulty of the material, but because of the unclear instructions, harsh grading, and ever-changing expectations. It felt deliberately discouraging.

The professor constantly talked about how the college administration “never supports her” and that the chairman is always “trying to set her up.” It became a regular part of class discussions, totally unrelated to the course.

Grading felt completely arbitrary. One student got an A on a paper that was almost identical in format and quality to another student's C. There was no way to predict what would be considered “good.”

She would openly question students' intelligence if they didn't understand a vague explanation, saying things like “This is basic stuff” or “You should've learned this in high school.” It was degrading.

She'd often promise an extension or grading grace period, then later deny ever saying it and penalize students for late work. It created a sense of distrust and confusion throughout the semester.

Assignments were constantly being revised after they had already been submitted. She'd post new guidelines mid-week, then take points off for not meeting the updated version—without any warning.

The professor often vented about how the administration “undermines her authority” and “plays favorites.” These complaints would take up entire class sessions and made the course feel more like a personal diary than a learning environment.

Her grading system seemed designed to confuse. Points were deducted for things not listed in the rubric, and feedback was either too vague to be useful or just plain missing. There was no transparency at all.

She regularly made demeaning remarks about students' abilities, like “Maybe this major isn't for you” or “That's a dumb question.” It was humiliating and killed any motivation to learn.

The professor would announce one grading policy at the beginning of the semester and later reverse it without explanation. When students asked about the change, she acted like it had always been that way.

It was nearly impossible to earn a decent grade no matter how much effort you put in. Even students with strong GPAs in other courses struggled to pass because expectations kept shifting.

Throughout the semester, the professor ranted about how the administration “sabotages her success” and that she's “the only one who cares about the students.” These rants replaced actual lessons more than once.

Her grading lacked logic. She'd take off points for formatting choices she never mentioned, then say “everyone should've known that.” It felt like we were constantly being set up to fail.

She made harsh, unnecessary comments like “Maybe you should reconsider college altogether” when students misunderstood unclear instructions. It was incredibly discouraging and inappropriate.

She would assure the class that we could use notes during quizzes, then change her mind last-minute and penalize anyone who did. These constant reversals created anxiety and distrust.

No matter how closely you followed her directions, she would always find something vague or minor to take off points for. It felt like she was determined to keep grades low.

The professor would yell and slam her hand on the desk when students asked questions she found “obvious.” This made many feel too intimidated to speak up again for the rest of the term.

Grading criteria constantly shifted without notice. What was acceptable on one assignment would be docked on the next. It felt like a moving target with no consistency or fairness.

Despite claiming to value participation, the professor never took attendance. It's unclear how that could be factored into our grades if it wasn't being tracked in any way.

She once tossed a student's paper across the desk and said “Try again, that's not even close.” The public embarrassment made the entire class uncomfortable and unsure of how to proceed with their own work.

Students were often confused because instructions were changed after assignments had already been submitted. It was as if we were being penalized for not being mind readers.

The professor never took attendance, yet emphasized that participation was essential. Without a record of who showed up, it was unclear how this was being measured or fairly graded.

Even respectful questions were often met with condescending remarks like “Did you even read the syllabus?” This discouraged open dialogue and left many students feeling embarrassed for simply asking.

The rubric posted online didn't match how assignments were graded. Points were docked for criteria that had never been mentioned. We had no idea what she was actually looking for.

She told students they could submit drafts for feedback, but when they did, she ignored them completely. Later, she claimed she never offered that option, even though it was in writing.

The professor would change deadlines randomly, sometimes mid-week, and then blame students for not keeping up. No reminders or updates were sent, leaving everyone scrambling last minute.

The professor accused several students of using AI for their work without any proof, even when assignments were original and followed instructions. It created fear and confusion for everyone in the class.

She often said the administration doesn't do right by her, claiming they don't value her work and always “side with the students.” These outbursts had nothing to do with our lessons and wasted class time.

Course topics were regularly reframed around themes like “misogyny in all institutions,” even when unrelated to the assignment. Students who disagreed or offered alternate perspectives were harshly graded.

The professor made it clear that if your values didn't align with hers politically or socially, she would not view your work favorably. It felt like a class in compliance, not education.

She openly admitted that if she didn't “like the way a student's work made her feel,” she would lower the grade—even if it followed the rubric. That kind of subjectivity made it feel impossible to succeed.

Assignments were graded harshly and without consistency. She would write that something was “technically fine” but still mark it down because “it didn't speak to her.” Totally unfair.

She claimed that if a student's project didn't match her expectations or views, it was “not acceptable,” even if the work followed the guidelines. There was no room for independent thinking.

One day in class she said, “I don't care what the syllabus says—if I don't like it, it's getting a low grade” Hearing that crushed morale and made us afraid to submit anything.

She once told a student, “I don't like your style of writing, so I'm going to be harder on you.” This kind of open bias was discouraging and clearly impacted final grades unfairly.

Grades were consistently low across the class, even for students who followed directions closely. The rubric often changed, which made it difficult to know what was expected.

The grading system was unpredictable. Expectations seemed to shift weekly, which made it stressful to stay on track with assignments.

Rubrics were unclear and frequently updated after assignments were submitted. This made it feel like the target was constantly moving.

The professor used casual language that sometimes felt unprofessional when speaking with students. A more respectful tone would improve class atmosphere.

Grades were unusually low across the board. Despite studying hard and completing assignments, very few students seemed to meet her expectations.

Assignment instructions would sometimes change without notice, leaving students confused. I wish she communicated changes more clearly.

She often responded to student concerns with sarcasm, which made it hard to ask questions. It didn't feel like a supportive environment.

Many students were confused about their grades due to inconsistent guidelines. Rubrics were posted late or revised without warning.

Sometimes she would reference conversations or events that didn't seem to match what had actually happened. This caused confusion among students.

She often used strong language when frustrated, which felt out of place in a classroom setting. It made asking for help uncomfortable.

The professor's grading seemed extremely harsh, and it was rare for students to score well, even with significant effort and research.

Even after following every requirement, the feedback didn't match the rubric. It was hard to understand what we were doing wrong.

Her expectations weren't clearly communicated, and the grading felt very strict. Even well-researched work often received low scores without much explanation.

She frequently shifted rubrics after assignments were submitted. It made it feel like students were being graded retroactively on different standards.

The classroom tone was tense. She sometimes spoke in a way that felt dismissive, which made students hesitant to ask questions.

Deadlines often changed last minute, and announcements were inconsistent. It was difficult to stay organized in this course.

There were times she said things about students that didn't match the facts. This led to confusion and created awkward dynamics in class.

Grading felt unusually low across the entire class. Even students who usually perform well in other courses struggled to meet unclear criteria.

Her strong language during class discussions was uncomfortable at times. It didn't seem appropriate for a college setting.

Rubric changes were not always communicated clearly, which made it feel like we were being held to a shifting standard.

She sometimes made claims about due dates or student performance that didn't match what had been communicated earlier. It added stress.

Lectures weren't well structured, and expectations often felt inconsistent. Many students didn't feel like they had the tools to succeed.

She used confusing terminology in class without explaining it. It made the material harder to grasp, even for students who kept up with the reading.

Class often started late and ran over time. It disrupted schedules and made it difficult to stay focused by the end of each session.

She frequently changed how assignments were graded after they were turned in. It made planning ahead nearly impossible.

The syllabus was vague and sometimes contradicted her in-class instructions. Students had to constantly double-check what was accurate.

She sometimes raised her voice when students asked for clarification. While not aggressive, it made the environment feel uncomfortable.

In one instance, she announced a due date had changed—but later marked assignments late anyway. It caused a lot of confusion.

She didn't allow much discussion or feedback during class. It felt like a one-sided lecture, and students didn't have room to engage.

There were multiple times when she referred to conversations or emails that never actually happened. It left students feeling misrepresented.

She used informal and occasionally crude language in a way that felt out of place for a classroom. It was distracting during lectures.

Even small errors on assignments were penalized heavily. It felt like grading emphasized perfection over learning or effort.

Instructions for assignments were often vague or changed after we started. Many students were caught off guard and lost points unfairly.

Class was sometimes canceled last minute without warning. This made it difficult to keep up with the course and meet learning goals.

She occasionally made claims about student performance that didn't seem accurate, which created an uneasy dynamic in the classroom.

Her language toward students was sometimes inappropriate, using strong words that didn't seem suitable for an academic environment.

She would sometimes say one thing in class and something totally different in emails, which made it hard to trust the instructions.

Tests covered material that was never discussed or even mentioned in the assigned readings. Many students were caught off guard.

She discouraged questions during lectures and often brushed them off. It didn't feel like a space where learning was encouraged.

Late work penalties were applied inconsistently. Some students were given extra time while others lost full credit for similar issues.

She often assumed students missed deadlines without checking facts first. It led to frustration and unnecessary back-and-forth.

The course felt disorganized overall, and the constant changes in grading and policies made it very difficult to succeed or feel confident.