Feedback Forms were initiated at Belmont in the middle sixties.
They were designed to allow the students to evaluate faculty and
courses in response to student demand that they have a voice in their
education. Although the professors of each course at Belmont routinely
handed the forms out and collected them, they were never taken
seriously by any department or dean unless they were uniformly
derogatory to a course or professor and sometimes, even then, they were
ignored.

Mostly, they were treated as a joke by the departments and a lost cause
by the students who never saw any changes made as a result of their
suggestions. The joke was propagated further when some wag arbitrarily
added MUR between the S and FF, creating the adjusted acronym, SmurFF,
from Student Feedback Form. From that time on, the forms were printed
on blue paper.

"....Randy said that he had found a SmurFF for the radiology course
this year and one from last year that didn't look right to him. He and
Dr. Heathson, who teach the course, wanted me to send them for
handwriting analysis because he thought they had been written by
Trenchant."

Lyle went on to explain at some length that Dr. Randy Fecesi and Dr.
Ian Heathson were young faculty who were trying very hard to make the
radiology course more modern and sophisticated. These efforts, he
asserted, were thwarted by Trenchant and there was controversy and
conflict because of her....

When Lyle Stone succeeded Jimbo Jones as head of NERD, he brought his
post doc, Ian Heathson with him. No one on the NERD faculty was
consulted and all of them were very upset that they were given no voice
in a faculty selection. They soon learned that Ian was a special
friend of their chairperson and quickly discovered that it was not wise
to criticize him in any way.

Ian was a real nice, friendly fellow, fairly adept at his research
specialty, nutrition (which was also Lyle's) but lacking knowledge and
understanding of radiology.

Lyle put him in charge of the radiology course given to the freshmen
medical students. This act was similar to throwing a child into the
water and expecting it to learn to swim.

Diana had taught the lab portion of this course for several years. Ian
didn't learn very quickly. He tried, you have to give him that, but he
was way out of his depth. The students, as kindly as possible, turned
thumbs down on him. Not only that, but on their SMurFF's, they were
highly cri