Slutrapport kursutvärdering, VTGN10

Basfakta

Sammanfattning av enkätsvar

På alla frågor utom den om närvaro kan poängen variera mellan -100 och +100, där -100 innebär att man "tar helt avstånd från påståendet" och +100 att man "instämmer helt i påståendet".

Närvaro vid undervisningen Andel av undervisningen Antal Andel 0-30 % 1 2 % 30-70 % 14 26 % 70-100 % 34 63 % Skalor & enskilda frågor Skala Poäng StdAvv God undervisning +40 36 Tydliga mål +45 38 Förståelseinriktad examination +42 30 Lämplig arbetsbelastning +23 36 Enskilda frågor Kursen känns angelägen för min utbildning +71 40 Överlag är jag nöjd med den här kursen +62 42

Fördelning av svar på fråga 26: "Överlag är jag nöjd med den här kursen"        Antal Andel Missnöjda (<0) 2 4 % Neutrala (0) 8 15 % Nöjda (>0) 44 81 % Har ej besvarat frågan 0 0 % Medelpoäng +62 Standardavvikelse (StdAvv) 42 Män +56 Kvinnor +65

Fördelning av svar på fråga 17: "Kursen känns angelägen för min utbildning"      Medelpoäng +71 Standardavvikelse (StdAvv) 40

Kommentarer

Kursrepresentantens kommentarer

Kurslärarens kommenterer

There is a general challenge with this course as the students participate in at least four different study programs and cover a large spectrum of background knowledge and experience. The students express a wide range of partly contradictory opinions and are in total very satisfied (Overall satisfaction +62 this year and +52 last year – most of the CEQ-scales and grades of course-specific questions are a bit more positive this year than last year). Our intention is to take care of and try to keep the appreciated core of the course and continue to develop and improve certain aspects, in particular many of the following:

a) Most students appreciate highly the exercise sessions, the slug test activity and also the support and enthusiasm of the teachers. In general, the course structure and content seem to be well received by the students (although some students think the scope of the course is too wide). We will among other actions try to refer regularly and often to the image used at the first lecture in order to emphasize the connections between different parts of the course. Some students wish more practical hands-on demonstrations and/or laboratory work. We agree but find it challenging of practical reasons.

b) Some students would like to go back to previous habits having more variation between presentations of ready-made figures via projectors and drawing figures on the board during lectures. We sympathize with this suggestion and will try to follow it. On the other hand, we will not make a compendium of equations and stop using course literature, as some students suggest. Nevertheless, we will continue to search for an adequate text-book adopted to the course content with pedagogical figures and SI units.

c) As there is a strong demand from the students, we will consider to add a little bit more developed information and hints to some of the solution ideas of exercises published at Canvas. Furthermore, we have the intention to list a few small, “easy” problems meant for “warming up” and/or exercises on your own. We will also try to include a few more demonstrations of solutions to example problems and exam questions during lectures.

d) We will continue to emphasize the influence of the variation in background knowledge of the student on the experienced uneven difficulty to understand the hydrogeochemical and geological sections and continue to consider actions to handle this challenge. The number of exercise sessions in hydrogeochemistry was doubled this year and they seem to have been appreciated by most students, but we will consider to link them even more to the lectures and the course literature.

e) After some years of stepwise development and reduction of the scope of the written examination, the students are divided in their opinion. A big group of students thinks that the exam is good: difficult but relevant and fair. Unfortunately, an even bigger group of students thinks that there are too many questions, too much text in the questions and too big questions giving rise to a negative stress due to experienced lack of time at the written examination. We will test an idea from the student representatives to spread the grading and examination to at least two events. For example a brief theory test (“dugga”) in December and then the ordinary written exam in January with focus on solution of problems. Another option is to focus on hydrogeochemistry or hydrogeology during a brief test in December and then focus on the rest at a written exam in January.

CEQ-enkäten fylldes i

The CEQ inquiries and also an additional evaluation questionnaire with course-specific questions were filled in by most students at one of the two seminars during the last week of the course. A single question regarding the written exam was answered at the day of examination.