Slutrapport kursutvärdering, MVKN70

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 17 % 30-70 % 1 17 % 70-100 % 4 67 % Skalor & enskilda frågor Skala Poäng StdAvv God undervisning +25 60 Tydliga mål +8 83 Förståelseinriktad examination +67 29 Lämplig arbetsbelastning -73 26 Enskilda frågor Kursen känns angelägen för min utbildning +100 0 Överlag är jag nöjd med den här kursen 0 95

Fördelning av svar på fråga 26: "Överlag är jag nöjd med den här kursen"        Antal Andel Missnöjda (<0) 3 50 % Neutrala (0) 0 0 % Nöjda (>0) 3 50 % Har ej besvarat frågan 0 0 % Medelpoäng 0 Standardavvikelse (StdAvv) 95

Fördelning av svar på fråga 17: "Kursen känns angelägen för min utbildning"      Medelpoäng 100 Standardavvikelse (StdAvv) 0

Kommentarer

Kursrepresentantens kommentarer

Kurslärarens kommenterer

The course evaluation meeting was held with the participation of two course coordinators, two student representatives, the Director of Studies, the Head of Department, and the Head of the Fluid Mechanics Division. Overall, the meeting partly addressed the issues raised in the course evaluations.
The main concern identified was the high workload of the course in 2025. The workload consists of five homework assignments, four computer labs, one theory test (dugga) and one major course project. This workload had already been reduced in response to similar “high workload” issues raised in the 2024 CEQ feedback. In particular, compared to 2024 (which had six homework assignments), one homework assignment and its associated one-hour lecture were removed in 2025. In addition, the course coordinators introduced increased instruction on running OpenFOAM simulations on a high-performance computing cluster, which was positively received by both student representatives. However, the students want this session to be scheduled earlier.
Despite the persistent reporting of a high workload—the overall negative CEQ feedback in 2025 on other aspects was unexpected. This is surprising given that, over the past five consecutive years (2019–2024), the course consistently received very strong overall CEQ ratings, supported by positive free-text feedback from anonymous students.
One possible explanation for this abnormal outcome is the limited and unrepresentative response rate in 2025: only six students completed the CEQ, including two students with a low attendance rate (20% and 60%). In contrast, CEQ responses from 2019–2024 were predominantly submitted by highly engaged students with attendance rates above 80%. Historically, this advanced course attracted a large proportion of highly motivated students. In 2025, however, students came from more diverse study programmes with varying backgrounds and interests. This suggests a need for significant adjustment of the course content and teaching approach to better align with the actual student level.
Both student representatives expressed satisfaction with the knowledge and content learned in the course. Their primary concern remained the high workload, which—even for motivated students—was estimated to require 15–20 hours per week for just the homework. Furthermore, the course project was identified as another major contributor to the workload.
One student representative also noted that the course content is very dense and could potentially be divided into two separate 7.5-credit courses:
•one course focusing on the theoretical foundations, and
•a second course focusing on practical applications, including simulations using OpenFOAM for real-world problems.
It was clarified that, under the premise of retaining the course as a single 7.5-credit course, both course coordinators agreed that maintaining an approximately 50–50 balance between theory and applications remains appropriate. The key issue is therefore to retain only the core content and further reduce non-essential material. For highly motivated students, an archived option will be provided, granting access to the non-trimmed teaching materials and the online recorded lectures from previous years.
Another important point discussed was the need to provide students with a full two-hour exercise session each week, where the students could work on their weekly homeworkand allow for a more manageable study pace. To achieve this, the theoretical teaching should be limited to a maximum of two lectures per week (four hours total). The two-hour exercise session should be reserved exclusively for exercises, homework support, and questions, and no theoretical lectures should encroach on this time.
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Agreed Course Adjustments
Based on the above discussion, the following changes will be implemented by the course coordinators to better align the course with the students’ level:
•Weeks 1–2:
-A list theory-review question will be provided in week 1.
-The previous one-hour review lecture on 1D classical numerical schemes (Lax, Lax–Wendroff, and MacCormack) will be removed.
-Content on conversion between finite-difference and finite-volume schemes will also be removed.
-The remaining 1D schemes lecture will focus on shock-capturing schemes of the Godunov/Roe type, with a brief introduction to higher-order MUSCL schemes and TV limiters. Detailed proofs related to TV limiters will be omitted.
•Homework 1:
-The number of schemes requiring hand calculation will be reduced from eight to two.
-Tasks related to TV limiters will be made optional.
-The estimated completion time for a fifth-year student is approximately four hours.
•Week 3 / Homework 2:
-Homework 2 will be reduced by removing the second task (shock tube analysis and wave diagram construction).
-Only the first task, involving hand derivation of the eigen-decomposition of the Euler equations, will be retained.
-The removed content is partially covered in the two-hour computer exercise session in Week 3.
-The estimated workload is approximately four hours for a fifth-year student.
•Week 4 / Homework 3:
-The one-hour lecture on the transition from 1D to 2D schemes will be removed, allowing students a full two-hour exercise session to consolidate their understanding.
-Homework 3 on characteristic boundary conditions contains two task options on analytical derivations or code-implementation, students were asked to choose one to work on. Now the first task option will be reduced from requirements for deriving ten boundary relations to only three relations..
-The estimated workload for this homework is approximately four hours.

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