Slutrapport kursutvärdering, SASI07

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 % 0 0 % 30-70 % 2 13 % 70-100 % 13 81 % Skalor & enskilda frågor Skala Poäng StdAvv God undervisning +51 40 Tydliga mål +56 41 Förståelseinriktad examination +35 34 Lämplig arbetsbelastning +38 52 Enskilda frågor Kursen känns angelägen för min utbildning +67 36 Överlag är jag nöjd med den här kursen +72 31

Fördelning av svar på fråga 26: "Överlag är jag nöjd med den här kursen"        Antal Andel Missnöjda (<0) 0 0 % Neutrala (0) 1 6 % Nöjda (>0) 15 94 % Har ej besvarat frågan 0 0 % Medelpoäng +72 Standardavvikelse (StdAvv) 31

Fördelning av svar på fråga 17: "Kursen känns angelägen för min utbildning"      Medelpoäng +67 Standardavvikelse (StdAvv) 36

Kommentarer

Kursrepresentantens kommentarer

Overall, I found SASI07 to be a highly engaging and well-structured course. It has been one of the most rewarding learning experiences in the program.
Strengths of the Course
1. Course Design and Structure
The balance between theory (lectures and literature) and practice (course project and seminars) was excellent. The integration of conceptual understanding with applied work significantly strengthened learning outcomes.
2. Literature and Learning Resources
It was greatly appreciated that all literature was provided by IIIEE. This made the course accessible and ensured that all students had equal access to the required materials.
3. Teaching and Communication
Communication throughout the course was clear and consistent. The teachers were highly engaged, knowledgeable, and passionate about the subject, which contributed positively to the learning environment.
4. Interactive Learning Environment
There were good opportunities to interact with teachers during seminars and to collaborate with fellow students in smaller groups. The use of various tools (e.g., Miro, Mentimeter, Circular Business Model Canvas, quizzes) enhanced engagement and supported different learning styles.
5. Course Project
The course project was both enjoyable and educational. I particularly appreciated the possibility to work independently while still receiving structured feedback through the peer review process.
6. Examination
The exam was clear and aligned with the course content. Students were given a good amount of time to complete it. Sharing an example of a previous exam beforehand was very generous.
7. Canvas Structure
As someone new to Canvas, I found the course page exceptionally well organized and easy to navigate.
Suggestions for Improvement
1. Lecture Recordings
I recommend recording all lectures. This would support students who are unable to attend live sessions and allow others to revisit complex concepts later. The ability to review material is particularly valuable when preparing for the exam or when consolidating learning from earlier modules. The idea to have all lectures pre-recorded is an interesting idea since interaction during these live sessions was limited anyway. Students could then watch them at their own pace, allowing the live seminars to focus more on discussion, clarification, and applied exercises.
2. Written Feedback After Video Pitch
Providing brief written feedback (from both peers and teachers) after the video pitch session would strengthen the learning experience and give students clearer guidance on their performance. This also eliminates the problem that arises if some students don’t show up to the presentation session; the assignment can be completed afterwards (within a set timeline).
3. Number of Project Drafts
Regarding the course project, two draft submissions (instead of three) may be sufficient. While iterative feedback is valuable, reducing the number of drafts could ease workload pressure without significantly compromising learning outcomes.
4. Student Dropout and Workload Planning
I was not aware of this being a problem while taking the course, but since the teachers disclosed this as a challenge during the meeting, allow me to share some thoughts. I suspect students dropping out towards the end may be less related to course design and management and more to stress around the final report and exam, particularly for students taking multiple courses simultaneously. While this may partly reflect limited individual planning skills, it could be worth considering the timing of major submissions.

Kurslärarens kommenterer

The course was well-received overall. There is always some feedback about requiring more preparation for the seminars, but this is a trade-off with then having unprepared students. The student representative confirmed that it worked well with the current set up. It is a question going forward as to how much added value the live lectures are as so few students actually interact. This will be considered along with minor tweaks of the course going forward, but overall the current structure and approach seems to work well for a well-structure and interactive course and this was confirmed by the report and the student representative.

Programledarens kommentarer

The SASI 07 course was again very well received by the participants that responded. 12 of a total of 82 registered responded to the CEQ. The overall satisfaction score, and the usefulness for my future, of + 72 and +67 are exceptional. Students were overwhelmingly positive about the course, highlighting its strong structure, engaging learning activities, and effective balance between theory and practice. They appreciated that the course challenged them to actively engage with the material through seminars, discussions, and the project work, rather than simply memorising content. The phased project structure was seen as particularly effective in supporting learning and preventing the workload from becoming overwhelming.
The teaching team received praise for being knowledgeable, passionate, and genuinely interested in both the subject and the students. Students valued the variety of teaching methods and interactive tools, including seminars, quizzes, Miro, Menti, presentations, and the Circular Business Model Canvas, which helped maintain engagement throughout the course.
The course organisation was frequently highlighted as a major strength. Students found the progression of topics logical, appreciated the strong connections between readings, videos, and lectures, and described the Canvas page as exceptionally well organised and easy to navigate. Overall, students felt the course deepened their understanding of circular economy concepts, met or exceeded their expectations, and provided a valuable and enjoyable learning experience.

While respondents clearly appreciated the course several areas where changes could be considered were raised. A recurring theme was the need for clearer instructions and expectations, particularly for the project work and the film pitch assignment. Some students felt that the project provided too much freedom without sufficient guidance and suggested providing example cases or sample responses to illustrate expectations.
Students also requested alterations to course administration and communication. Suggestions included recording all lectures, providing a clearer overview of mandatory tasks and deadlines, ensuring consistency in information about grading and citation practices, and improving response times from instructors.
Feedback and assessment emerged as another area for development. Some students wanted more constructive feedback from teachers, noting that discussions during seminars were often too limited and that project feedback sometimes came primarily from peers.

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