Diskussionsunderlag. Sammanfattning och återkoppling från tidigare år

Transkript

1 1 (7) Klassrepresentant Diskussionsunderlag Program Tb, KB, Med Årskurs 4 Antal studenter som deltagit i utvärderingen Totalt antal studenter på kursen 7 Totalt antal studenter från samtliga program (stycken) Sammanfattning och återkoppling från tidigare år Sammanfattning av tidigare års utvärderingar där åsikter och förändringsförslag nämns. Återkoppling under kursen från examinatorn angående föregående års utvärdering. Läs igenom och sammanfatta föregående års utvärderingar. Vilka förändringsförslag har tagits upp och vad var examinatorns kommentarer i utvärderingarna? Vilka förändringar skall ha genomförts inför denna utvärdering? Kommenterade examinatorn föregående års utvärderingen under kursens gång? I så fall vad belystes? Har samtliga förändringar som diskuterades under föregående år genomförts? Om inte, varför? Sammanfattning av utvärderingen Sammanfattning av det viktigaste som tas upp i utvärderingen tillsammans med förbättringsförslag. Sammanfatta utvärderingen. Vad i kursen har varit extra bra och vad behöver förbättras? Vilka förändringar skall göras inför nästa kursomgång? Essentially, the students was satisfied with the content of the course, and the lectures. Though some small changes regarding these would be appreciated. The laboratory excerices would need some overview, but was generally considered good enough. The patent litigation event was appreciated by all students. Utvärderingens genomförande En utförlig sammanfattning av de olika processerna i utvärderingens genomförande. Hur genomfördes utvärderingen? Vilka olika processer användes och vem var ansvarig för respektive process? Diskussion i grupp, pappersenkäter, skriftligen via mail, sammanställning, examinatorsmöte, korrekturläsning eller samutvärdering? Var metoden passande och hur kan den förbättras?

2 2 (7) All students taking the course was invited to join a lunch where the different aspects of the course was discussed. If a student was not able to participate, he or she could send in opinions via . Kursens innehåll jämfört med studiehandboken Jämförelse av studiehandbokens mål, förkunskapskrav, organisation, kursinnehåll, kurslitteratur och examination mot kursens genomförande. Kommentera innehållet i studiehandboken (mål, förkunskapskrav, organisation, kursinnehåll, kurslitteratur och examination). Hur uppfattades överensstämmelsen mellan den faktiska kursen och det som är angivet i studiehandboken? Kändes förkunskapskraven relevanta jämfört med kursinnehållet? Vilka förkunskapskrav ansågs vara viktigast inför kursen? It is overall right, though the project corresponding to the patent litigation were set to U/G and not scaled grades. It also says that "the focus would be on design, construction and manufacturing of biosensors, with an overview of the common and new materials and components used". The focus was rather the other way around. Did not notice the errors in the study guide, will correct for next year. Regarding the content of the course, the sentence is arguably ambiguous and can be interpreted as both a description of current devices and how to develop new sensors. Will try to rephrase and make this more clear for the next year. Kursen i utbildningen Kursens relevans i utbildningen och hur kursens innehåll står i relation till programmålen. Kursens placering i programmet samt arbetsbelastningen i förhållande till poäng. Kändes kursens innehåll relevant för programmet och hur relaterar kursens innehåll till programmålen? Har kursen utvecklat studenterna och tagit dem närmare att uppfylla målen för deras program? Hur stor var kursens arbetsbelastning i förhållande till kursens poäng? Hur väl passar kursens placering in i programmet (Bör den ligga tidigare/senare i programmet, för hög/låg nivå osv)? The students felt that the course was very relevant for their educations (independent of what program they belonged to). The course could have been given in the third year, though it did not feel misplaced in the fourth year. The students felt that the difficulty level of the course could've been slightly higher, with the microfluidics lecture being a good example.

3 3 (7) Kursens organisation Kursens upplägg och de olika momentens relation till kursens innehåll. Kommunikation mellan studenter och lärarlaget samt inom lärarlaget. Hur passade kursens organisation till innehållet? Var de olika momenten ett bra sätt att undervisa innehållet? Hur förhöll sig kursens struktur till de olika momenten? Kompletterade de olika momenten varandra (föreläsningar till lektioner m.m.)? Hur har informationsflödet fungerat mellan lärarlaget och studenterna samt inom lärarlaget? Har lärarlaget givit samma typ av information och har informationen nått fram till alla studenterna i god tid? Var all information förståelig eller fanns det något som var oklart? The students felt that the information flow had been good throughout the course. However, they would have liked to have gotten clearer instructions on how to write the laboratory report. They felt that the answer questions was a good approach, but they would ve liked it to be clearer what was expected. Föreläsningar Sammanfattning av föreläsningarna gällande innehåll, struktur, föreläsarnas pedagogik, tidsplanering och förbättringsförslag. Var föreläsningarna väl planerade och strukturerade? Fanns tillräckligt mycket tid avsatt för att hinna med innehållet? Hur väl lyckades föreläsaren förmedla sin kunskap? Vilka delar av föreläsningarna var bra och vilka kan förbättras? As mentioned earlier, the students felt that the lectures was interesting and relevant. It felt like the lecturers had communicated amongst themselves as to avoid unnecessary repetition of information. Though the lectures overall was satisfactory, a complaint the students had was the fact that the difficulty level differed between the different lecturers. The student felt that the microfluidics lecture was at an appropriate level. The students also felt like the course had too much focus on glucosensing and some would have liked more general developmental information. For example, if one would design a new sensor, what would you need to think about, what problems would you face? Essentially more engineering less analytical chemistry. The students also felt that the patent and commercialization aspects was very interesting and found them enjoyable. The Kb-students felt that the electrochemical parts of the lectures was slightly too advanced for them. Previous feedback stated was that the course was too hard, though maybe it went too far. A lot of time and energy went into reducing duplicate information, good to know that it worked out. Will look over the lectures and make them more even, though it might be problematic since it is not certain what students will take the course. Will try to essentially make the biology parts harder, materials easier. Since 50 % of the literature is on the glucosensing, it might be hard to remove the emphasis placed on this area. However, in the exam it was noted that the QCM/piezo elements was not well enough understood, so will definitely try to balance these parts.

4 4 (7) Tried to keep the electrochemistry easy, will try more. Lektioner Sammanfattning av lektionerna gällande innehåll, struktur, lektionshandledarnas pedagogik, tidsplanering och förbättringsförslag. Var lektionsassistenterna väl förberedda och insatta i sitt ämne? Handlade lektionerna om rätt saker och fanns tillräckligt mycket tid avsatt till dem i förhållande till innehållet? Vilka delar av lektionerna behöver förbättras? Upplägget med att studenterna fick frågor om de inte hade några ena var lite läskigt, tex att få gå fram och måla på tavlan, men det var uppskattat och kändes som det gav en ökad kunskap. In this course, the lessons was mostly an opportunity for the students to ask the examiner questions and get answers. When the students did not have any questions, the room was flipped and the examiner asked the students questions. Some found this slightly unnerving, but since there was no pressure to give the right answers, no one felt that it was a problem. All the students thought that this approach was good and felt that the learned much by participating. Laborationer Sammanfattning av laborationerna gällande innehåll, struktur, laborationshandledarnas pedagogik, tidsplanering och förbättringsförslag. Var laborationsassistenterna väl förberedda och insatta i sitt ämne? Hur kompletterade laborationerna resten av kursens innehåll? Vilka delar av labbarna behöver förbättras? Det var delade åsikter angående laborationerna, vissa tyckte att de var meningslösa medan andra tyckte de var bra. Glucose sensor: The students felt as though they were being led a bit too much and would have liked to do more work themselves. Otherwise, they felt it was good. SPR: For the most of the students, the computer part was not appreciated. They essentially felt that it went too much in depth, and that the lecture given on the subject would ve been enough. The student also had problems understanding the purpose of the part focusing on the use of the machine. If it was purely a demonstration of the instrument, it was unnecessary to let the students mix solutions and push buttons. If it was meant as a proper laboratory exercise, it would ve been good if there was any aim, e.g. doing epitope mapping. General: It would have been appreciated with another laboratory exercise, e.g. something regarding QCM or the electronic nose. Agree to the critique and will look into it more with the rest of the staff. Will try to make more challenging exercises, one approach would be to have students provide answers to predefined questions. The QCM is similar to the SPR and will also add more knowledge to the QCM/piezo issue mentioned earlier. Might be a good solution to both of the problems.

5 5 (7) Projekt Sammanfattning av projektet gällande innehåll, struktur, handledarnas delaktighet, tidsplanering och förbättringsförslag. Hur stod kursens projekt i relation till övrigt kursinnehåll? Fanns tillräckligt mycket tid avsatt för att projekt skulle kunna genomföras på ett rimligt sätt? Gavs tillräcklig handledning och stöd under projektets gång? Övriga kursmoment Sammanfattning av övriga kursmoments innehåll, struktur, tidsplanering och förbättringsförslag. Fanns det några övriga kursmoment och i så fall vilka? Var dessa relevanta för kursen? Fanns det tillräckligt mycket tid avsatt? The students felt that it would ve been better if they had more time between the dividing of the groups and the litigation. The students also felt that it should be mandatory for all students to present at least something. They also felt that the documents allowed should be limited and clearly defined, as well as how to refer to them. If some of the documents are too long, maybe shortened versions should be provided. It will be relatively easy to give more time, lectures can be switched around. Regarding the documents, essentially the issue was that one group could be surprised. This can be fixed by having the groups disclose what documents will be used, which will also have the benefit of being more like reality. Litteratur Litteraturens användningsfrekvens, innehåll och relevans i kursen. Hur förhöll sig litteraturens nivå i förhållande till kursens innehåll? Saknades täckning för någon del som tas upp i kursplanen? I hur stor utsträckning används kurslitteraturen? Bra för den intresserade med mer artiklar, men inget som användes. The students felt that it was good to provide more in-depth articles for those interested. They also felt that the use of slides instead of books worked well in this course. Happy to know that it worked out well.

6 6 (7) Examination Examinationens utformning, relevans, nivå och koppling till kursinnehållet. Hur examinerades kursen? Hur förhöll sig examinationen till nivån och innehållet i kursen? Har samliga studentgrupper bedömts på samma vis i examinationen? Generally, the students appreciated that the final grade was not entirely based on the final exam. However, they felt that the grading system of the other part was confusing. Having a graded U/3/4/5 system on the patent litigation felt wrong, since all students received a 5. Also, some students was dissatisfied with the way the exam was assessed. They felt that the questions should be looked at as a whole, instead of looking for key words and graphs. Might have been a miscommunication, everyone wasn t graded equally on the patent litigation. The group work and individual work was graded differently, with each element receiving 50% of the total mark. The group work was genuinely considered really good. Will try to be more transparent by communicating the grades separately instead of combining them into a single mark. Exam mark needs to be objective. In order to do this, one cannot look at the whole impression alone. Rather, you make a model answer, and look for parts of this in the answer provided. E.g. there might be many things you can say, and saying perhaps 10 of them might give 10/10 points. It s not key words, rather key arguments or concepts. If the question calls for a diagram or illustration then it is essential to provide one otherwise points will be lost. Will try to clearly define points for subparts of a question in the future to aid clarity in what is required. Feedback under kursens moment Återkoppling på studenternas insatser under olika moment och dess inverkan på studenternas framtida prestationer. Har studenterna fått en utvecklande respons på sin insats under kursens gång? På vilket sätt har feedbacken hjälpt studenterna att utvecklas under och efter uppgifterna? The students was happy with the feedback provided, though they would ve liked to receive feedback on the patent reflection as well. The individual reflections on the patent litigation were looked as a whole and marked according to the level of appreciation of the key issues. Could have given more feedback, but marking coincided with exam assessment and felt that the priority should be to deliver the final overall grade as soon as possible. The separate grades can be calculated from the transcript, but could have been more transparent. Will also try to give separate feedback next year. Studiemiljö Åsikter gällande studieplatser, schemaläggning, lokaler, anmälningssystem, ventilation och sittplatser under kursens olika moment.

7 7 (7) Åsikter om antalet studieplatser, schemaläggning, lokaler, anmälningssystem, ventilation och sittplatser under kursens olika moment. There were no complaints on the study environment. Lika villkor Åsikter om huruvida alla studenter har behandlats lika under de olika kursmomenten, samt om alla studenter har haft samma möjlighet att tillgodogöra sig innehållet i kursen. Har alla studenter som uppfyller förkunskapskraven fått samma möjlighet att tillgodogöra sig kursen? Har någon särbehandlats positivt eller negativt? The students felt that they all had the same opportunity in all aspects of the course. Studenternas övriga kommentarer Examinatorns övriga kommentarer The examiner enjoyed delivering the course, and felt that the class was good and got good response from the students. For the next year, he will try to improve and tweak the general aspects discussed.