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FFR166 Science of environmental change H09, FFR166

Status: Avslutad
Öppen för svar: 2009-10-14 - 2009-11-02
Antal svar: 18
Procent av deltagarna som svarat: 25%
Kontaktperson: Kathrine Jahnberg»

Your own effort

1. Which programme do you belong to?

18 svarande

MP Industrial Ecology»9 50%
MP Env Measurement & Assessment»4 22%
Other Masters programme»3 16%
Erasmus student or else»2 11%

Genomsnitt: 1.88

2. How many hours per week did you spend on this course?

We mean total time, that is, it comprises the time you spent in class and the time you spent on your own work. Try to estimate the average time over the entire study period.

18 svarande

At most 15 hours/week»2 11%
Around 20 hours/week»5 27%
Around 25 hours/week»5 27%
Around 30 hours/week»3 16%
At least 35 hours/week»3 16%

Genomsnitt: 3

3. How large part of the teaching offered did you attend?

18 svarande

0%»1 5%
25%»2 11%
50%»1 5%
75%»7 38%
100%»7 38%

Genomsnitt: 3.94

Goals and goal fulfilment

The course syllabus states the course goals in terms of learning outcomes, i.e., knowledge, skills and attitudes to be acquired by the student during the course.

4. How understandable are the course goals?

18 svarande

I have not seen/read the goals»3 16%
The goals are difficult to understand»1 5%
The goals give some guidance, but could be clearer»5 27%
The goals clearly describe what I am supposed to learn»9 50%

Genomsnitt: 3.11

5. Are the goals reasonable considering your background and the number of credits?

Answer this this question and the succeeding one, only if you do know the course goals.

16 svarande

No, the goals are set too low»1 6%
Yes, the goals seem reasonable»10 62%
No, the goals are set too high»5 31%

Genomsnitt: 2.25

6. Did the examination assess whether you have reached the goals?

16 svarande

No, not at all»0 0%
To some extent»4 25%
Yes, definitely»6 37%
I don"t know/have not been examined yet»6 37%

Genomsnitt: 3.12

Teaching and course administration

7. To what extent has the teaching been of help for your learning?

18 svarande

Small extent»1 5%
Some extent»6 33%
Large extent»10 55%
Great extent»1 5%

Genomsnitt: 2.61

8. To what extent has the lectures by Sten Karlsson been of help for your learning?

18 svarande

Small extent»3 16%
Some extent»9 50%
Large extent»5 27%
Great extent»1 5%

Genomsnitt: 2.22

9. To what extent has the lectures by Evert Ljungström (atm chem) been of help for your learning?

18 svarande

Small extent»2 11%
Some extent»2 11%
Large extent»9 50%
Great extent»5 27%

Genomsnitt: 2.94

10. To what extent has the lectures by Rod Stevens (fresh water) been of help for your learning?

18 svarande

Small extent»2 11%
Some extent»6 33%
Large extent»9 50%
Great extent»1 5%

Genomsnitt: 2.5

11. To what extent has the lectures by Kjell Wallin (bioresources) been of help for your learning?

17 svarande

Small extent»2 11%
Some extent»7 41%
Large extent»8 47%
Great extent»0 0%

Genomsnitt: 2.35

12. To what extent has the lectures by Thomas Backhaus (ecotox.) been of help for your learning?

17 svarande

Small extent»4 23%
Some extent»4 23%
Large extent»8 47%
Great extent»1 5%

Genomsnitt: 2.35

13. To what extent has the three hand-ins been of help for your learning

18 svarande

Small extent»4 22%
Some extent»6 33%
Large extent»6 33%
Great extent»2 11%

Genomsnitt: 2.33

14. To what extent was the presentation of a paper a valuable moment?

18 svarande

Small extent»6 33%
Some extent»8 44%
Large extent»4 22%
Great extent»0 0%

Genomsnitt: 1.88

15. To what extent was the demonstrations etc by Ulrika Lundqvist of help for your learning?

16 svarande

Small extent»2 12%
Some extent»7 43%
Large extent»6 37%
Great extent»1 6%

Genomsnitt: 2.37

16. To what extent was the demonstrations etc by Daniel Johansson of help for your learning?

15 svarande

Small extent»1 6%
Some extent»6 40%
Large extent»8 53%
Great extent»0 0%

Genomsnitt: 2.46

17. To what extent has the course literature and other material been of help for your learning

18 svarande

Small extent»1 5%
Some extent»3 16%
Large extent»9 50%
Great extent»5 27%

Genomsnitt: 3

18. How well did the course administration, web page, handouts, etc work?

18 svarande

Very badly»0 0%
Rather badly»1 5%
Rather well»12 66%
Very well»5 27%

Genomsnitt: 3.22

Study climate

19. How were the opportunities for asking questions and getting help?

18 svarande

Very poor»2 11%
Rather poor»0 0%
Rather good»4 22%
Very good»11 61%
I did not seek help»1 5%

Genomsnitt: 3.5

20. How well has cooperation between you and your fellow students worked?

18 svarande

Very poorly»0 0%
Rather poorly»2 11%
Rather well»3 16%
Very well»13 72%
I did not seek cooperation»0 0%

Genomsnitt: 3.61

21. How was the course workload?

18 svarande

Too low»0 0%
Low»0 0%
Adequate»8 44%
High»6 33%
Too high»4 22%

Genomsnitt: 3.77

22. How was the total workload this study period?

18 svarande

Too low»1 5%
Low»1 5%
Adequate»6 33%
High»5 27%
Too high»5 27%

Genomsnitt: 3.66

Summarizing questions

23. What is your general impression of the course?

18 svarande

Poor»3 16%
Fair»2 11%
Adequate»4 22%
Good»7 38%
Excellent»2 11%

Genomsnitt: 3.16

24. What should definitely be preserved to next year?

- group work literature»
- presentation»
- climate change, chemistry»
- Some hand-ins but make them smaller and/or easier! So much time is spent just understanding the question or finding the right information that the thing we are suppose to learn get forgotten. And have "handledning/räknestugor" »
- Lärarnas engagemang för att lära ut. Även om det inte alltid var det bästa sätten»
- The rigorous chemical and physical understanding of all the phenomena. I enjoyed Evert and Stens lectures a lot, very clear presentations of important but (in some cases) abstract topics!»
- The lecturer gave us the slides we needed to follow the lecture»
- The course litteratures,very good!»
- Can"t think of anything to remove. Handing out the articles and powerpoint notes was very useful.»
- Hand out study materials»

25. What should definitely be changed to next year?

- division of group»
- the subjects taught in the course are many....may be they should focus on one or 2»
- the difficlty level of the handins,»
- Same thing, the hand-ins are tooooo time-consuming!!!! The scope of the course, everything is put in this course, it is impossible to understand what to learn. Focus the course om the most important things! »
- The presentation of articles, instead we could present the basic facts in different areas to aid eachothers learning. The presentations became too complicated to comprehend, which is of course the students responsibility, but the articles might be too advanced in some cases... Also, perhaps Sten could get some help with some of the lectures, for instance the ocean uptake of CO2 should be presented by a more chemically oriented lecturer. Maybe someone from say SMHI could lecture on the Climate and meteorology etc.»
- The lectures - less power point slides, more black board and real understanding.»
- Don"t trick the students into doing the hand-ins by not telling they are not compulsory!!! Some of the guest lecturers was really not inspiring and the subject was very detailed and felt off track from the course.»
- The hand-in system.»
- No suggestions for change. One small point would be to emphasize the meaning of the x-y axes on the diagrams for the C,S,N,P cycles, and how absorbing this point really helps in grasping the cycles. It didn"t occur to me until preparing for the exams, but it"s quite useful.»
- The knowledge the teachers give should not be too profound.»
- the hand-ins are too large, too poorly written and some actual guidence would be good»
- The hand ins should have more impact on the final grade, they take a lot of effort and most of us will not benefit on it.»
- The handins where terrible. Hard to understand, both questions and the meaning of the answers. They also seemed irrelevant to the course goals. Stens lectures were hard to follow. They could have been more clearly explained.»

26. Additional comments

- some figures in the literature are quite hard to understand, maybe can expain it in more elementary sense»
- too workload »
- i think the course coverage is too extensive, i find it really hard to master all.»
- This course is to big, to broad and takes the energy out of every inspired Industrial Ecology student arriving. It is could subjects handled, its good with the science of the environment, but the structure of the course must change. »
- Jag har klyvna känslor för power point presentationerna. Om man skall ha så mycket information som Sten Karlsson har haft på dem anser jag att man skall sen innan klart och tydligt berätta detta för studenterna och att syftet med dem är att man skall ha det som underlag till egenstudier sen. Dessa skall då även finnas till hands innan på hemsidan så man har kunnat skummat igenom vad som kommer på föreläsningen. Annars anser jag att det är svårt att ta in information under föreläsningarna. Exempel "Jag kommer basera min undervisning på pp-slides som har mycket information på och som ni kan luta er tillbaka på sedan. Förra årets slides ligger uppe på hemsidan och dessa kommer jag ungefär följa med vissa undantag".»
- Very valuable course, gives the "facts" in an area where this is extremely important. Also, the broadness of the course has been stimulating, it gives a good base to refer back to in the future!»
- Be clear in the beginning if the course that the hand-ins are VOLUNTARILY!»
- The text was not of huge value for learning compared with the articles and the lectures. Often for the topics that were difficult to grasp, the text did not have much to offer, but at the same time, I can see why it is suggested. This course covers a lot of material, and was demanding, but worth the effort. The hand-ins were tough, and we spent a lot of time on them, but they promoted the learning.»
- The hand-is should be clearly explained that they are not compulsary! They are too large and give nothing back "in the end". The ex tra hour on the extra hour on the exam helped but reduce the no of questions, formulate goals and listen to the students would also help a largen no of ppl pasing the course. The idea of the course is good, but it needs some serious reconstruction»

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