Below you can find the courses taught in quartile 2.
The course was well organized. It had a clear structure and the students had enough time to go through every phase of the design process. In general, there were several issues with clarity concerning the projects and the media and skills training. The handouts were not that clear for some students, this would lead to some confusion under students. However, the help of the tutors and teachers fixed a large part of this uncertainty.
Media and Skills:
The handouts were short and minimalistic, this resulted in them not being that clear for some students. After getting some more information the handouts turned out to be pretty helpful. They did their core purpose namely explaining the assignment step by step. A good additional handout would be an AutoCAD handout since most students are not familiar with the program.
Overall the study material was good. Especially for the U-assignment, the study material was very clear and students knew right away what to do. For the A-assignment were no real comments on the study material. For the B-assignment the study material could have been better, students found the study guide a bit messy.
Due to the fact that the final product was not stated in every study guide that clear, it was difficult for students to see if they met the end goals of the projects and media assignments.
Furthermore, the way of the examination was suitable for this course.
Students found the workload quite high, especially in the beginning. This is also due to the fact that students were not used to the way of education at the university. However, after this course, students were positive since this course provided them with the right work attitude.
Applied Physical Science Conceptual3NAB0
The course improved substantially from last year, according to students who retook the course . Overall, the course got many good remarks from the students.
Great use of English in the lectures, homework, and all the course content. Nonetheless, some students wonder why they couldn’t make use of a dictionary in the exam because it is their first time doing physics in a language other than their native one. It is worth mentioning that other courses allow translation dictionaries which facilitates this particular problem.
The general consensus was that the course was easy to follow once you got the flow of it. However, for some students without previous knowledge following the course was a challenge. In calculus, for example, the students were given basic exercises to work on and study before starting the course to be prepared and up to the level that they are expected to be. We believe a similar approach for this course could solve this problem.
The formula sheet was not well formulated or well structured. There were extra unnecessary formulas while some of the important ones were missing. The order of the equations in the exam was different to the template provided on canvas which made it confusing.
There was confusion with these types of questions. In many occasions it was not clear to what extent the students had to “solve” these problems (how simplified the answer had to be).
The livestreaming presented no problems. High number of students watching.
The lectures received a positive feedback. Students thought it was clear but more than that, it was enthusiastic and students felt supported and motivated.
This exam was a clear shock. It was initially met with anger because many people thought the number of questions were too much for the time given. Also, it was way harder than the online tests and homework exercises, leaving many students unprepared.
After the lecturer explained the problems, students felt that the exam wasn’t unfair and agreed that the topics were explained previously.
Students were much happier with this exam, it was a lot more fair and the content met student’s expectations.
The homework helped a lot of students, but we got complaints about detailed solutions not being available until very late. We were told that the answers weren’t available as to discourage students to ‘copy’ answers. However, this measurement hinders students who want to learn and take out valuable time from the tutor sessions. The answers are very valuable to students and they are relevant for the self-studying time. The lack of answers also encourage making mistakes because there is no way to check them. The homework is also not graded, therefore there is nothing at stake.
One of the issues that arose concerning the online tests is about answers being considered wrong if they weren’t written in the exact way the computer understands, even though they were correct, which made some students lose points unfairly. About the copying issue, it comes down to personal responsibility to not copy and use the tests to study the topics yourself.
There were mixed reviews regarding the tutor sessions. Some people had very supportive tutors while others had lousy ones. The method used for the Statics of Structures tutor hours is a very good example of a well-organized class. Given that the groups are bigger, there are less needs for tutors and therefore a better filtering.
The course was built up very well, and the relevance was high. It was well received by students. Only students don’t have enough prior knowledge with respect to technical drawing. This year for the first time, the teacher did not give a lecture on technical drawing. He put up a file on canvas instead. Students might not have read this file. A live lecture would give better information to students, then a file.
In general people were satisfied with the lectures and projects. The lectures and drawings related well to each other. There was enough time to ask questions, and a nice atmosphere all around.
Dutch images and videos: The teacher recieves this complaint every year, he will check if there are English videos available.
Random breaks: Next year, there will be a vote for whether to have random breaks or not. The teacher states that people lose focus when they have to follow a lecture for a longer time. That is the reason he does these random breaks.
More feedback on drawings: Students want more feedback on their personal drawings. It was not clear to students, that there was a possibility to ask the teacher or any other tutor for personal feedback. According to the teacher, there is not enough time to make remarks on the drawings of every student. Next year, the teacher will start sending mails every week with commonly made mistakes on the drawings.
Smaller feedback groups: There was insufficient time to ask for feedback because a lot of students wanted feedback at the same time on Friday morning. A solution would be to organize the feedback as with Architecture and the city (have smaller groups rotate over the morning). The teacher thinks it is a very good idea to let the students do the sketches as homework before Friday (if there is time available), and let them have feedback in smaller groups during the morning.
More instruction hours: See above, students get better feedback from the new feedback system.
Students want to see the perfect drawing: The teacher says that a lot of correctly drawn parts of the drawings are already present in the slides. The teacher also shows a lot of good drawings made by other students during the first few minutes of the lectures. Also, when there is more feedback, they can get a better picture of the perfect drawing.
The content of the exam was clear from the start of the course. The online practice questions were useful for learning.
Theory question answers: the theory questions were graded incorrectly according to some students. The teacher says that he wants to check these cases himself, because most of the time they miss something crucial in their answer.
Drawing part: The teacher says there was a lot of discussion during the inspection. He graded the drawings on general impression of the drawings. People would get points for the more challenging parts of the drawings, not for the easy parts of the drawing. The teacher will make clear to students that the drawings will not get graded on what is present and what not, but on general impression. The teacher is also willing to provide the perfect drawing after the exam.
On average 140 -170 hours were spend on this course per student. There was a good balance between theory and practice exercises. However, students would want more time to submit the assignment. The teacher has organized a week for every topic, and does not want overlap between subjects, so students don’t get confused.
The teacher agrees that the inspection was a mess, and should be organized better. The teacher agrees there should be a subscription for the inspection next year, and he will arrange it. A good thing was that, for students who barely failed the course, the teacher was willing to give some extra points because a lot of the exam was based on interpretation. The teacher also agrees that they should have gotten better feedback, which will be provided next year because there will be less students and a better organization.