Lecturer Survey 2003 Results: Appendix 1b:
Answers about Modules and Units
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Section 1: Module/unit
| 25. Level/year | |||
| 1: |    |
29.6% | 37 |
| 2: | |
29.6% | 37 |
| 3: | |
20.8% | 26 |
| 4: | |
7.2% | 9 |
| Postgraduate: | |
12.8% | 16 |
| 26. Programmes on which offered | |||
| Single Honours Economics degree: | n/a | 74 | |
| Single Honours Economics for Business degree: | n/a | 33 | |
| Joint Honours Economics degree: | n/a | 69 | |
| Joint Honours Economics for Business degree: | n/a | 30 | |
| Single or Joint Honours Business, Management or Finance degree: | n/a | 37 | Other (please specify): | n/a | 45 |
Section 2: Lectures
| 27. I use the following in lectures | |||
| 27.a. PowerPoint presentation | |||
| In all lectures: | |
26.4% | 33 |
| Frequently: | |
8.0% | 10 |
| Sometimes: | |
16.0% | 20 |
| Never: | |
49.6% | 62 |
| 27.b. Pre-prepared OHTs | |||
| In all lectures: | |
45.6% | 57 |
| Frequently: | |
15.2% | 19 |
| Sometimes: | |
24.0% | 30 |
| Never: | |
15.2% | 19 |
| 27.c. Blank OHTs that I write on in lecture | |||
| In all lectures: | |
8.8% | 11 |
| Frequently: | |
8.0% | 10 |
| Sometimes: | |
33.6% | 42 |
| Never: | |
49.6% | 62 |
| 27.d. Whiteboard/Blackboard | |||
| In all lectures: | |
38.4% | 48 |
| Frequently: | |
20.0% | 25 |
| Sometimes: | |
24.8% | 31 |
| Never: | |
16.8% | 21 |
| 27.e. Handouts of notes | |||
| In all lectures: | |
56.0% | 70 |
| Frequently: | |
20.0% | 25 |
| Sometimes: | |
18.4% | 23 |
| Never: | |
5.6% | 7 |
| 27.f. Videos | |||
| In all lectures: | |
0.8% | 1 |
| Frequently: | |
3.2% | 4 |
| Sometimes: | |
19.2% | 24 |
| Never: | |
76.8% | 96 |
| 28. Students have access to copies of lecture notes/slides | |||
| In electronic form before the lecture: | n/a | 49 | |
| In hard copy before the lecture: | n/a | 14 | |
| Given out in the lecture: | n/a | 55 | |
| In electronic form after the lecture: | n/a | 45 | |
| In hard copy after the lecture: | n/a | 15 | |
| Not at all: | n/a | 17 | |
| 29. For what percentage of a typical lecture (given by you) do you talk? | |||
| 100%: | |
11.2% | 14 |
| 90-99%: | |
38.4% | 48 |
| 80-89%: | |
24.8% | 31 |
| 70-79%: | |
11.2% | 14 |
| 50-69%: | |
8.0% | 10 |
| <50%: | |
6.4% | 8 |
| 30. Which (if any) of the following student activities do you use in lectures? | |||
| Solving problems: | n/a | 64 | |
| Doing 'quiz' questions (e.g.multiple choice): | n/a | 2 | |
| Having a break: | n/a | 55 | |
| Discussing an issue with their neighbour or in small groups: | n/a | 44 | |
| Looking through their notes (or their neighbour's): | n/a | 3 | Other (please specify): | n/a | 40 |
| 31. Has your lecturing methodology changed in the past two years | |||
| Yes: | |
44.8% | 56 |
| No: | |
52.0% | 65 |
| I've been teaching less than 2 years: | |
3.2% | 4 |
| 32. I think that it is important to cover all of the syllabus in the lectures | |||
| Strongly agree: | |
16.8% | 21 |
| Agree where practical: | |
43.2% | 54 |
| Yes, but only as one of the lecture objectives: | |
24.0% | 30 |
| Only if it does not clash with other learning objectives: | |
9.6% | 12 |
| Strongly disagree: | |
6.4% | 8 |
| 33. I believe that | |||
| 33.a. it is important to engage students' interest during the lecture. | |||
| Strongly agree: | |
80.0% | 100 |
| Agree: | |
18.4% | 23 |
| Neutral: | |
0.8% | 1 |
| Disagree: |  |
0.0% | 0 |
| Strongly disagree: | |
0.8% | 1 |
| 33.b. it is more important for students to get a good set of notes from the lecture than to understand what I am saying at the time of saying it. | |||
| Strongly agree: | |
2.4% | 3 |
| Agree: | |
16.0% | 20 |
| Neutral: | |
32.0% | 40 |
| Disagree: | |
38.4% | 48 |
| Strongly disagree: | |
11.2% | 14 |
| 33.c. in this module/unit it is difficult for me to know how much students have benefited from the lectures. | |||
| Strongly agree: | |
1.6% | 2 |
| Agree: | |
22.4% | 28 |
| Neutral: | |
19.2% | 24 |
| Disagree: | |
49.6% | 62 |
| Strongly disagree: | |
7.2% | 9 |
| 33.d. I adjust my lecture techniques in the light of feedback from students. | |||
| Strongly agree: | |
23.2% | 29 |
| Agree: | |
62.4% | 78 |
| Neutral: | |
10.4% | 13 |
| Disagree: | |
3.2% | 4 |
| Strongly disagree: | |
0.8% | 1 |
| 33.e. it is important for lectures to prepare students for passing their assessments. | |||
| Strongly agree: | |
20.0% | 25 |
| Agree: | |
52.8% | 66 |
| Neutral: | |
18.4% | 23 |
| Disagree: | |
7.2% | 9 |
| Strongly disagree: | |
1.6% | 2 |
| 33.f. I try to ensure my lectures are an active learning experience for students. | |||
| Strongly agree: | |
32.0% | 40 |
| Agree: | |
40.8% | 51 |
| Neutral: | |
23.2% | 29 |
| Disagree: | |
2.4% | 3 |
| Strongly disagree: | |
1.6% | 2 |
| 33.g. I actively attempt to develop pre-identified student skills during lectures. | |||
| Strongly agree: | |
10.4% | 13 |
| Agree: | |
24.8% | 31 |
| Neutral: | |
36.8% | 46 |
| Disagree: | |
24.0% | 30 |
| Strongly disagree: | |
4.0% | 5 |
| 33.h. I find lecturing to students on this module/unit a very satisfying experience. | |||
| Strongly agree: | |
22.4% | 28 |
| Agree: | |
54.4% | 68 |
| Neutral: | |
12.8% | 16 |
| Disagree: | |
8.0% | 10 |
| Strongly disagree: | |
2.4% | 3 |
| 33.i. there is significant scope for improvement in my lecturing techniques. | |||
| Strongly agree: | |
12.0% | 15 |
| Agree: | |
40.0% | 50 |
| Neutral: | |
32.0% | 40 |
| Disagree: | |
13.6% | 17 |
| Strongly disagree: | |
2.4% | 3 |
Section 3: Seminars/small classes
| 35. How many students are there in an average sized group | |||
| <5: | |
0.0% | 0 |
| 5-10: | |
12.0% | 15 |
| 11-15: | |
34.4% | 43 |
| 16-20: | |
22.4% | 28 |
| 21-25: | |
12.8% | 16 |
| 26-30: | |
4.0% | 5 |
| >30: | |
14.4% | 18 |
| 36. What percentage of the seminars are taken by graduate teaching assistants (GTAs)? | |||
| 0: | |
64.0% | 80 |
| 1-20%: | |
4.8% | 6 |
| 21-40%: | |
7.2% | 9 |
| 41-60%: | |
5.6% | 7 |
| 61-80%: | |
3.2% | 4 |
| 81-100%: | |
15.2% | 19 |
| 37. Which of the following do GTAs receive? | |||
| Training by the university: | n/a | 53 | |
| Training by the faculty/department/school: | n/a | 34 | |
| Training by the module/unit leader: | n/a | 20 | |
| Support by the module/unit leader: | n/a | 65 | |
| No training: | n/a | 33 | |
| : | n/a | 0 | |
| 38. I use the following teaching/learning methods in seminars/classes: | |||
| Tutor or student(s) going through problem sets or worksheets pre-prepared by students: | n/a | 76 | |
| Students going though worksheets that they are given in the seminar: | n/a | 56 | |
| Student(s) reading a paper, followed by discussion with whole group: | n/a | 38 | |
| Student(s) reading a paper with pre-assigned respondents: | n/a | 14 | |
| Small group work to prepare/discuss topic followed by plenary of whole group: | n/a | 53 | |
| Role playing or games: | n/a | 19 | |
| Computer simulations: | n/a | 16 | |
| Formative tests/quizzes: | n/a | 33 | |
| Students producing model answers or answer outlines to essay questions: | n/a | 29 | |
| Formal debates: | n/a | 17 | |
| Virtual (distant) seminars, using the discussion board or chat room facilities of a virtual learning environment, such as Blackboard or WebCT: | n/a | 5 | |
| : | n/a | 0 | |
| : | n/a | 0 | Other (please specify): | n/a | 13 |
| 39. I use the following approaches to seminars/classes:- | |||
| 39.a. I try to ensure that they are an active learning experience for all students in the group. | |||
| Strongly agree: | |
52.0% | 65 |
| Agree: | |
41.6% | 52 |
| Neutral: | |
5.6% | 7 |
| Disagree: | |
0.0% | 0 |
| Strongly disagree: | |
0.8% | 1 |
| 39.b. I use them to develop particular key skills in students | |||
| Strongly agree: | |
25.6% | 32 |
| Agree: | |
52.0% | 65 |
| Neutral: | |
15.2% | 19 |
| Disagree: | |
6.4% | 8 |
| Strongly disagree: | |
0.8% | 1 |
| 39.c. I adjust my teaching techniques and the types of activities in the light of feedback from students. | |||
| Strongly agree: | |
19.2% | 24 |
| Agree: | |
68.8% | 86 |
| Neutral: | |
11.2% | 14 |
| Disagree: | |
0.0% | 0 |
| Strongly disagree: | |
0.8% | 1 |
| 39.d. I provide plenty of opportunities for students to raise questions about their understanding (or lack of it) of course material. | |||
| Strongly agree: | |
50.4% | 63 |
| Agree: | |
40.0% | 50 |
| Neutral: | |
8.8% | 11 |
| Disagree: | |
0.0% | 0 |
| Strongly disagree: | |
0.8% | 1 |
| 39.e. I use a large amount of time for helping students prepare for assessment. | |||
| Strongly agree: | |
8.0% | 10 |
| Agree: | |
29.6% | 37 |
| Neutral: | |
41.6% | 52 |
| Disagree: | |
17.6% | 22 |
| Strongly disagree: | |
3.2% | 4 |
| 39.f. I see their prime purpose as giving students an opportunity to apply economic theories/techniques to particular problems/issues/data. | |||
| Strongly agree: | |
27.2% | 34 |
| Agree: | |
50.4% | 63 |
| Neutral: | |
19.2% | 24 |
| Disagree: | |
2.4% | 3 |
| Strongly disagree: | |
0.8% | 1 |
| 40. I attempt to adjust the pace of seminars according to | |||
| The understanding of stronger than average students in the group: | n/a | 11 | |
| The understanding of the student of average ability: | n/a | 61 | |
| The understanding of weaker than average students in the group: | n/a | 36 | |
| The amount of material to cover: | n/a | 31 | |
| What feels right to me: | n/a | 63 | |
Section 4: Assessment
| 42. Give the percentage of students' overall mark for the module/unit/course that is obtained from the following forms of assessment | |||
| 42.a. Unseen end of module exam | |||
| 0%: | |
11.2% | 14 |
| 0-10%: | |
0.0% | 0 |
| 11-20%: | |
0.0% | 0 |
| 21-30%: | |
0.8% | 1 |
| 31-40%: | |
1.6% | 2 |
| 41-50%: | |
17.6% | 22 |
| 51-60%: | |
12.0% | 15 |
| 61-70%: | |
23.2% | 29 |
| 71-80%: | |
14.4% | 18 |
| 81-90%: | |
0.8% | 1 |
| 91-100%: | |
18.4% | 23 |
| 42.b. Seen exam | |||
| 0%: | |
94.4% | 118 |
| 0-10%: | |
0.0% | 0 |
| 11-20%: | |
1.6% | 2 |
| 21-30%: | |
0.0% | 0 |
| 31-40%: | |
0.8% | 1 |
| 41-50%: | |
0.0% | 0 |
| 51-60%: | |
0.8% | 1 |
| 61-70%: | |
0.0% | 0 |
| 71-80%: | |
1.6% | 2 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
0.8% | 1 |
| 42.c. Essay done in student's own time | |||
| 0%: | |
51.2% | 64 |
| 0-10%: | |
2.4% | 3 |
| 11-20%: | |
12.8% | 16 |
| 21-30%: | |
20.0% | 25 |
| 31-40%: | |
4.8% | 6 |
| 41-50%: | |
4.8% | 6 |
| 51-60%: | |
1.6% | 2 |
| 61-70%: | |
0.0% | 0 |
| 71-80%: | |
0.0% | 0 |
| 81-90%: | |
0.8% | 1 |
| 91-100%: | |
1.6% | 2 |
| 42.d. Essay done in class time | |||
| 0%: | |
93.6% | 117 |
| 0-10%: | |
0.8% | 1 |
| 11-20%: | |
1.6% | 2 |
| 21-30%: | |
1.6% | 2 |
| 31-40%: | |
1.6% | 2 |
| 41-50%: | |
0.8% | 1 |
| 51-60%: | |
0.0% | 0 |
| 61-70%: | |
0.0% | 0 |
| 71-80%: | |
0.0% | 0 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
0.0% | 0 |
| 42.e. Seminar papers | |||
| 0%: | |
96.8% | 121 |
| 0-10%: | |
0.0% | 0 |
| 11-20%: | |
3.2% | 4 |
| 21-30%: | |
0.0% | 0 |
| 31-40%: | |
0.0% | 0 |
| 41-50%: | |
0.0% | 0 |
| 51-60%: | |
0.0% | 0 |
| 61-70%: | |
0.0% | 0 |
| 71-80%: | |
0.0% | 0 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
0.0% | 0 |
| 42.f. Unseen test done during the course of the module | |||
| 0%: | |
80.8% | 101 |
| 0-10%: | |
5.6% | 7 |
| 11-20%: | |
4.0% | 5 |
| 21-30%: | |
4.8% | 6 |
| 31-40%: | |
2.4% | 3 |
| 41-50%: | |
1.6% | 2 |
| 51-60%: | |
0.8% | 1 |
| 61-70%: | |
0.0% | 0 |
| 71-80%: | |
0.0% | 0 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
0.0% | 0 |
| 42.g. Individual project | |||
| 0%: | |
85.6% | 107 |
| 0-10%: | |
0.0% | 0 |
| 11-20%: | |
4.0% | 5 |
| 21-30%: | |
2.4% | 3 |
| 31-40%: | |
3.2% | 4 |
| 41-50%: | |
2.4% | 3 |
| 51-60%: | |
0.8% | 1 |
| 61-70%: | |
0.8% | 1 |
| 71-80%: | |
0.8% | 1 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
0.0% | 0 |
| 42.h. Group project | |||
| 0%: | |
86.4% | 108 |
| 0-10%: | |
3.2% | 4 |
| 11-20%: | |
4.0% | 5 |
| 21-30%: | |
5.6% | 7 |
| 31-40%: | |
0.0% | 0 |
| 41-50%: | |
0.0% | 0 |
| 51-60%: | |
0.0% | 0 |
| 61-70%: | |
0.8% | 1 |
| 71-80%: | |
0.0% | 0 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
0.0% | 0 |
| 42.i. General seminar performance | |||
| 0%: | |
97.6% | 122 |
| 0-10%: | |
1.6% | 2 |
| 11-20%: | |
0.0% | 0 |
| 21-30%: | |
0.0% | 0 |
| 31-40%: | |
0.0% | 0 |
| 41-50%: | |
0.0% | 0 |
| 51-60%: | |
0.8% | 1 |
| 61-70%: | |
0.0% | 0 |
| 71-80%: | |
0.0% | 0 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
0.0% | 0 |
| 42.j. Online assessment | |||
| 0%: | |
96.0% | 120 |
| 0-10%: | |
0.0% | 0 |
| 11-20%: | |
0.8% | 1 |
| 21-30%: | |
2.4% | 3 |
| 31-40%: | |
0.8% | 1 |
| 41-50%: | |
0.0% | 0 |
| 51-60%: | |
0.0% | 0 |
| 61-70%: | |
0.0% | 0 |
| 71-80%: | |
0.0% | 0 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
0.0% | 0 |
| 42.k. Other | |||
| 0%: | |
80.0% | 60 |
| 0-10%: | |
6.7% | 5 |
| 11-20%: | |
4.0% | 3 |
| 21-30%: | |
2.7% | 2 |
| 31-40%: | |
1.3% | 1 |
| 41-50%: | |
1.3% | 1 |
| 51-60%: | |
1.3% | 1 |
| 61-70%: | |
0.0% | 0 |
| 71-80%: | |
0.0% | 0 |
| 81-90%: | |
0.0% | 0 |
| 91-100%: | |
2.7% | 2 |
| 43. What forms of purely formative assessment do you use? | |||
| Essay: | n/a | 39 | |
| Online tests: | n/a | 6 | |
| In-class tests ( e.g. multiple choice): | n/a | 33 | |
| Problem sets/worksheets: | n/a | 69 | |
| Presentations: | n/a | 36 | |
| Seminar papers: | n/a | 14 | |
| Mock exams or exam answer outlines: | n/a | 23 | |
| Group work: | n/a | 28 | Other (please specify): | n/a | 17 |
| 44. How many times may a student take the module (including the first time and all resit and retake opportunities)? | |||
| 1: | |
20.8% | 26 |
| 2: | |
44.0% | 55 |
| 3: | |
13.6% | 17 |
| 4: | |
17.6% | 22 |
| >4: | |
4.0% | 5 |
Results for questions about individual respondents are in Appendix 1a
