S-Cubed Academic Survey Report 2021

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Table of Contents General Questions Lectures, Lab Sessions and Tutorials Assignments, Assessments and Grading Stress and Difficulty Impact of Covid-19 and Online Lectures Concluding Remarks

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Foreword As another scholastic year has come to a close, S-Cubed's Education Office has issued an Academic Questionnaire aimed at addressing any comments on the minds of science students and concerns raised over the course of the 2020/2021 term.

This questionnaire’s demand has been amplified by the current Covid-19 situation, as S-Cubed continues to strive to represent all students at the Faculty of Science, and any difficulties they may face.

The decision to present this report to the relevant authorities has been taken in light of certain concerning responses.

Having said that, S-Cubed recognises the Faculty’s efforts to ensure that all science students had yet another fruitful experience during the past scholastic year. This was amidst an unprecedented global pandemic which has surely affected both staff and students, as learning was shifted online. One must understand that presenting lectures virtually came as a new challenge to all the staff since student engagement was limited and new teaching methods had to be devised.

- The S-Cubed Executive Board 44 responses were recorded. When compared to the population of undergraduate students in the year 2019/2020, which was around 280 students, it is quite a good sample size, as it accounts for approximately 16% of the total population.

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General Questions

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General Questions

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General Questions

Many students expressed dissatisfaction with the fact that their university experience was mostly restricted to the online setting and would have preferred physical or hybrid lectures. Many of the respondents found it difficult to learn at home and had to rely on studying alone; they felt that both students and lecturers had a difficult time adjusting to online lectures and this was reflected in their overall experience. The new exam formats implemented by certain departments were received mostly positively, one response reading: “The new 24-hour exams and more assignment based grading feels truer to real life compared to the cram exams used before the pandemic. It helps build proper skills that are needed in a field of research ”

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Lectures, Lab Sessions and Tutorials

Statistics and Operations Research: Students felt that while the theory learnt was satisfactory, they did not get much opportunity to practically apply it. A positive of online lectures was that they could be recorded which was preferable due to frequent changes in their timetable. One complaint was that the course material is very dense and perhaps the amount of material in the syllabus could be reduced to be more relevant.

Mathematics: Many students felt that certain aspects of the syllabus were not explained properly. The main reason echoed throughout responses was that in certain study units, formal proofs to theorems were provided without much insight into the previous steps of the mathematical process, causing students to learn material by heart rather than understanding how to get to the proof at hand. This was only amplified by the fact that one could not ask questions during pre-recorded lectures and online lectures automatically lessen student engagement. This problem likely goes both ways, so lecturers would also find it difficult to teach online rather than physically.

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Physics: Whilst the consensus is that the lectures are of a good standard, students felt that online learning was exhausting, albeit necessary considering the pandemic. They also felt that there were too many lectures for what amounted to memory work that could be done outside of class. On that point, students wish for more problem sheets (with exam type questions and worked examples) that are not necessarily assignments as they felt reading off the notes was not enough to prepare them for exams.

Biology: Most lecturers were very open to discussion and encouraged students to ask questions during lectures, although the format of lectures themselves lead to a lot of talking ‘at’ instead of talking ‘to’, with students focused on taking notes rather than listening since many lecturers did not provide notes. Pre-recorded lectures were found to be unhelpful due to the discursive nature of the science. When they happened, hybrid lectures were very enjoyable and welcoming.

Chemistry: Whilst a degree of confusion is understandable given the situation, there was a prevailing problem in that online lectures tended to be scheduled right before physical ones thus defeating the point of an online lecture as one still had to be on campus. Chemistry students felt unprepared for their exams preferring assigned work to reading from textbooks and would have preferred more example exam questions during the lecture.

Geosciences: Lecturers were very helpful although assignments were overwhelming due to their length. Students also found it unfortunate to miss out on the geology fieldwork and the skills that could have been gained one suggestion was perhaps to host it next year. Geoscience students found it difficult to learn Saga and GIs online.

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Lectures, Lab Sessions and Tutorials

Statistics and Operations Research: Students felt that tutorials slots were often used as additional lectures and would have liked more past papers to be worked out. The tutorials that were hosted were, however, well received.

Mathematics: Some students were disappointed that tutorials often served as an added lecture instead of a means to address difficulties.

Instances of pre-recorded tutorials, although these were a minority, were felt to defeat the purpose of a tutorial. Many students found in person lectures to be much more enjoyable and useful. The students felt that tutorials and seminars are very useful tools for improving their skills and while in person would be best, they said that online were not bad overall.

Physics: There were suggestions of working out the aforementioned problem sheets and worked examples during more frequent tutorials. Many felt that they would have benefitted had model answers been provided for questions on the problem sheets. Physical tutorials would have been better

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as students would have been more inclined to work and would not be forced to answer problems in front of the rest of the class.

Biology: Tutorial sessions should be introduced especially for non-open book exams that may occur in the future. Biology students were open to the idea of tutorials, the ones hosted were helpful in accounting for missed content or preparing for content in future study units.

Chemistry: Chemistry students were open to the idea of more tutorials.

Online tutorials were given preference as students are able to enter them and ask questions more comfortably.

Biology: Students would have found labs to be more useful if feedback was provided.

No further comments from other departments were recorded in response to this question.

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Lectures, Lab Sessions and Tutorials

Biology: One student said “When choosing my elective units I felt that I was informed due to the fact that I had access to the detailed study-unit descriptions of both units on the UM website, however it could have been more helpful to provide said descriptions for each unit on the application paper that gives a general idea on what the unit is about, then allowing for students to check on the um website if a more detailed description is required to make a decision.”

No further comments from other departments were recorded in response to this question.

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Assignments, Assessments, and Grading

Do you have any comments/suggestions you would like to pass on to the Faculty with regards to methods of assessment currently in use?

Statistics and Operations Research: Students felt that research assignments holding 30% of the weighting should either be removed or given more weighting. 2nd and 3rd years found last year’s 24-hour exams much more manageable and generally better than this year’s, since this year’s exam papers were often kept at a similar length but saw a significant decrease in time limit. Other than this, assessment methods were well received.

Mathematics: Many students presented the idea of implementing several in-person tests over the course of a study unit (after each chapter is concluded) as a method of assessment since some study units are too vast and detailed for just one two-hour exam carrying 100% of the weighting.

Some remarked that this would resolve the issue of studying material and proofs off by heart only to forget them the moment the exam ends.

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Assignments, Assessments, and Grading

Mathematics: Students also expressed a wish to receive feedback on their performance. Students felt that a 2-hour exam was not enough to write down all the answers let alone come up with original proofs, thus rewarding mindless memorization rather than understanding of the material.

Assignments were also suggested since not everyone excels at exams. This would be a perfect opportunity to test students on their critical thinking abilities - a quality which arguably defines a mathematician but is currently lacking in the current assessment method.

Physics: Students felt they had too many assessments for study units such as PHY2140. Some feel that it would be more beneficial if their assessments are assignment based only or having a 24–48-hour time limit. Short online exams tend to put people at a disadvantage as coming up with problem solving strategies is difficult for those living in distracting environments.

Biology: One student proposed group assignments where students learn to operate as a research team to tackle a problem which would be reflective of real life situations. Assessment which assessed critical thinking were preferred over those which assessed memorization.

Chemistry: There were not many complaints from the students except for the fact that they would prefer more weighting to be given to assignments rather than exams.

Medical Biochemistry: Many preferred assignment-based assessments especially considering that the course is research-oriented.

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Some students found that the science departments did not communicate sufficiently with them despite their attempts. Better communication and understanding between students and the department would leave students more satisfied and likely to encourage others to take up science.

Certain students found their deadlines to be too close to each other and suggested that assignments are assigned at the beginning of the semester since they can research their assignment as the semester goes on. Perhaps a course calendar with deadlines so that lecturers in different study units know when to assign them for and prevent overlap. Some students do realise, however, that a certain amount of overlap will always occur with study programmes with two areas of study.

A few Double Honours students feel that they receive the worst of both worlds as lecturers often do not know what happens in the other department, acting surprised when students haven’t covered something the Single Honours students had.

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Stress and Difficulty

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Stress and Difficulty

When asked about reducing stress, students were in favour of a more openbook-oriented assessment method. In general students are more in favour of practice than theory. Promotion of study groups, class rep elections and google chats with lecturers and students were also suggested. Students felt that if they had better communication with the faculty, they would have much less stress. Suggestions for this kind of communication were • • •

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Question and Answer Sessions, Monthly meetings with class and student reps, More frequent surveys and tutorials.

When asked who helped students adapt to University life the different answers consisted of; Students in different faculties or the same course, SCubed, Older Students, Family, the Head of Department, and the rest of the Faculty.

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Impact of Covid-19 and Online Lectures

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The reasons for why students preferred online or physical lectures presents as follows: In favour of Online Lectures; ● Less Travel and avoiding traffic and thus decreasing stress that comes with commuting ● Physical lectures often result in fatigue due to having long hours at university with most hours being free hours between lectures. ● Online lectures can be recorded and rewatched after.

Against Online Lectures; ● Too difficult to concentrate. Zoom fatigue was an issue brought up a lot. ● Physical lectures allow for more participation. ● Productivity decreases with online lectures. ● Student’s social life is greatly impacted. ● Online learning is less stimulating.

Other points; ● Online learning should not be eradicated but not be the norm, as it does have some positives to it. ● If online learning must persist due to the situation, at least tutorials and lab sessions should be physical.

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Impact of Covid-19 and Online Lectures

Do you feel that your university experience has improved as you have been promoted from one year to another or has your experience diminished? Why? While a few did feel like their experience improved or remained the same, most responded that their experience had diminished. The reasons for this consist of; ● A great increase in stress, ● not much of a university experience to be had this year, ● online lectures, ● many cancelled events.

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How helpful do you feel that the faculty of science has been in light of the current pandemic?

All things considered, students did compliment the shift the faculty made to online learning as a swift and efficient one. Many of the staff were also helpful and supportive. Problems tended to result from miscommunication and on a case-by-case basis where students felt as though they were treated unfairly such as having their opinions disregarded and being refused extensions on an assignment during a very busy week.

This is a question for first year students. How has the pandemic impacted your settling into University?

When first year students were asked how the pandemic affected their settling into university, they felt that they had barely experienced university at all, not even knowing what the campus looks like or had any familiarity with their classmates or lecturers. Academically, it was not that bad, yet it was strenuous on the student's mental health. International students found it even more difficult, not being able to meet new people and being stuck at home knowing very few people in the country.

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Concluding Remarks

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Is there anything in particular which you would like to see introduced by the Faculty or S-Cubed which would be beneficial to your studies?

When asked for what the students hope would be introduced next year, they responded with; ● More awareness regarding available jobs and career paths once a degree is obtained, ● More awareness regarding the availability of counselling sessions and the importance of safeguarding mental health while reading for a challenging undergraduate degree. ● Forums for questions and suggestions, ● A 24-hour study area, perhaps within the faculty, ● More integration between the departments, ● Availability of past paper solutions, ● Light-hearted events between lecturer and student to increase rapport, ● Recording of lectures even when physical lectures are reintroduced, ● Lowering of the pass mark according to averages (Grading on a curve, especially for units with an average mark lower than the pass mark) ● Study units or electives which do not necessarily have to directly correspond with course material. These study units would hopefully serve to keep students interested in different sciences, introduce students to other students in different departments, and would help in creating more well-rounded scientists. Such study

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suggested were;

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An Introductory course to software like LaTeX for maths students

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Ethics in Science

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History of Science (or of the respective study area taken by the student)

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Science Communication

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Philosophy of Science

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