CES- Academic Department Student Survey (rev 2)

  Survey finished 6/9/2009
    Total Respondents: 220

A - Firstly a little information about yourself:

 1. Gender

1) Male 53.7%   (116)
2) Female 46.3%   (100)
 

0 216

216 people answered this question (98.2%)

 2. Age Group

1) 17-20yrs 40.4%   (88)
2) 21-25yrs 42.7%   (93)
3) 26-30yrs 8.7%   (19)
4) 31-40yrs 4.1%   (9)
5) 40+yrs 4.1%   (9)
 

0 218

218 people answered this question (99.1%)

 3. Please enter here the name of the Programme you are studying

1) BSc Health & Safety 24.7%    (54)
2) BSc Environmental Science 23.7%    (52)
3) BSc Pharmaceutical & Industrial Chemistry 17.8%    (39)
4) BSc Industrial Biochemistry 27.4%    (60)
5) Diploma in Safety Health & Welfare 4.6%    (10)
6) Grad. Dip. Chemical Engineering 1.8%    (4)
 

0 219

219 people answered this question (99.5%)

 4. Year of Study:

1) 1st 23.7%   (52)
2) 2nd 30.1%   (66)
3) 3rd 19.6%   (43)
4) 4th 25.6%   (56)
5) Other 0.9%   (2)
 

0 219

219 people answered this question (99.5%)

 5. Student registration type:

1) Full-Time 95.9%   (210)
2) Part-Time 4.1%   (9)
 

0 219

219 people answered this question (99.5%)

B - Some questions about your experiences at the University of Limerick and within the Department of CES

 6. General Issues

Please give us your opinion on the following topics: (NA = Not applicable / Don't Know)
Very Good Good Neutral Poor Very Poor NA  
1) Your overall satisfaction with the CES Dept 39
(17.8%) 		140
(63.9%) 		33
(15.1%) 		5
(2.3%) 		1
(0.5%) 		1
(0.5%) 		219 responses
2) Perceived national reputation of the University of Limerick 100
(45.7%) 		96
(43.8%) 		19
(8.7%) 		1
(0.5%) 		0
 3
(1.4%) 		219 responses
3) Overall quality of your academic programme within UL 42
(19.4%) 		118
(54.4%) 		45
(20.7%) 		11
(5.1%) 		1
(0.5%) 		0
 217 responses
4) Overall quality of non-academic services provided by UL 52
(24.0%) 		101
(46.5%) 		47
(21.7%) 		7
(3.2%) 		2
(0.9%) 		8
(3.7%) 		217 responses
5) Overall quality of the social aspects at UL 72
(33.0%) 		96
(44.0%) 		31
(14.2%) 		7
(3.2%) 		2
(0.9%) 		10
(4.6%) 		218 responses

219 people answered at least one part of this question (99.5%)

 7. Support Services

Please give us your opinion on the following topics: (NA = Not applicable / Don't Know)
Very Good Good Neutral Poor Very Poor NA  
1) Quality of Counselling services 26
(11.9%) 		43
(19.6%) 		34
(15.5%) 		5
(2.3%) 		3
(1.4%) 		108
(49.3%) 		219 responses
2) Quality of Medical Centre services 35
(15.9%) 		77
(35.0%) 		42
(19.1%) 		10
(4.5%) 		6
(2.7%) 		50
(22.7%) 		220 responses
3) Quality of Library provision in context of your programme 53
(24.3%) 		115
(52.8%) 		34
(15.6%) 		12
(5.5%) 		2
(0.9%) 		2
(0.9%) 		218 responses
4) Availability of resources for coursework/projects etc 31
(14.2%) 		122
(56.0%) 		37
(17.0%) 		18
(8.3%) 		3
(1.4%) 		7
(3.2%) 		218 responses
5) Availability of photocopying & printing facilities 64
(29.2%) 		95
(43.4%) 		28
(12.8%) 		22
(10.0%) 		4
(1.8%) 		6
(2.7%) 		219 responses
6) Availability of IT facilities 50
(22.9%) 		108
(49.5%) 		37
(17.0%) 		17
(7.8%) 		3
(1.4%) 		3
(1.4%) 		218 responses
7) Opportunity to participate in UL societies/clubs 80
(36.5%) 		83
(37.9%) 		26
(11.9%) 		9
(4.1%) 		3
(1.4%) 		18
(8.2%) 		219 responses

220 people answered at least one part of this question (100.0%)

 8. Course Information

Please give us your opinion on the following topics: (NA = Not applicable / Don't Know)
Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree NA  
1) The information given in the UL prospectus/website about the degree course you are taking was sufficient 22
(10.1%) 		116
(53.2%) 		31
(14.2%) 		41
(18.8%) 		4
(1.8%) 		4
(1.8%) 		218 responses
2) The information given during Orientation Week about your course was sufficient 14
(6.4%) 		97
(44.3%) 		47
(21.5%) 		46
(21.0%) 		4
(1.8%) 		11
(5.0%) 		219 responses
3) The information given in the CES Department's web pages is satisfactory 14
(6.4%) 		109
(49.8%) 		46
(21.0%) 		21
(9.6%) 		3
(1.4%) 		26
(11.9%) 		219 responses
4) The Class Rep system is effective in resolving complaints/grievances 24
(11.0%) 		71
(32.6%) 		43
(19.7%) 		40
(18.3%) 		25
(11.5%) 		15
(6.9%) 		218 responses

219 people answered at least one part of this question (99.5%)

C - Module Delivery
In the following sections we are interested in your comments on lectures within the CES component of your degree programme.

 9. Lectures delivered by the CES Department

e.g. ER - Envi/ BC - Biochem/ CH -Chem/ HS -Health/ CG - Grad Dip

Please give us your opinion on the following topics: (NA = Not applicable / Don't Know)

Very Good Good Neutral Poor Very Poor NA  
1) Overall quality of lectures in modules 29
(13.2%) 		125
(57.1%) 		53
(24.2%) 		10
(4.6%) 		1
(0.5%) 		1
(0.5%) 		219 responses
2) Clarity of presentation of concepts in lectures 29
(13.4%) 		113
(52.1%) 		49
(22.6%) 		23
(10.6%) 		2
(0.9%) 		1
(0.5%) 		217 responses
3) Quality of handouts 29
(13.4%) 		104
(47.9%) 		51
(23.5%) 		24
(11.1%) 		6
(2.8%) 		3
(1.4%) 		217 responses
4) Quality of online module resources 27
(12.4%) 		93
(42.7%) 		50
(22.9%) 		27
(12.4%) 		8
(3.7%) 		13
(6.0%) 		218 responses
5) Value of visuals or teaching aids during lectures 40
(18.3%) 		102
(46.8%) 		47
(21.6%) 		17
(7.8%) 		5
(2.3%) 		7
(3.2%) 		218 responses
6) Level of discussion with lecturers during lectures 31
(14.2%) 		89
(40.6%) 		56
(25.6%) 		34
(15.5%) 		9
(4.1%) 		0
 219 responses
7) Preparation by teaching staff 42
(19.4%) 		111
(51.2%) 		58
(26.7%) 		5
(2.3%) 		1
(0.5%) 		0
 217 responses
8) Punctuality of teaching staff 55
(25.1%) 		127
(58.0%) 		27
(12.3%) 		8
(3.7%) 		0
 2
(0.9%) 		219 responses
9) Availability of lecturers for appointments 41
(19.2%) 		87
(40.7%) 		38
(17.8%) 		10
(4.7%) 		1
(0.5%) 		37
(17.3%) 		214 responses
10) Scheduling of lectures e.g. many lecturers on one day 20
(9.2%) 		80
(36.7%) 		75
(34.4%) 		28
(12.8%) 		11
(5.0%) 		4
(1.8%) 		218 responses
11) Quality of lecture rooms 41
(18.7%) 		123
(56.2%) 		33
(15.1%) 		19
(8.7%) 		3
(1.4%) 		0
 219 responses

219 people answered at least one part of this question (99.5%)

 10. State your attendance level at lectures(approximately)

1) 100% 22.4%   (49)
2) 90% 42.5%   (93)
3) 80% 21.5%   (47)
4) 60% 9.6%   (21)
5) 50% 2.7%   (6)
6) >40% 1.4%   (3)
 

0 219

219 people answered this question (99.5%)

 11. In the following sections we are only interested in your comments on lectures within non- CES Modules component of your degree programme.

e.g. MA Math Modules, BY Biology Modules
Very Good Good Neutral Poor Very Poor NA  
1) Overall quality of lectures 27
(12.5%) 		120
(55.6%) 		36
(16.7%) 		20
(9.3%) 		5
(2.3%) 		8
(3.7%) 		216 responses
2) Clarity of presentation of concepts in lectures 22
(10.1%) 		111
(51.2%) 		52
(24.0%) 		19
(8.8%) 		5
(2.3%) 		8
(3.7%) 		217 responses
3) Quality of handouts 31
(14.4%) 		108
(50.2%) 		42
(19.5%) 		21
(9.8%) 		4
(1.9%) 		9
(4.2%) 		215 responses
4) Quality of online module resources 28
(13.0%) 		93
(43.1%) 		48
(22.2%) 		24
(11.1%) 		3
(1.4%) 		20
(9.3%) 		216 responses
5) Value of visuals or teaching aids during lectures 30
(14.0%) 		99
(46.3%) 		49
(22.9%) 		18
(8.4%) 		4
(1.9%) 		14
(6.5%) 		214 responses
6) Level of discussion with lecturers during lectures 22
(10.2%) 		97
(45.1%) 		47
(21.9%) 		27
(12.6%) 		13
(6.0%) 		9
(4.2%) 		215 responses
7) Preparation by teaching staff 39
(18.0%) 		121
(55.8%) 		38
(17.5%) 		9
(4.1%) 		2
(0.9%) 		8
(3.7%) 		217 responses
8) Punctuality of teaching staff 56
(25.9%) 		119
(55.1%) 		27
(12.5%) 		3
(1.4%) 		1
(0.5%) 		10
(4.6%) 		216 responses
9) Availability of lecturers for appointments 25
(11.7%) 		90
(42.1%) 		34
(15.9%) 		12
(5.6%) 		2
(0.9%) 		51
(23.8%) 		214 responses
10) Scheduling of lectures e.g. many lectures on one day 19
(8.8%) 		100
(46.5%) 		55
(25.6%) 		22
(10.2%) 		7
(3.3%) 		12
(5.6%) 		215 responses
11) Quality of lecture rooms 36
(16.8%) 		124
(57.9%) 		29
(13.6%) 		10
(4.7%) 		4
(1.9%) 		11
(5.1%) 		214 responses

217 people answered at least one part of this question (98.6%)

D - The following section invites you to comment on postgraduate teaching assistants and on the applied aspects of the programmes.
To what extent do you agree with the following statements?

 12. Quality of Practicals/Laboratories

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree NA  
1) The clarity of teaching in Practicals/Labs is satisfactory 23
(10.6%) 		102
(46.8%) 		30
(13.8%) 		48
(22.0%) 		7
(3.2%) 		8
(3.7%) 		218 responses
2) The content of Practicals/Labs is satisfactory 31
(14.2%) 		116
(53.0%) 		36
(16.4%) 		23
(10.5%) 		5
(2.3%) 		8
(3.7%) 		219 responses
3) Sufficient equipment resources are available for Practicals/Labs 30
(13.8%) 		115
(53.0%) 		25
(11.5%) 		35
(16.1%) 		3
(1.4%) 		9
(4.1%) 		217 responses
4) Equipment for Practicals/Labs is of good quality 30
(13.8%) 		109
(50.0%) 		36
(16.5%) 		26
(11.9%) 		9
(4.1%) 		8
(3.7%) 		218 responses
5) The usefulness of handouts in Practicals/Labs is satisfactory 39
(18.0%) 		109
(50.2%) 		33
(15.2%) 		21
(9.7%) 		7
(3.2%) 		8
(3.7%) 		217 responses
6) The degree to which you are encouraged to ask questions in Practicals/Labs is satisfactory 29
(13.3%) 		88
(40.4%) 		33
(15.1%) 		48
(22.0%) 		12
(5.5%) 		8
(3.7%) 		218 responses
7) The size of groups in Practicals/Labs is satisfactory 34
(15.5%) 		119
(54.3%) 		31
(14.2%) 		19
(8.7%) 		8
(3.7%) 		8
(3.7%) 		219 responses
8) The quality of the Practicals/Lab rooms is satisfactory 36
(16.6%) 		125
(57.6%) 		29
(13.4%) 		14
(6.5%) 		5
(2.3%) 		8
(3.7%) 		217 responses
9) The Lab sessions are useful 65
(29.8%) 		103
(47.2%) 		23
(10.6%) 		12
(5.5%) 		7
(3.2%) 		8
(3.7%) 		218 responses
10) Field courses are useful 46
(21.1%) 		62
(28.4%) 		40
(18.3%) 		4
(1.8%) 		2
(0.9%) 		64
(29.4%) 		218 responses

219 people answered at least one part of this question (99.5%)

 13. Quality of Tutorials

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree NA  
1) The clarity of teaching in Tutorials is satisfactory 33
(15.3%) 		113
(52.3%) 		37
(17.1%) 		19
(8.8%) 		3
(1.4%) 		11
(5.1%) 		216 responses
2) The content of Tutorials is satisfactory 36
(16.8%) 		114
(53.3%) 		32
(15.0%) 		19
(8.9%) 		2
(0.9%) 		11
(5.1%) 		214 responses
3) Sufficient Equipment resources are available for Tutorials 32
(14.9%) 		91
(42.3%) 		50
(23.3%) 		19
(8.8%) 		3
(1.4%) 		20
(9.3%) 		215 responses
4) Equipment for Tutorials is of good quality 32
(14.9%) 		95
(44.2%) 		50
(23.3%) 		10
(4.7%) 		1
(0.5%) 		27
(12.6%) 		215 responses
5) The use of audio-visual equipment in Tutorials is satisfactory 29
(13.4%) 		80
(37.0%) 		44
(20.4%) 		16
(7.4%) 		5
(2.3%) 		42
(19.4%) 		216 responses
6) The usefulness of handouts in Tutorials is satisfactory 36
(16.7%) 		109
(50.5%) 		36
(16.7%) 		15
(6.9%) 		3
(1.4%) 		17
(7.9%) 		216 responses
7) The degree to which you are encouraged to ask questions in Tutorials is satisfactory 50
(23.0%) 		109
(50.2%) 		33
(15.2%) 		14
(6.5%) 		1
(0.5%) 		10
(4.6%) 		217 responses
8) The size of the groups in Tutorials is satisfactory 46
(21.3%) 		114
(52.8%) 		32
(14.8%) 		10
(4.6%) 		2
(0.9%) 		12
(5.6%) 		216 responses
9) The quality of the Tutorial rooms is satisfactory 48
(22.4%) 		111
(51.9%) 		31
(14.5%) 		10
(4.7%) 		3
(1.4%) 		11
(5.1%) 		214 responses
10) The Tutorial sessions are useful 73
(34.0%) 		99
(46.0%) 		21
(9.8%) 		10
(4.7%) 		2
(0.9%) 		10
(4.7%) 		215 responses
11) Enough Tutorials are offered 19
(8.8%) 		55
(25.6%) 		35
(16.3%) 		61
(28.4%) 		36
(16.7%) 		9
(4.2%) 		215 responses

217 people answered at least one part of this question (98.6%)

 14. Quality of Computing Services & IT

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree NA  
1) The training given in the use of computers is satisfactory 28
(13.0%) 		84
(39.1%) 		36
(16.7%) 		44
(20.5%) 		14
(6.5%) 		9
(4.2%) 		215 responses
2) The provision of computers to those studying within the CES Dept is adequate 23
(10.5%) 		81
(37.0%) 		39
(17.8%) 		41
(18.7%) 		24
(11.0%) 		11
(5.0%) 		219 responses

219 people answered at least one part of this question (99.5%)

 15. Technical Support

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree NA  
1) The CES technical staff do everything neccessary to ensure safety within the lab environment 73
(33.5%) 		112
(51.4%) 		12
(5.5%) 		6
(2.8%) 		0
 15
(6.9%) 		218 responses
2) CES technical staff are regularly available for consultation and assistance 44
(20.2%) 		88
(40.4%) 		40
(18.3%) 		18
(8.3%) 		4
(1.8%) 		24
(11.0%) 		218 responses
3) The CES laboratories and workshops are well maintained 42
(19.2%) 		122
(55.7%) 		34
(15.5%) 		10
(4.6%) 		0
 11
(5.0%) 		219 responses
4) The CES technical support provided for laboratory work is sufficient to enable students to carry our assignments 37
(17.0%) 		101
(46.3%) 		39
(17.9%) 		18
(8.3%) 		5
(2.3%) 		18
(8.3%) 		218 responses
5) Technical support for FYP is satisfactory 17
(7.9%) 		38
(17.7%) 		32
(14.9%) 		5
(2.3%) 		3
(1.4%) 		120
(55.8%) 		215 responses

219 people answered at least one part of this question (99.5%)

 16. The links established between theory and practice within modules offered by CES Dept. are:

1) Integrated well 63.4%   (137)
2) Poorly integrated 29.2%   (63)
3) NA 7.4%   (16)
 

0 216

216 people answered this question (98.2%)

E - Assessment Procedures and Educational Value of the Programme

 17. Please give your opinion on the following Assessments & Procedures:

Very Good Good Neutral Poor Very Poor NA  
1) End of Semester Assessment 40
(18.4%) 		130
(59.9%) 		25
(11.5%) 		14
(6.5%) 		3
(1.4%) 		5
(2.3%) 		217 responses
2) Use of Mutiple Choice Assessment 46
(21.2%) 		74
(34.1%) 		40
(18.4%) 		30
(13.8%) 		9
(4.1%) 		18
(8.3%) 		217 responses
3) Course Work Assessment 46
(21.4%) 		124
(57.7%) 		26
(12.1%) 		13
(6.0%) 		2
(0.9%) 		4
(1.9%) 		215 responses
4) Lab Assessment 41
(19.0%) 		115
(53.2%) 		23
(10.6%) 		19
(8.8%) 		8
(3.7%) 		10
(4.6%) 		216 responses
5) Seminars/Presentations Assessment 25
(11.6%) 		74
(34.3%) 		28
(13.0%) 		22
(10.2%) 		8
(3.7%) 		59
(27.3%) 		216 responses
6) Final Year Project Assessment 22
(10.1%) 		51
(23.5%) 		34
(15.7%) 		7
(3.2%) 		3
(1.4%) 		100
(46.1%) 		217 responses
7) Quality of feedback on course work 14
(6.5%) 		48
(22.2%) 		52
(24.1%) 		67
(31.0%) 		25
(11.6%) 		10
(4.6%) 		216 responses
8) Weighting between coursework and end of semester exams 15
(7.0%) 		68
(31.6%) 		49
(22.8%) 		52
(24.2%) 		24
(11.2%) 		7
(3.3%) 		215 responses

217 people answered at least one part of this question (98.6%)

 18. To what extent do you agree with the following general statements about your programme of study?

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree NA  
1) I have learned a great deal as a student on this programme. 71
(32.4%) 		119
(54.3%) 		16
(7.3%) 		10
(4.6%) 		3
(1.4%) 		0
 219 responses
2) The programme provided me with skills to link theory and practice. 49
(22.6%) 		107
(49.3%) 		34
(15.7%) 		20
(9.2%) 		5
(2.3%) 		2
(0.9%) 		217 responses
3) Department members are interested in the welfare of students. 38
(17.4%) 		114
(52.3%) 		42
(19.3%) 		17
(7.8%) 		3
(1.4%) 		4
(1.8%) 		218 responses
4) Department members are interested in the professional development of students. 43
(19.6%) 		107
(48.9%) 		51
(23.3%) 		14
(6.4%) 		2
(0.9%) 		2
(0.9%) 		219 responses
5) The course has influenced my future career prospects positively. 62
(28.6%) 		101
(46.5%) 		31
(14.3%) 		13
(6.0%) 		6
(2.8%) 		4
(1.8%) 		217 responses
6) The Final Year Project is relevant to the course. 36
(16.4%) 		39
(17.8%) 		26
(11.9%) 		5
(2.3%) 		1
(0.5%) 		112
(51.1%) 		219 responses
7) The course and course content appear up-to-date 54
(24.8%) 		119
(54.6%) 		24
(11.0%) 		12
(5.5%) 		6
(2.8%) 		3
(1.4%) 		218 responses
8) The workload of the degree programme is appropriate 25
(11.5%) 		96
(44.2%) 		45
(20.7%) 		36
(16.6%) 		12
(5.5%) 		3
(1.4%) 		217 responses
9) The amount of assessment which occurs is appropriate 29
(13.3%) 		99
(45.4%) 		48
(22.0%) 		33
(15.1%) 		7
(3.2%) 		2
(0.9%) 		218 responses
10) Access to information on careers and postgraduate study is adequate. 19
(8.7%) 		74
(33.9%) 		51
(23.4%) 		37
(17.0%) 		12
(5.5%) 		25
(11.5%) 		218 responses
11) During my time studying with the Department I have enhanced my commumication skills. 39
(18.0%) 		98
(45.2%) 		53
(24.4%) 		16
(7.4%) 		5
(2.3%) 		6
(2.8%) 		217 responses
12) The programme has enhanced my ability to think critically. 41
(18.8%) 		114
(52.3%) 		48
(22.0%) 		9
(4.1%) 		3
(1.4%) 		3
(1.4%) 		218 responses

219 people answered at least one part of this question (99.5%)

F - This section invites you to comment on your Cooperative Education.
To what extent do you agree with the following statements?

 19. Cooperative Education

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree NA  
1) Your academic programme prepared you effectively for your placement? 20
(9.3%) 		41
(19.2%) 		26
(12.1%) 		25
(11.7%) 		2
(0.9%) 		100
(46.7%) 		214 responses
2) CES Department staff monitored your progress and learning in the placement. 9
(4.2%) 		29
(13.5%) 		27
(12.6%) 		17
(7.9%) 		15
(7.0%) 		118
(54.9%) 		215 responses
3) The experience that you gained from your placement learning was relevant to the academic course that you are undertaking. 38
(17.8%) 		38
(17.8%) 		17
(7.9%) 		7
(3.3%) 		5
(2.3%) 		109
(50.9%) 		214 responses
4) The experience that you gained from the placement will be helpful for your future career. 57
(26.6%) 		33
(15.4%) 		10
(4.7%) 		4
(1.9%) 		3
(1.4%) 		107
(50.0%) 		214 responses

215 people answered at least one part of this question (97.7%)

G - Programme Design and Structure

 20. Select one option which best describes the programme you are studying:

Please rate the overall programme, not just this semester.
1) Excellent 12.9%   (28)
2) Very Good 46.1%   (100)
3) Good 30.4%   (66)
4) Moderate 8.8%   (19)
5) Poor 1.8%   (4)
 

0 217

217 people answered this question (98.6%)

H - The CES Department

 21. What are the three greatest strengths of the CES Department (and/or its programmes)

  • Lectures are an important strenght to the CES departmant, they have a caring aporach. Assessments and attentance sheets give % before going into the exam, preventing students stressing about 100% exams, they are able to monitor their progress. The extra support available to students if they need it. in the form of the learning centres and support tutorials.
  • I don't know enough about them to give the strenghts of it.
  • Give students a basic knowledge in sciences etc
  • 1. some very good lecturers 2. good reputation 3.great potential
  • Web Access Lecturers
  • Dr Tom O'Dwyer
  • Good facilities on campus some staff are nice and approachable normally good to reply back
  • there is alot of help available with the science learning centre and lab attendants.
  • High quality labs. Excellent lecturers. Very good lab assistants.
  • The people
  • labs can be helpful lectures are intresting everyone is ge4nerally helpful
  • very good overall quality of the social aspects at UL Quality of tutorials is very good Availability of lecturers for appointments is very good
  • Tutorials given are a very good standard.
  • There are some lecturers who are excellent at lecturing but some are just desperate and can't lecture to a good level.
  • it has has good sceince laboratory standards and equipment most of the lecturers in science modules are very good and know how to communicate information to a class. they are knowledgable in there area of teaching it has a good range of science modules that are made interesting by some lecturers
  • Good communication Reliable Very helpful
  • I have nothing to compare it to, so i don't know.
  • Particular lecturers are very approachable and willing to help if you have any problems with coursework. Doing pratical coursework makes the lectures and subject more relevant to what we may actually be doing. Occupational Hygiene and Toxicolgy lectures were interesting and well thought.
  • well maintained communication excellent subjects adequate
  • some lecturers are very good plenty of information available the science learning centre
  • Kind staff Good equipment good help
  • Variety of modules,
  • It is helpful. It is very approchable and friendly. It is well managed.
  • 1. Extensive knowledge of lectures. 2. Good Attitude of lecturers towards students. 3. Equipment and resources
  • Some good quality lecturers and course content. Good support from science learning centre, maths learning centre and from lecturers. The library is a wonderful resource
  • N/A
  • Interesting course work Interesting Labs Sufficient preparation for co-op
  • There are some of the greatest people in the whole of UL working in the CES but at the same time, there are people who simply don't care about students and what happens them. They seem to enjoy causing hassle and dismay for students. It is a pity as these few selfish lecturers take away from the great other staff,
  • Most lectures (not all) are very helpful
  • Access to lecturers. Clarity of lectures.
  • N/A
  • The lectures take their time to put notes up online
  • Well trained and qualified lecturers. Satisfactory end of semester assesments. Ease of communication between members of the department and students.
  • safety within labs good support services good quality academic programme
  • - The coursework assessment allows for a percentage of the final grade to be obtained before the exam, which can help take some pressure off. - Good variety of modules. - Information/resources such as the Science Learning Centre are fairly easily accessible.
  • - Lab availability and tidyness - Resources - Variety of courses
  • Vaired course's Good labs
  • 1.leturers & non academic staff are very helpful to students 2.cturers are well experienced and talk with high degree of profesionalism during lectures. 3.Staff members are very friendly and easilt approachable.
  • quality of lecturers quality of lab facilities
  • N/A
  • 1) The manner in which they prepare you in labs 2) the demonstrations in labs 3) the standard of teaching is quite high
  • 1) Lecturers are very knowledgeable about the modules they teach.They are interested in helping their students progress and always have their door open if you experience any difficulties. 2) I think the co-operative placement is a brilliant idea as it really gives an insight into what the working world is like. It helps clarify where you would like to work in the near future.
  • good quality of resources/ handouts etc, well prepaired and good presentation, good lab facilities.
  • Lectures are clearly very intelligent and are interested in the subjects. Labs are very well organised. Rarely in my experience has a lab started late or continued past the finishing time. The facilities that are used by CES department are very good. Lectures rooms are warm, well light and appropriate to the class size
  • Some of the lecturers are really dedicated. The majority of tutorials offered are of great help.
  • The whole experience does definately prepare the student for the working world. To by part of such an active department gives a good feeling for the student. The reputation that the university and the CES department has, bodes well for job seeking and or further study.
  • The lecturers and laboratory technical staff especially in final year. The science learning centre and their tutorials especially in first and second year. Co-op, is an invaluble experience. It is what seperates UL from other universities and is critical factor in securing empolyment following college.It shuold not be made optional!!
  • The staff are always willing to help The lectures are well planned out The FYP was very valuable
  • Variety of modules. Lecturers interest in professional development and welfare of students. Sufficient practical experience is obtained.
  • The lecturers are knowledgable about the relevant areas and mostly willing to help with any problems
  • Good lab techs (for the most part) Lectures know what their doing (" " ")
  • 1. The lecturers are good quality. 2. The lab facilities are excellent.
  • 1. the quality of the degree 2. commitment of lecturing staff 3. room resources
  • Knowledgable lecturers good course notes for many modules
  • some very good lectures. practical work. Cooperative education
  • Labs. some modules not relevant like second part of IE4368 FYP
  • maths tutorial was very helpful. lab handouts were helpful.
  • people facilities opportunities
  • A
  • There are some fantastic lecturers within the deptartment, Tony Pembroke and Gary Walsh stick out in my mind. Catherine Adley is aslo approciable and helpful as head of depratment. The labs are very helpful and well organised. In general I think the staff care about the students and provide great support.
  • The lecturer's enthusiasm for students success. Access to information. Course consistancy
  • The variety of programmes available, the commitment of department members and the provision of high quality equipment/laboritories.
  • 1. Adequate level co-op placements found 2. Module support tutorials are arranged when required 3.
  • Quality of The lecturers
  • lectutes labs resources
  • the lectures, the lab attendings, the labs
  • 1) lecturers/staff are very welcoming and care for the well being of the students. 2) good resources for my course of study 3) lecturers are enthusiastic about their module which helps in the understanding and interest in the topic.
  • Good Support. Useful lab sessions. Great tutorial support.
  • 1. Leturers really know their subject and always involve the class. 2. The labs give great experience in each field of work. 3.The lecturers want the students to do their best and they are always around ifhelp is needed.
  • Very knowledgeable staff. Interesting course material. No essays are required as part of the coursework.
  • Enthusism of the biochemistry lecturers. Quality of equipment. The labs.
  • /notes are good enough /lecturers know a lot /some of the courswork is interesting
  • 1. Friendly Lecturers 2. Good facilities 3. Adequate number of lab technicians
  • good staff subjects that in line with research to date good facilities
  • Good and concerned lecturers, excellent maths resources. Good course structure.
  • Department is well organised. Technical support. Practicals.
  • focus on one subject area approachable staff useful lab sessions
  • FYP was the best part of the whole course by far. Co-operative education is a brilliant asset. Lab experience is essential.
  • CES department staff are approachable and helpful. Programmes offered by CES department are first class. Communication between staff and students. Students know a great deal about what is going on, what options they have for summer work etc.
  • I particularly enjoyed my Final year project and Co-op placement and learned the most from these. Variety of Modules studied in my course is also very good
  • the CES server, access to scientific journals through the ul website, lecturers like gary walsh, jakki cooney and tony pembroke.
  • well organised up to date information in course
  • the coop placement
  • Helpful/Friendly/Dedicated Lecturers Intersting Lecture Topics Useful Co-Op experience
  • 1. Coop 2. Labs
  • Facilities available Staff
  • The industrial aspect is useful makes it a better and more rounded course than biochem in dublin or cork. e greatest strengths of the department are the staff and their knowledge. Equipment is also good
  • Enthusiastic lecturers, promote and make course material interesting. Good quality laboratories and very helpful technicians. Excellent quality and quantity of additional course material and scientific review journals are available for research.
  • Great technical staff who go out of their way to assist students. Some brilliant lectureers who make the course a joy to study The work plasements are very valuable and give a great learning experience and grounding for future careers
  • The teaching assistants are good, they help apply what you learn in lectures, putting it in context and giving feedback. The lecturers mostly show enthusiasm for the subjects they teach, which makes it more interesting to learn from them. Using visual aids etc help a lot and some lecturers go the extra mile to add links, animations, diagrams etc. that help explain how processes work. Public folders is very usefull also, it helps when you dont have to write at lectures, you can just concentrate on the material. Also the labs in the health science building are fantastic and a pleasure to work in.
  • Biology lectures very good. Environmental science lectures very good this year 1st year
  • 1. Overall my programme/course (Env Sc.) content and pace are good - i.e. The subjects covered are very interesting and the workload is manageable, pity about the delivery though (see below) 2. The lecturers are very well meaning and try to help the students - even when many of the students deserve kicking out for bad behaviour/lack of interest in being in college. 3. The Facilities (lecture rooms/labs/etc) are good
  • biology and environmental module lecturers
  • Labs Biology Lectures Science Tutorials
  • Regarding my programme Environmental Chemistry and Pollution Biology, though difficult were excellent modules. Interesting and relevent. Lecturers were well prepared and had visual aids etc to make lectures more exciting. Labs were relevent and thought provoking.
  • 1. Quality of the lecturers. 2. Chemistry learning centre.
  • good comunication satasfactory notes provided good availability of notes and exam papers
  • infermation on up to date happenings are provided in lectures. the labs are well organised,
  • Decent lecturers Good resources Access to info.
  • - Tuturials and science learning centre.
  • -some good lecturers -provides the keys for studying the relevant topics. -the head chef
  • Staff, computers and lectures.
  • Module theories are well integrated with each other.
  • The labs give an introduction to lab work and the methods used. The lectures are normally willing to assist if a problem arises. There is a wide choice of modules available.
  • - good labs - good facilities - helpful lecturers
  • The Facilities and Equipment are usually in good condition The tutorials are quite satisfactory Labratory practicals are useful for understanding the module
  • availability of lab equipment experiments are related to the course work knowledge of postgraduates
  • The amount of information made available to us through computers , library and lecturers. Lecturers that are very well educated and know their fields. Variety of subjects we study throughout our course.
  • variety of modules
  • Course is focused on skills needed in workplace Some lectures are good at explaining concepts
  • The department has very knowledgeable, approachable and enthusiastic lecturers and in general the key concepts in the programme were explained very well. The requirement to carry out coursework, especially presentations, is very helpful in increasing (1)quality of communication skills, (2)confidence and (3)knowledge of a subject. Apart from the first part of section 22 below the course is very well laid out with a good grounding in science provided first which is then very useful in understanding the later modules. I would say that the greatest strength of the department is that the programme is provided from a scientific viewpoint. i.e. that science is an important part of Environmental Science.
  • Relevent and interesting subject matter Covers a broad range of subjects
  • Very interesting and relevant. Very good class sizes particularly in 3rd and 4th years, small class encourages critical thinking, communication and promoted our class to help each other do better. Most staff are very willing to answer questions even if it should really be something we know already.
  • The Lecturers The structure of courses The quality of graduates it pruduces
  • The helpfulness of lecturers, The great facilities, The availability of study resources.
  • Staff enthusiasm Helpful staff up to date Laboratories
  • range of subjects somelectures are very good at hand outs hnd outs can be direct help given as much as possible by somelectures
  • Depth of subject knowledge Accessability
  • overall grad dip not a bad course, very tough and seems to well acknowledged by industry. Points below do need to be addressed.
  • Availability of lecturers. Wide base of study. Requirement for student to think for themselves.
  • There is great support form both academic and technical support staff. It is great that the lectures encourage the students to come to their offices at any time if needed. It is of great benefit to have the CES computer lab for just our class, while also having printing facilities.
  • Relevant to Industry Applicable to the law Experts available in the field
  • It's ability to deliver the latest & most up to date information on the sujects. So far,The lecturers on H&S Legislation & Occ Hygiene must be complimented on their ability to engage with their audience,Deliver a good message and are reasonable when you ask them questions. The resources available i.e,Lecture rooms etc...
  • 1.Some brilliat lecturers 2.Good course content 3.Good prompt communications
  • 1.a number of the lectures go all out to explain so that you will under stand 2. i found the over all experiences good and interesting and found my self hungey for more 3.
125 people answered this question (56.8%)

 22. What are the three areas where the CES Department most needs to improve?

  • Need more communication with students if the majority of students are struggling with a module. Need to ensure that student don't have dead lines to meet in a number of different modules at the same time,increasing the students workload.
  • Why are health and safety students doing physical chemistry? It has no relevence at all. It should have been a requirement to do chemisrty in the leaving cert in this course. I never did chemistry before, I'm in with 3rd years and I have no idea whats going on. No one in our cousre does.
  • Explaining and supporting science information to students..maybe not have to study modules that are not relevant to your course of study..i.e studying physical chemistry,maths physics has no relevance to health and safety at all.
  • 1. Lack of scientific method in labs,eg,contaminated equipment(dirty) students not using or knowing how to use equipment properly etc etc... 2. to encourage/help students understand where they have gone wrong or why they have gone wrong 3. to encourage students to think science,ie,to apply what they have learned.1
  • Better at helping students find Information on ACESSING Relevent information. Clearer instructions relevent to web pages (Eg public folders)
  • antequated teaching practice in Physical chemistry, no handouts, no books suggested, end up too busy writing from blackboard
  • some lecturers appear to have no interest. all lectures should have notes available for their module in the print room as I think this helps to understand the subject better. when a student asks a question in a lecture, the lecturer shouldn't laugh, mock or make fun of the question asked as this discourages the student from asking again.
  • i think some of the chemistry modules are irrelevent to health and safety and we shouldnt have to study them as they are very difficult and unnecessary.
  • Resources and equipment in Labs
  • maore lab asistants modules should be more relevant to future employment options years shouldnt be mixed so peoples abilitlys should be simlar going into the module so the final exam results wouldnt be biased in the older years favour
  • Equipment for labs is of poor quality Quality of feedback on course work is poor Poor availability of photocopying & printing facilities
  • Some of the Lectures can be bit scattered and dont really know how to present Information. Computers the availability of them could be better especially during assignment hand ups.
  • some lecturers that i have personally need to be assessed on a weekly if not monthly basis. one in particulaer is very, unorganised, not punctual at all and is cleary very flustered at every lecture. the post grads in the labs need to pay more attention to the practicle at hand as sometimes they are unable to answer any questions asked at the lab sessions. otherwise are fine
  • better lab assistants ones that will actually help some are very good but some are very poor.
  • Some of the lecturers need to improve/change their teaching method. Lab equipment is at times faulty/inadequate for the experiment. TA's in labs are often not willing to help and can be quite hostile when asked questions.
  • The timing of assignments, not putting them all week 8/9. Spread them out from the start of the term to allow enough time to prepare for exams. Some labs have been very confusing in the past three years, no instructions as such and you end up making it up as you go along (not good when you are not a born chemist!). Teaching assistants in chemistry labs have given me very different when asked for advise regarding experiments. Consistency in teaching methods would be good.
  • Course content does not prepare you well enough for cooperative education Also more computer skills/programmes should be introduced.
  • labs better lectures more field work
  • Some lecturers are very good but to be honest there are a few who do not teach the material properly.
  • Communication, support,
  • I don't know really I find it great.
  • 1. More help given with the explanation of how to complete lab assessments. 2. Provision of Computers for students. 3. Improvement on making past exam papers available. Sometimes, it can be almost impossible study for exams without previous exam papers to refer to for structure,marking system and information.
  • Labs and coursework needs to be coordinated. Lab workbooks need to be presented in a clear and legible manner. Some coursework notes are too old....have been photocopies many times over and are illegible. Some courses lack structure
  • N/A
  • FYP student supervisor interaction Relevant modules to course
  • It is a pity to go from a great lecturer into one where they don't care. If our health and safety course could have been more suited to a specific area it may make it easier to find jobs out there. I have to say that without Tom O Dwyer the H and S course wouldn't be half what it was/is. Fair play to him
  • not enough feedbacd on coursework (essays, presentations)
  • In first and second year, I think there should be a lot more support for the chemistry labs... maybe a few lectures on the lab before the lab proceeds. As it is, you go in to the lab with little or no information on it.
  • N/A
  • Maths teachers
  • Arrogance and overall attitude of some laboratory staff towards students. (Major letdown.) More information on post graduate courses and ease of retrieval of this aformentioned information required. Far better integration between practical and theoretical skills required, perhaps weaving the two together in a logical sequence of laboratory practicals in each module as opposed to the current situation of laboratory practicals being unacceptably 'out of sync' with theoretical material.
  • asessement of lecturers e.g. maths provision of adequate materials in the lab improvement of the timetable for my course pharmacuetical and industrial chemistry
  • - Lab work can tend to be slightly irrelevant and unrelated to the material being covered in the lectures at that time. - The quality of lab technicians is not always good, especially with regard to their attitude towards the students. - Mathematics modules which are part of CES courses in terms of assessment, relevancy and how the information is delivered i.e. occasionally depending on lecturers they may not explain a concept well leading to confusion amongst students.
  • - Most modules not covered in public folders - Some tutors dont do their job and arent corrected - Lab assistants can be very demanding and expect one to know everything off the top of their head
  • Looking at electives
  • Better lectuer student interaction,
  • 1.we are over stretched with business modules. 2. more computer clases 3.CES dept should arange with companies/government agencies for a place for coop students.
  • support tutorial quality Continous assesssment integration of theoretical with physical lab work
  • No more lecture notes on CES server. At least make them accessible via a laptop using the wireless internet on the campus.
  • 1) providing more choice in second years elective module 2)providing a more friendly approcah between students and lecturers 3) better standard for those teaching support tutorials
  • 1) Demonstrators in labs should be knowledgeable about the experiments being carried out. During my past 3 years in labs, their level of knowledge has not been satisfactory and so, it is hard to understand the concept of carrying out these experiments. 2) Extra tutorials should be provided for students studying any of the process engineering modules! These modules are very difficult and the fact that we are also in with postgrad students doesn't help! 3) There is too much of a workload in the course I am studying(Pharm &Ind Chem). Measures need to be taken to decrease this workload, otherwise the dropouts and failures will increase! 4) Students should be informed more about funding they can get for postgrad studies etc.
  • resources avaliable are poorly advertised, practical assesment should be higher weighted with reguards final grades, projects etc should exist throughout the year to ease the exam pressure at year ending ie. continuous assesment (e.g lab sessions and reports etc should be finished and reports due in at least 2 weeks prior to reading week).
  • Greater accountability for a student missing lectures. it's too easy to miss a weeks lectures and it's not noticed. Its the students fault, but a lecture here and there can mount up very easily. More interaction between student and the lecturer. Fortnightly or monthly meetings could be actively encouraged instead of a "e-mail and i'll try my best to be available approach". It would be helpful if the student was told how long each subject within a module would be covered in lectures. i.e wk 1 to wk 3 on such a thing, wk 3 to wk 7 on ... might give a greater sense of organisation to the lectures
  • 1. More credit for lab/project work in final assessment, it take so much time to do and the credit is not enough for all of the work put in by most people. 2. Better notes for students and lecturer assessments. 3. Updating of labs and lab equipment.
  • The B3 lab is in a bad state and is difficult to work in (has irritating lighting and gets too warm). The work load expected of the students is too much. I work hard, but we seem to spend our whole time writing indepth lab reports and struggle to find time to study. From Co-op I have also found that group projects or presentations might be of benefit as we have no team-work experience except from working in the lab.(We then write individual reports).
  • The degree of work and hours required to achieve good, consistant grades takes a huge amount out of the student and does induce stress. There is not enough standards within the grading systems, if a certain degree of work is required for 10%, then twice the amount of work should be required for 20%, not the other way around. A small number of senior lecturers are very condescending and are of the opinion that their own module is the only important one.
  • assignments..they are not worth enough for the effort put into them. more than 2 exam papers should be made available for each module. This is not the case with all modules. repeat exams should be earlier to allow all students to graduate together.
  • Too many projects given in 4th year and very few in earlier years Never knew the weighting of certain years better info on marking system convayed to students COvering the material in lectures before doing the labs on it
  • Specific to my course of study, Introduce FYP titles sooner. Possibly while on co-op as co-op has no influence on QCA so would still be fair. Students would have a greater understanding of their topic and would be a step ahead before they even begin 4th year. Some modules could be cut out or better choices for electives put in place. Electives should present an opportunity for students to improve QCA and not a judgemnt call on 'the lesser of two evils'. In terms of workload, when it comes to two lecturers sharing a module, better communication between them is needed as this sharing of a module results in the workload of two modules in one. If both are assigned 6 wks and the first lecturer runs over, the 2nd lecturer is cramming way too much in the last couple of weeks before exams. Instead of the designated 3 lecture slots a week, it creeps up to 6 a week and can run into reading week when we are meant to be studying for exams.
  • Some modules in 4th year such as IE4368 are completely irrelevant to the course and are also thought extremely poorly. More assesment weighting should be placed on mid terms and project work which takes up most of the students time anyway and most of the time reduces available study time for end of semester exams.
  • The first two years - very boring last two years really difficult Co-op completely irrelevant. Some subjects completely pointless.
  • 1. Lecturers using reading week, week 13, to continue giving lectures. 2. Splitting modules between two lecturers especially in the final semester of 4th year. 3. There should be a computer lab for the CES department
  • 1. the workload on the student 2. better organisation for modules that have 2 or more lecturers 3. technical staff need to cut back on tea breaks, never there when needed
  • Some modules in semester 8 seem irrelevant to the course, e.g. IE4368 Some lecturers are very bad at lecturing and make you fall asleep even though you don't want to, e.g. Dr. Erzeng Xue
  • % of final assesment marks given for coarse work not sufficient for the effort/work needed to be done in the coarse work. relatively poor technical staff in the labs. need to strike more of a balance between engineering and chemistry in the course, chemistry is a minor part of the course.
  • not too much module in last year should be two or three max. labs lecture timetable
  • Maths letures were poor for year 1 semster2 although tutorials were helpful. More lab assistance is needed from the lab assistants. In computers more help required.
  • Quality of Lecturers
  • lectures lecturers .....
  • A
  • Tutorials are definitely an area I think could be improved,they can be hugely helpful when executed correctly but often when given by postgraduate students I have found that they can have difficulty communicating information-and often seem perfunctory. Also co-op opportunities for international placements are lacking. It is difficult to get information about possibilities abroad.
  • areas of propectus regarding future careers was false. more tutorials
  • a greater emphasis on continuous assesment, scheduling of lectures and quality of tutorials.
  • 1. Need a greater percentage of grade allocated for practical laboratory work 2. Better scheduling of timetable 3.
  • more tutorials available esp in the process tech module.
  • IT, more tutorials, better in the science learning centre
  • 1) more tutorials need to be put on for some of the modules. 2)
  • 1. It would be nice to see more courses becoming available such as a complete biochemistry course.
  • More tutorials are needed. Timetables are very unfair. More mid terms are needed as four or five 100% exams at the end of each semester are very stressful.
  • /some lectures are too hard /some lectures i didnt bother going to because i wasnt learning anything /need more tutorials near the end of semester in harder modules
  • 1.Need to make more contacts and partnerships with good companies for Coop especially companies abroad. 2.Need to offer more scolarships relevant to courses and greater opportunities to students who are achieving top marks or students who enter the course on high leaving certificate points. 3.Need to register more subjects per course with the Teaching Council so that students from the courses can be qualified to teach more subjects which they have studied throughout their course not just the title course, example: Industrial Biochemistry only registered for Biology but also study chemistry, maths, physics ...
  • Precise and useful lectures Lectuers need to be more interesting and relevant support for struggling students is not readily available and the help thats available is hard to get and usually they cannot help
  • better in lab help with the mathamatics in ;ab work better range of past exam paper samples online tutorials could be intergrated with the science learning centres website
  • Improving lab sessions and the quality of the lab rooms themselfs along with the equipment provided. Improving lecturing and help provided (tutorials etc.) in modules concerning engineering and chemical engineering modules, both of which are poorly lectured, and poorly understood by students.
  • More Tutorials. More interesting lab work. Tutors.
  • CES server is hard to access most of the time Not enough computers allocated, even for computer labs Some subjects not very relevant to course
  • Quality of the lectures- these could be more interactive. Quality of the lecturer- some cannot answer questions and contradict themselves. Continuity of the course content- there is some overlap between the modules every semester.
  • Lecture material, there needs to be more than one person responsible for what is being taught in each module and how the material should be taught. Student feedback should be obtained on lecture material and lecturers. Attendance figures at lectures are a direct result of this inadequacy. The amount of work given in some lectures relative to others is inconsistent. Regardless of the number of credits.
  • The lab components of modules(in 1st,2nd & 3rdyear) are not always useful due to the number of people in the lab at one time, lack of equipment and lab demonstrators hurrying you out of the lab as soon as possible. Also, there isn't always clear guidlines for writing up lab reports More equipment would also be useful in the biochemistry fyp lab Usually, when there is an assignment as part of a module you just recieve an overall mark for the module and aren't told what mark you got in the assignment part. It is therefore difficult to know whether you need to improve in this department or how to improve. Some lectures (for example,effluent control and the health and safety component of Plant and Process Management)are not very useful due to bad lecturing and poor quality notes. Sometimes there is no structure to the lectures and more is said about unrelated topics than about topics relavant to the module. There is also a big difference between what is taught in these lectures and what is asked in the exam.
  • I think the CES server should be available off campus like the public folders so students can easily access notes at home, i know in 4th year i found it very difficult meeting constant deadlines which left me very little time to study, beacause of this i think it would be a good idea to have lecturers meet to arrange that assignments do not collide, and i think an anonomous survey should be taken on lecturers, as some teaching methods used are extremely poor.
  • interaction with students quality of labs link labs to theory more
  • some modules that are being studied have no real relevance to the course. 1 module is studied in 2nd year and repeated all over again in 4th yr!! The level required in maths is much higher than is stated in the prospectus.
  • Delivery of some lectures very poor-excessive information on powerpoint slides which increases the complexity of the topic and is simply confusing. Lecture overheads should contain skeleton information while the main issues are discussed during the lecture. Lack of interaction (just reading overheads straight off) leads to boredom, lack of concentration and poor attendence.
  • 1. Removing modules that are not relevant to certain courses but are simply there to make up numbers. 2. Some lecturers need to understand that there are 5/6 modules in each semester. Some seem to forget this and give assignments that are very time consuming and the work load is not proportional to the percent of the final mark they are worth. 3. There should be more support for students when doing their fyps. If people have problems with their postgrads / supervisors etc. they cannot complain as their supervisors are the ones marking them.
  • 1)Student/lecturer/supervisor interaction 2)Abilities of lecturers to lecture their subject. 3)Identification of struggling students early on, the use of the supervisor system before 4th year.
  • Help to students regarding lab wirte ups atc and course work. Greater award for lab work for fyp Review of modules studied
  • The CES department need to lose a few lecturers and modules that weaken the course and turn people off it. Also the co-op office are a disgrace i was treated very badly by them and will never forget the stress i had to endure because of them.
  • Lecture/tutorial room layout, e.g. poor white screen placement resulting in glare or unable to sufficently see from certain position within the room. Laboratory practical objectives for some modules in first and second years were sometimes unclear or differed from relavent reading material previously suggested in the module(s) on the day, which had to be revised prior to the laboratory session. Maths modules could use additional tutorial sessions, as some students did not grasp the concept or theory involved which held the class back when lectures had to repeat and explain over and over again.
  • Equipment in laborities is sometimes old or hasnt been serviced in a long time and so is a bit unrealible at times I think every student should be designeated a postgraduate who they are introduced to to help with making protocols and finding materials etc during the fyp and who they can go to about lab related questions I also think pipetting technique could be thought better in second year of the course as I went into work experience not really knowing how to use one properly and its such a core skill in most labs that a bit more emphasis should be put on it.
  • Sulis - It malfunctioned during an assesment of mine, resulting in me loosing marks. The order labs are done in sometimes has no relation to where you are in the course, so you are doing experiments without having done any of the theory, which diminishes the value of the practical experience and makes handups more difficult expecially if the theory is complex, or requires integration of several topics yet to be covered in lectures. Although most of the lecturers are very good, one or two don't show any willingness to to ensure that students can understand the concepts being thaught, showing no examples in lectures, and using theorems only, not going into much detail about what the theorum means, with the result that many students stop attending the lectures, and rely solely on the tutorials and math learning centre to learn the module. I think if the college is paying somone to teach, they should teach, not rattle off the course in an incomprehensible manner and ignore students queries and concerns raised by them, particularly when other lecturers are so motivated and explain things so clearly and well.
  • Insufficient time dedicated to tutorials
  • insuficient notes and study aids with regards to chemistry and maths. Not enough course notes available exept those taken down in class which can taken down incorect and not understood because too busy writing. The aids of slides of slides and good notes with regard to lecturers should be compulsory.Maths lectures were finished wiith tutorials way behind. Alot of stuff not covered suffieciently but rushed.
  • While my course so far involves mostly non-CES depts (which also have some major problems!) here goes with CES: 1.Quality (or complete lack of!) of lecture or lab course material is poor. Where it exists it is out of date and badly structured. 2.Poor engagement between lecturers and students leads to very dull learning environment and loss of student interest/attention. 3. Lectures and labs are out of synch and students are expected to write lab reports where theory hasn't been covered.
  • module ch4054 very disjointed ie correlation between lectures and labs are poor lecture material is difficult and little or no interaction between students and lecturer exists lab assistants for this module seem unsure of what they are doing a dedicated computer area for the dept.
  • The maths lectures The glass were in chemistry labs Lab assistance that can't speak english... we'er trying to explain the question and they don't understand and not answering what were asking
  • 1)Ecology module demanded a disproportion amount of time and as in previous semesters (biology) yielded poor results given its time demands. 2)Introductory Organic chemistry had no course notes - proved difficult if you have not done this subject before. 3)The amount of contact hours coupled with the amoiunt of course wk. Some course work was submitted in wk 13 and we had a practical exam in this wk also which meant we had very little time to prepare for exams. This meant I felt at a disadvantage going into exams compared to other semesters and that the semester was harder than it needed to be.
  • 1. Understanding that mature students should be treated as such and not addressed at times like they were immature teenagers. 2. Rules when made by lecturers should be adhered to and not 'bent' as this encourages a lack of discipline amongst students. 3. More control in lectures by lecturers of chatty/noisy and unruly students.
  • lecture and lab times, there should be less hours and no labs on at 9am. the department should be more lenient towards lab report and project deadlines. there should be more help given on projects.
  • there should be more time between project deadlines and exam dates the analytical chemistry module was very hard to understand and beared no relation to everyday practice thus it was very hard to understand
  • Lab assisstitants are not very helpful Labs are rushed Labs are sometimes unorganised
  • Postgraduate students helping in lab's. Some are very helpful, others to not want to answer any questions or help in anyway and can be extremly rude. THey seem to want to get rid of the class as fast as possible regardless whether you understand or have even finished the practicle. The lab sessions are very important for those of us find working in a parcticle environment allows us to relate lecture material to actual experiements and therefore get a better understanding. We should not be made feel stupid or annoying by asking questions.
  • -labs sessions -more tutorial given with more specific exercises -better coordinations between different modules of the same course
  • It is very satisfactory already.
  • Majority of CES Lab Demonstrators are generally unhelpful, unprofessional and dismissive. Interaction between lecturer and students needs to improve. Too much work involved in lab reports, at the expense of study Having classes from different years of study in one module gives unfair advantage to some, and/or causes distraction
  • Lab attendants in organic chemistry are very poor and just sit talking throughout the lab and have no idea what is going on in the experiments
  • Lab equipment Lab assistants attitudes towards undergrads Lecture rooms in the SR building
  • - there is a big lack of tutorial support for alot of environmental sci. modules and students other then the lecturer. - the availability of knowledge to the student re. library book supplys on topics & also on issues re. co-op information, future studies information is very poor; we are kind of left on our own to find out. - lecturers need to be more originised. some use notes you buy, some notes put on the board and overhead, and sometimes nb info doesnt come across as well as it should.
  • The wording and information of Lab handouts An increase of tutorials in CH modules would be of great use There is a need for more photocopiers
  • more up to date equipment required more relevant Literature required in the library
  • the labs need to be updated, done up with new equipment all modules should have the course work made available to students on the computers. Lab staff in some of the labs could be more approachable.
  • more time inbetween course work and end of term exams more tutorials for the more dificult modules
  • Some assessments are not relevent to course -Collectting newspaper clipping and other unbenifical things Lecturers are unable to explain nor progress on course of study leaving student Lecturers unable to control students, people talking, laughing in class and lecturer ignoring
  • The teaching of key concepts, especially in chemistry/analytical chemistry, should be provided in a logical order i.e. basic concepts first followed by more advanced ones. Over the course of the programme more advanced concepts were explained first and were difficult to follow without the basic knowledge of the concept. Difficult problems/calculations were explained methodically and in a step by step process in some modules but were poorly explained in a hurried manner in other modules. An unambiguous step by step explanaition of these is crucial. A better awareness among all the lecturers regarding the amount of coursework that has been given to the class is needed. At times lecturers would assign coursework to the class without realising the the amount of coursework that had been given by other lecturers. The practice of denying students access to/copies of lecture slides in some modules was very unhelpful. The reason provided for this practice was that it encouraged/forced students to attend lectures. From what I witnessed it never had this effect but was continued with none the less. Handouts and lecture notes were just copied and passed to students who didn't attend. All notes taken in lectures had to be scribbled down quickly leading to mistakes and poor learning and also led to a general frustration in the class.
  • Possibly too broad a range of subjects Not enough encouragement or information provided in regards to careers or post graduate oppurtunities.
  • Some modules are examined in ways which are not conductive to some peoples method of learning. By this I mean exams that are only based on writing and learning off essays then reciting them in the exam. More tutorials are needed in all but one (organic chemistry 1) of the chemistry modules I took. In second year or first year, I think students need to be told how to research properly and some research element should be incorporated into lab worksheet/write up. I know now that we were supposed to do that in the first place but no one told us explicitly or told us how to do it. Maybe specific sections were the question states "from your own research" would be an idea.
  • Some lecturers are not good at lecturing effectively CES students should have access to their own computer room
  • In my experience the most difficult modules were the worst in terms of structure, lecture notes, and clairty making it very difficult to achieve any levels of success. There is little qualified support to help in these areas, the science learning centre can often only help to a point of Hons leaving cert standard.
  • Quality and availability of lecture notes, Philosophy of science and epistemology - especially as regards the untestable speculative reconstructions and assumptions of "historical science", B.Sc. Environmental Science programme requires more well-rounded, comprehensive, and integrated teaching on the climate system and the current problems with evolutionary theory (e.g. there is no known mechanism by which biological information could increase, nor how chemical abiogenesis could occur - currently this is simply ignored, not even noted).
  • More course work assessment rather than end of semester exams. More tutorials. More computers available
  • some hand outs of no benfits as im doing night time , more handouts should be of benfit to exams and some lecturers , notes or classes not of benfit
  • Selection of lecturers Communication skills of lecturers Quality of presentations (some were 2 years out of date)
  • 1)my opinion on lecturer/modules was based only on some modules/lecturers. however it does cover many modules and is very frustrating especially when it is evidient it has been overlooked for many years.Disgraceful really. 2)Too much emphasis on students working alone - can approach lecturers but sometimes not interested - they seem to think students have the complete knowledge instead of it being a learning experience.
  • In the case of Grad Dip, greater centralisation of lectures on campus. There is quite a wide gap between those lecturers who best explain and present the lecture material and those who don't. Workload throughout the year is too much, leaving no time for study until study week. Exams have been poorly scheduled.
  • I think that the workload is immense. I understand htat it has to be as it is just a one year course, but the stress levels and the amount of talk about how unhappy people were at times was very evident. For some project/tutorial work, I think the general consensus was " How are we expected to know how to do htis after jsut one tutorial?" An awful lot is expected for the main design project, when our schefules are already jam packed! This created a lot of ongong stress throughout the year. Although i do feel i can go to lecturers to ask questions there is also a limit to the amount i can hassle them. Perhaps it might be an idea that for one hour a week htere might be a lecturer available in the labs to ask questions with regards to the main design project.
  • More practical work when it comes to risk assessments and on site work. Liam Holmes knows his stuff but fails to impart it to the class . Very poor attendance in his lectures due to his lack of interactionand interest. MCQ's are a disgrace for a diploma course , he doesn't have to interest in correcting a proper exam paper. End of module review for each lecturer , may provide the feedback needed to solve the above. Overall i wasvery happy with the course.
  • 1-Lecture quality for Occ Health & H&S Management i.e,Engage with the audience more,Provide a more real life experience,Not just reading literature from a document. 2-Quality of notes,e.g "there is a link in your notes"Log on at home and print them off"when the notes are emailed to you.These should come as part of the notes,I accept on one or two occasions they have. 3-Not enough Tutorials outside of normal cass hours,Especially ahead of exams.It would be nice to see the lecturers contributing here also,To give a bit of help in smaller groups.
  • 1. Some of the lecturers need to learn to teach rather than read out notes. 2.Often during the winter months i found the lecture room cold. 3.The seating in the Jean Monnet lecture room should be ergonomically assessed.
  • 1. lectures not using up to date notes asking us to change things as we go, which is not good when you are quoting legistation as the year or the reg no. can mean something different 2. not looking forward to the negitive marking part fo my finals exam 3. the lectur hall apeared cold some evening over the winter
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