Is your module popular…

Is your module popular? Are the students forced to take it or do they choose it? Does it matter?

I teach a compulsory first year physics module, students get no choice but to attend my class. But I also lead and teach a third-year module where the BSc students can vote with their presence, selecting whether they feel the module is right for them. Last week, over a pizza lunchtime session, I joined the other year 3 course tutors in a lecture theatre. We were there to help explain our modules to the current second year students, allowing them to plan their choices for the next year. What do students look for and how do you make an optional course module appeal?

Coursework v Exam

The need to avoid exams or coursework can be a strong module decider for some students, especially in the latter years where students know and can play to their strengths. The hybrid and online modes of examination are fading away, bringing many back into the exam hall. You may lean towards a particular mode of assessment, perhaps due to personal preference, the requirements of the module content, or maybe for historical reasons. But whichever we as tutors select, students value clear articulation of the module assessment structure.

Module Content

Some courses will naturally be more popular due to their content. If you are allocated a course with key skills supporting future employment, or the most exciting/topical/trendy research area in your field, you may find more students signing up. We can highlight the usefulness of our module, or the relevance for research, but some of use will just happen to land on the courses with module content favoured by the students. Whilst a full lecture theatre can bring teaching satisfaction, of course it will also bring increased marking!

Contact Time, Independent Study, Group Work

Those liking the structure of a taught timetable may lean towards high tutor contact time, others may enjoy learning independently. Group work can split the student population, though whether groups are marked collectively or through individual reflection might change opinions.  You my be restricted to following university teaching contact requirements, but flipped classrooms, workshops, interactive elements may all help increase module programme appeal.

I guess though, whilst our modules may have the full year attending or just a fraction, passing on knowledge is the real winner!

Caroline, Dr CST