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This study described and compared 12 classroom teaching innovations that were introduced at the University of Seville, Spain, during academic year 1999-2000. Students completed the Student Demographic Questionnaire (SDQ), and their perceptions of the classroom learning environment were assessed with the Evaluation of University Teaching Activities Questionnaire developed for this study and completed by 665 students. In addition, university classroom innovation practice was analyzed through teaching plans, observations, and semi-structured interviews with 84 students. Significant differences were found in several factors of student biography. Findings shed some light on the neglected theme of the teaching practice of university faculty. Research results and implications for improving university teaching innovation are discussed. Four appendixes contain the questionnaire and supplemental information. (SLD)

This study explored whether university students' perceptions of the social environment are influenced by professors' classroom teaching innovations. Data from 559 university students in 13 innovative disciplines within 11 schools at the University of Seville, Spain, were used. First, factor analytic procedures with varimax rotation were used to generate a seven-factor solution that accounted for 59% of the variance. Second, using hierarchical linear modeling, it was found that the average student's perception of interest is also influenced by prior knowledge. Implications for further research on university teaching and innovation assessment are discussed. Two appendixes contain sample questionnaires. (SLD)

A quality assurance case study was conducted at the School of Business Studies of the University of Seville, Spain. This study explored the degree of satisfaction expressed by students, investigating the teaching performance of each university lecturer, subject program design, characteristics of the teaching center, issues related to the University, profile of the student, and the importance attached by students to each component of the teaching service. A total of 23,585 questionnaires were completed, with each module considered a separate questionnaire. These responses represented 1,560 students. Findings indicate that the instrument demonstrated validity in measuring different levels of student satisfaction. Findings also indicate that the clarity of the lecturers' explanations and the extent to which they are able to lighten these and make them accessible to students are the most significant determinants of overall student satisfaction. (Contains 2 tables and 20 references.) (Author/SLD)