Student preferences and expectations regarding university instruction are increasingly considered as quality indicators
in higher education. In this study we investigate university students¿ expectations and preferences concerning the
teaching process, and we perform a differential study based on variables pertaining to the individual student (gender and
age) and to the teacher (gender). 249 students from the Faculty of Education at the University of Granada participated in
this study. Expectations and preferences are measured using the USET questionnaire (Sander, Stevenson, King & Coates,
2000). Results show that students wish to play a more active role in their learning. The formal lecture is the method most
expected, and at the same time, the one most rejected, by more than half the sample. Variables analysed show significant
differences in several teaching and evaluation methods.
Keywords: Expectations, Teaching Methods, Evaluatio
