student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Student Feedback & Leadership<br />
List separately – strengths <strong>and</strong> weaknesses of the Project<br />
The strengths of the project included:<br />
––<br />
The dedication <strong>and</strong> professionalism of staff.<br />
––<br />
The opportunity to approach an issue as a team.<br />
––<br />
The importance of the focus of the project.<br />
––<br />
The diversity of initiatives explored <strong>and</strong> trialled.<br />
The weaknesses of the project included:<br />
––<br />
The <strong>student</strong> <strong>feedback</strong> data.<br />
8.7 Other Issues, Challenges <strong>and</strong> Suggestions<br />
What issues, challenges have been faced by the team members in this project?<br />
In addition to the issues identified in the previous section, a number of<br />
concerns relating to facilities were raised with the larger ALTC project group.<br />
These concerns were identified from both <strong>student</strong> <strong>feedback</strong> as well as<br />
<strong>feedback</strong> from the teaching staff <strong>and</strong> related to issues that often impeded<br />
the learning experience. These issues were subject to discussion <strong>and</strong> action<br />
at a variety of <strong>for</strong>ums.<br />
Which issues <strong>and</strong> challenges remain?<br />
Given the focus of the project on primarily large first year courses, it became<br />
increasingly apparent that transition issues have a significant impact on the<br />
<strong>student</strong> learning experience as well as the ability <strong>for</strong> staff to effectively facilitate<br />
learning. Students are not appropriately prepared to study as adult learners<br />
<strong>and</strong> partake in <strong>student</strong> centred learning. Greater consideration needs to be<br />
given at a University <strong>and</strong> College level as to how to best achieve this transition.<br />
What suggestions <strong>for</strong> further improving impact on <strong>student</strong> <strong>feedback</strong><br />
– at course team, program, discipline, School <strong>and</strong> university levels?<br />
In order to improve <strong>student</strong> <strong>feedback</strong>, it needs to be collected in a meaningful<br />
way so that it is both reflective of the <strong>student</strong> experience as well as providing<br />
useful <strong>feedback</strong> <strong>for</strong> course development. Feedback from <strong>student</strong>s to academics<br />
suggests that many <strong>student</strong>s do not take the CES seriously <strong>and</strong> feel<br />
‘oversurveyed’. Further, when an academic receives GTS scores from<br />
2 classes (<strong>for</strong> the same course in the same semester with the same lecturer)<br />
<strong>and</strong> the results differ by 20 points, it is difficult to see the value of the<br />
instrument in terms of providing insight into potential course improvement.<br />
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