student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
9.5 Outcomes
What outcomes did the project achieve? Expected and unexpected?
Upgrading of School learning spaces has been generally well accepted
by students. Despite some ongoing difficulties with the supporting technology
for the “SmartBoards” students have reacted positively to their installation and
use. Lecturers had a similar positive reaction when the technology issues were
resolved. Lecturers are developing new and different ways of using the facility
to enhance student learning. For example, in a tutorial a powerpoint
presentation is accompanied by relevant sections from certain Australian
Standards (accessed from the RMIT Library). There is a lot of potential to
develop new ways of delivery associated with the technology and these
will be facilitated by the School LTC. The students were very interested in the
operation of the 'SmartBoards'. It is a little early to determine any changes
to student learning from the new provisions. The new seating and tablets have
also received positive responses from students. Students who experienced
the previous seating were informally asked their opinion of the new and all
responded positively. An unexpected outcome from the new furniture was
comments from a number of students that it would be useful to provide
facilities for student laptop computers in subsequent upgrades. The
combination of the two upgrade provisions has been reflected in increases
of CES scores for Question 14 relating to Facilities for several courses that
operate in the upgraded rooms.
What was the impact on student feedback?
Expected 1154 – Student feedback from the reflective journals reinforced
the scores and comments obtained from the CES survey. Student attendance
was vastly improved compared to previous years (78 out of 85 responded
to the CES).
Unexpected 1154 – The standard of the presentations was far higher than
expected for most groups. The CES contained many more comments than
are usually provided, and they were all extremely positive, well stated and less
reactionary than usual. The score for overall satisfaction was 78 – surprisingly
high for an experimental application of a course, considering the high number
of responses from a diverse group of students. Quite a few students
established professional links (and a source of employment) with the visiting
industry speakers.
Expected 1107 – Students were able to develop CAD skills to a far higher
level than for previous years. Responses to the Expectations Survey (for all
Semester One courses) indicated that students felt that it was important for
them to attend lectures and activities, and they put a high priority on working
with each other. The large majority of students thought the Semester was
“Fair” to “Good”, and also agreed that university learning is entirely different
from secondary school. Other student feedback comments were full of praise
for the standard of teaching provided to them by the CAD teachers. Most
students agreed that the traditional drawing skills were necessary to learn
as well as CAD skills, and that they supplement each other.
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