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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Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART Report<br />
Weaknesses:<br />
The online survey was subject to a number of IT related problems that resulted<br />
in only 2 respondents. Accordingly it was decided not to use online surveys in<br />
undergraduate courses.<br />
A similar problem in postgraduate courses has since been recorded.<br />
10.7 Other Issues, Challenges <strong>and</strong> Suggestions<br />
What issues, challenges have been faced by the team members in this project?<br />
Not having control over the teaching venues, IT problems, not being able<br />
to commit our Postgraduate <strong>student</strong>s to take part in the tutoring scheme<br />
(as they had more favourable financial conditions in TAFE) <strong>and</strong> changes<br />
in our team <strong>and</strong> <strong>leadership</strong>.<br />
Which issues <strong>and</strong> challenges remain?<br />
––<br />
We have to investigate if the venue <strong>and</strong> IT problems will be addressed<br />
in the near future.<br />
––<br />
We still have the issue that <strong>student</strong>s do not recognize their responsibilities<br />
in the learning process especially in their first year.<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 />
––<br />
We used the <strong>feedback</strong> in week 10 <strong>and</strong> felt <strong>student</strong>s had clearer<br />
underst<strong>and</strong>ing about the questions in the survey; however some<br />
of us collected our own <strong>feedback</strong> earlier in the semester by in<strong>for</strong>mal<br />
discussion during lectures. Our aim was to find out if there was an<br />
issue earlier in the semester then staff members could attempt<br />
to rectify it as soon as possible.<br />
––<br />
Not using online <strong>feedback</strong> <strong>for</strong> undergraduate <strong>student</strong>s. Our experience<br />
shows that even at postgraduate level the on line response was<br />
very poor.<br />
––<br />
Students should be in<strong>for</strong>med fully by their course coordinators about<br />
the importance of their responsibility in the learning process.<br />
– – Students should be in<strong>for</strong>med fully by their course coordinators about<br />
the importance of the <strong>feedback</strong> surveys <strong>and</strong> impact on the funding that<br />
RMIT receives from the Federal Government <strong>and</strong> how to differentiate<br />
between teaching practices (Good <strong>Teaching</strong> Score) <strong>and</strong> environmental<br />
or IT issues.<br />
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