student feedback and leadership - Office for Learning and Teaching

Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART Report
6. How will the knowledge and experience you gained affect your future
practice in enhancing student learning and learning and teaching practice
across the university?
It is important to keep listening to experienced staff and hearing their
successful practices and listening to student’s comments and designing
teaching processes by taking all of these factors into account. This is definitely
a quality cycle that should always be running through the quality review loop.
7. What would you like to see happen across RMIT as a result of the
knowledge and skills you have learnt and the improvements you have
made to the student learning experience?
This information should be readily available to any new and less experienced
academic and general staff. More work should be done to improve the
students’ knowledge of their responsibilities in the teaching and learning
process.
8. What future contribution, role, would you like to have in the ongoing
process of improving the student experience?
To try to improve teaching practices so that students can see the significance
of what they are learning in their future job and their daily life.
Additional questions for ART leaders
9. In what ways did members of your teams exercise leadership (this is
intended as an objective question rather than subjective it is not intended
to mention individual names)?
When staff were asked to share their successful and unsuccessful practices
and lead the group in adopting those practices.
10. In what ways can leadership within teams, such as your ART,
be supported and enhanced?
Meetings of teams such as ours could be encouraged by the Director
of Learning and Teaching in the School and follow what we did on a yearly
review basis.
11. How can leaders of ARTs be better supported and enhanced?
The teaching process involves so many staff groups of the university not just
the academic who delivers the course. To see real changes in the teaching
practices one must involve every different section of the university in the
process and let them sit around the discussion table and hear first hand
from teaching staff how their section could improve the students experience
throughout their university life.
After being involved in this project for almost two years can say that the reason
that this project was so effective was because of the high level management
staff that were involved. They brought every individual section that plays a role
in delivering courses around the table and made them listen to the ART leaders
and their concerns about the role of that section in supporting and improving
the teaching process.
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