student feedback and leadership - Office for Learning and Teaching

Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART Report
College / University wide:
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Students should be fully informed by their Course Coordinators about
the importance of their responsibility in the learning process.
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Students should be informed by the Program Leaders about the
importance of the feedback surveys and their impact on the funding
that RMIT receives from the Federal Government and how to differentiate
between teaching practices (Good Teaching Score) and environmental
or IT issues.
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Students prefer well organized lecture notes and continuous assessment
(probably on a weekly basis) and feedback (preferably individual)
throughout the term.
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Begin each lecture with a review of the material covered in the previous
lecture and an indication of what will be covered next.
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Students prefer to have multiple attempts at online tests rather than
practice with online quizzes and then have only one attempt at the tests
(gives them confidence when they do the test and provides a more
effective learning environment).
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Lecture notes should be placed online so that students can focus on the
material being presented in class, however, the amount of online material
should not be excessive.
10.13 References
Teaching and Educational Development Institute, (2003). 'Teaching Large
Classes Project 2001' Final Report, March.
MacGillivray, H. (2007). 'University-wide maths and stats support on a wing
and a song'.
Bath D., & Smith C. (2004). 'A tutor’s guide to teaching and learning at UQ'
(Internal).
Søndergaard H. & Thomas D. (2004). 'Effective Feedback to Small and Large
Classes', 34th ASEE/IEEE Frontiers in Education Conference.
Pollock K. H & Wilson I. M. (1976). 'Statistics Service Teaching in Universities',
The Statistician, 25, (4), (Dec.), 247-252.
McCabe M. (2003). 'Do Mathematics Interactive Classrooms Help Academics
Engage Learners (MICHAEL)?', MSOR Connections. 3 (4), Nov.
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