student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
ART presentations included:
The School of Mathematical and Geospatial Sciences ART leader
reiterated the importance of ensuring that students recognise their role in their
own learning. Students need to be informed of the purpose and importance
of the CES and how to differentiate between teaching practices and learning
space and IT/AV issues.
Teaching practices identified as most important in student feedback included
the need to provide context-related exemplars appropriate to the various
disciplines and the need for timely feedback to students. Above all, the value
and importance of staff working as a team to share ideas was emphasised.
The School of Property, Construction and Project Management ART
leader reiterated the need to ensure that learning spaces are appropriate
for the learning style of the academic teacher. In addition there is the need
to ensure that technology is updated to ensure students have access
to the latest resources for learning.
The ART leader also emphasised the need for teaching and assessment
practices to be continually improved and provided an example of the
introduction of a more reflective learning and assessment approach
that had a significant impact on student learning.
The School of Economics, Finance and Marketing ART emphasised
the need to develop a transition program to assist students to develop from
passive to active learners and to provide more opportunities for individual
feedback and attention. This requires support from the formal leadership
in providing time and resources.
The three LTIF supported student feedback project leaders identified issues of:
––
Providing opportunities for student self-assessment of their knowledge.
––
Designing formative assessment spread over a semester with
appropriate weighting.
––
The importance of using statistical analysis to identify meaningful feedback
to academic teaching staff on student feedback.
The presentation by Student Services identified the importance of responding
to general formal student feedback about their University experience. In 2007
a comprehensive analysis of student feedback data sources over the preceding
five years was undertaken 3 . From this analysis four persistent themes
of student concern were identified:
––
teaching staff and quality;
––
program structure and course content;
3 Discussions with commencing students 2007 Volume 1 Summary of findingsDrawing on the Student
Experience Survey (SES), Course Experience Questionnaire (CEQ) and Student Outcomes Survey (SOS).
Page 60