student feedback and leadership - Office for Learning and Teaching

Student Feedback & LeadershipA range of issues were identified in relation to the student body includingthe transition from school to university, which is particularly difficult forstudents in large classes, as well as increased hours of part time workand lack of accountability. Suggestions for improvement relatedto facilities, class sizes, different assessment to allow for morefeedback and student motivation/preparation.––Student focus groups were conducted to explore in more depthsome of the issues emerging from the data analysis including studentexpectations and experience, transition issues and assessmentand feedback.The findings suggested that students have clear ideas of what theteaching staff should be doing (i.e. be enthusiastic about their topic,clearly explain, be organised) but when asked about their role as studentsin the teaching and learning equation, they did not appear to haveconsidered it. Students also want to have access to the lecturer in class(as opposed to making an appointment). A range of issues were raisedby the students with some differences across the courses. Studentsmade comments about the content, teaching style, assessment,lecturer - student relationship, course structure and resources.––A literature review was undertaken to capture current best practice andstrategies to maximise the student experience in large classes. Furtherliterature was consulted regarding the audience response system initiativeundertaken in MKTG1025 Marketing Principles. Regarding this initiative,the literature was particularly useful in identifying critical success factorsand potential pitfalls in the application of this type of technology.In addition to the above information and resources, a seminar on innovativeand engaging teaching approaches was held within the School. It wasfacilitated by a Carrick award winner from Monash University, Peter Wagstaff.This gave staff additional ideas to consider in reassessing current practicesand developing new initiatives.What changes occurred in each course? – detail changes before and afterStage 2: Action – Course DevelopmentBased on the above data and discussions within the ART (as well as withinthe teaching teams), each Course Coordinator identified a range of initiativesdesigned to improve the student experience in their course. These initiativeswere developed and implemented by each Coordinator in conjunction withtheir course team and in discussion with the other members of the ART.These initiatives will be outlined by course as follows:MKTG1025 – Marketing PrinciplesBased on student comments which suggested that they wanted morefeedback on how they were performing in the course, a major initiative wasundertaken to incorporate ‘instant’ feedback on students’ understandingof key concepts and their performance relative to their peers. In addition, theCourse Coordinator sought to encourage more active learning and participationduring the lecture time in a large lecture environment. It has been suggestedPage 94