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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Student Feedback & LeadershipList separately – strengths <strong>and</strong> weaknesses of the ProjectThe strengths of the project included:––The dedication <strong>and</strong> professionalism of staff.––The opportunity to approach an issue as a team.––The importance of the focus of the project.––The diversity of initiatives explored <strong>and</strong> trialled.The weaknesses of the project included:––The <strong>student</strong> <strong>feedback</strong> data.8.7 Other Issues, Challenges <strong>and</strong> SuggestionsWhat issues, challenges have been faced by the team members in this project?In addition to the issues identified in the previous section, a number ofconcerns relating to facilities were raised with the larger ALTC project group.These concerns were identified from both <strong>student</strong> <strong>feedback</strong> as well as<strong>feedback</strong> from the teaching staff <strong>and</strong> related to issues that often impededthe learning experience. These issues were subject to discussion <strong>and</strong> actionat a variety of <strong>for</strong>ums.Which issues <strong>and</strong> challenges remain?Given the focus of the project on primarily large first year courses, it becameincreasingly apparent that transition issues have a significant impact on the<strong>student</strong> learning experience as well as the ability <strong>for</strong> staff to effectively facilitatelearning. Students are not appropriately prepared to study as adult learners<strong>and</strong> partake in <strong>student</strong> centred learning. Greater consideration needs to begiven at a University <strong>and</strong> College level as to how to best achieve this transition.What suggestions <strong>for</strong> further improving impact on <strong>student</strong> <strong>feedback</strong>– at course team, program, discipline, School <strong>and</strong> university levels?In order to improve <strong>student</strong> <strong>feedback</strong>, it needs to be collected in a meaningfulway so that it is both reflective of the <strong>student</strong> experience as well as providinguseful <strong>feedback</strong> <strong>for</strong> course development. Feedback from <strong>student</strong>s to academicssuggests that many <strong>student</strong>s do not take the CES seriously <strong>and</strong> feel‘oversurveyed’. Further, when an academic receives GTS scores from2 classes (<strong>for</strong> the same course in the same semester with the same lecturer)<strong>and</strong> the results differ by 20 points, it is difficult to see the value of theinstrument in terms of providing insight into potential course improvement.Page 112
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