student feedback and leadership - Office for Learning and Teaching

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Student Feedback & LeadershipHow do these relate to student feedback?As the focus of the Team’s project was on the learning and teaching facilities,the overall objective of the themes is to improve students’ learning experiencesby providing more appropriate facilities and which could result in more positivefeedback.9.4 ActionsTo gain an understanding of the current best practice in the provision of educationfacilities, a review of the literature was undertaken. Several means wereused to obtain data from students and staff about the learning facilities in theSchool. The Head of School conducted some informal discussions with groupsof students to obtain their thoughts about learning and teaching issues and thefacilities in which they learn. Focus groups of students and staff were thenconducted to explore these matters further. A survey was also conductedof the learning spaces currently used by the School.How did the team structure itself, how has this changed duringthe project?The ALTC ART Team was drawn from the School’s Learning and TeachingCommittee (LTC). The team comprised a mix of experienced teaching staff andsome early career academics. The ART project provided a particular focus forthe School’s LTC. During the planning stages of the project in 2007 twoFacilitators shared the role, with one Facilitator being retained duringimplementation. The Head of School originally lead the ART but this role wassuccessfully devolved to two staff who shared responsibility for the roleof ART leader thus further developing their leadership skills.What did course teams do to improve student feedback and why?Following the data gathering from students, staff and the literature,consideration was given as to how changes could be made to the School’sfacilities to improve the student leaning experience and consequent feedback.Coincidentally, over this time it appeared that the School was soon to bepermitted to expand from a small area of Level 8 Building 8 to take over thewhole floor. We were now in a position to plan some new learning spaces.The work done for the ART project provided information about how the newspaces should be designed.What changes occurred in each course? – detail changes before and after1154 - Assessment changed from exam and assignment to a case studybased assignment plus a reflective journal. Entire course material was basedon a case study, with theory to support the study. Students made a weeklyentry into their reflective journals and submitted the complete document at theend of the semester, along with their report and a verbal presentation for thecase study. Reflective journals included individual student feedback forclasses and encouraged them to reflect on the material presented.1107 – The intention of this course is to provide students with an introductionto computer aided drawing (CAD). The course is taken by commencingstudents across all undergraduate programs offered by the School. In previousyears, the facilities provided were of inferior quality and this appeared to impactPage 122
Part B: Building Leadership Capacity - DSC: Property, Construction & Project Management ART Reportstudent learning. The lecturer running the course sought alternative higherquality spaces to use. In the investigation, he observed how TAFE programsapproached similar exercises. This lead to the discovery of an excellentpurpose built and fully equipped facility complete with tutors. There wassufficient spare capacity to accommodate our higher education students.The lecturer sought and was successful in gaining Dual Sector LTIF fundingfor a trial using TAFE facilities. Instead of an internal CAD teaching seriesof three 2 – hour lectures followed by individual work in the CAD laboratories,the Dual Sector LTIF initiative was used and CAD teaching was outsourcedto the School of Design in TAFE. The School of Design conducted the CADtraining in six 4 – hour workshops, held at the TAFE Brunswick CampusCAD training rooms. Each workshop contained a maximum of 19students, so the 220 students were divided into 12 workshop groups.Outline the stages of action taken and how it was reflected in the actionresearch cycle process ( Plan, Act, Observe, Reflect)1154 – An external industry person, a past graduate of the Program,was invited by the Course Coordinator to conduct the case study lectures.RMIT Property Services Group were invited to contribute to lectures, as thecase study is for RMIT. Several meetings were held for the course contributors,to plan the course, assessment, and course delivery. In the first lecturestudents were briefed regarding the reflective journals, the case study, and howthey could provide feedback through undertaking this work. The Course Teammet briefly after each lecture and reviewed the success and progress of thecourse. Students were challenged in each lecture to provide verbal feedback,as well as making an entry in their reflective journal. At the end of the semester,after assessment was completed, and feedback given to the studentsregarding their reports, reflective journals and presentations, the CourseTeam met for a debriefing and evaluation session.1107 – Several meetings were held for the Course design team, to set upthe provision of the TAFE CAD teaching component of the course. The CADworkshops were conducted at the TAFE Brunswick campus, for six out ofthe total twelve weeks of Semester One. Students from past years of CADteaching were consulted regarding how they felt it could be improved, andnew students for BUIL1107 did an expectations survey in Week One. Studentswent from preparing CAD drawings to undertaking conventional hard-copydrawings throughout the semester, to experience both modes. At the end ofthe semester students did a follow-up to the expectations survey, to give theirexperiences and to confirm or otherwise whether their expectations were met.The Course Team reviewed the students’ results for both CAD and traditionaldrawings, and also reviewed the design of the course at a final meeting. It wasdecided at this meeting to provide some further specialist 3D CAD trainingin Semester 2 to those students interested. This was a result of studentfeedback stating they would like to do more CAD in the future.In addition, several items in some of the School’s learning spaces wereidentified as badly needing changing or upgrading. This involved providingnew chairs and tablets in two learning spaces and having “SmartBoard”technology installed in the same spaces. Internal School funding wasused for these purposes.How have students been involved in the project?Students were involved via focus groups, reflective journal submissions andinformal discussions.Page 123
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