student feedback and leadership - Office for Learning and Teaching

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