student feedback and leadership - Office for Learning and Teaching

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Student Feedback & LeadershipThe course material is composed of 50% Mathematics and 50% Statistics.At the beginning of the project; the mathematics component was assessedonly through a number of problem sheets handed out to students and theywould go through them with their tutors during practice classes in a muchsmaller group. For the mathematics component they had 20% for assessmentsand 80% for the final exam. The statistics component was assessed througha 70% final exam (open book), and a 10% computer assignment (due on thefinal week of the semester) that would require the students to answer a set ofquestions that covered all topics in the course by using the statistical computerpackage, MINITAB. For each question on the computer assignment, studentswere asked to generate random data enabling each student to work witha different data set to minimize plagiarism. They had one weblearn testweighted10%, where students could do similar online practice quizzesas many times that they wanted for practice, but could only attempt the testonce. The final 10% was allocated to being up-to-date with their designatedweekly problems from their text book. These problems were ticked off (but notmarked) in their working note book every other week. To achieve the maximum10% students were required to have done the assigned problems every week.Doing so would enable them to have extensive practice on topics that werecovered during that week.MATH1277This is a service course taught to 90 first year students in the second semesteron both the City and Bundoora campuses and is a core component of theirdegree. It is a continuation of the first semester service course, Math1275.Although the students in this course are from one discipline, there is a largevariation in their mathematical abilities, typically with the Bundoora-basedstudents having a poorer skill set than their City-based colleagues. Thiscourse aims to equip these students with the statistical techniques requiredto understand and undertake research in their chosen field. The courseis taught via face-to-face lectures and computer lab exercises. The teachingmaterials for the course are posted on the Learning Hub via Blackboard.The lectures in this course are presented more like an extended tutorialthan a traditional lecture owing to the smaller group sizes and facilities used.At the beginning of the project, in this course the assessment comprised sixcomputer lab exercises totalling 10%, two 20% multiple choice topic testsand a 50% multiple choice final exam. The students were required to use bothMINITAB and SPSS to complete their lab exercises which were ticked off oncecompleted. The first topic test (conducted mid-semester) assessed materialcovered in the first 6 weeks of teaching and the first three computer labexercises. Students were permitted one A4 double-sided “cheat sheet”which they were encouraged to construct on their own. The second topictest (conducted week 11) assessed material covered following the first topictest and the last three computer lab exercises, again with a single A4 doublesided“cheat sheet”. The final exam, covering all topics and lab exercises,allows for students to utilise their two “cheat sheets” to assist them.Page 136
Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART ReportWhat were the central themes or issues being addressed in the project?––Our focus was on improving our teaching and assessment practicesfor large service courses using student feedback;––Analyse and identify the key issues arising from student feedbackon large classes, assessment and good teaching strategies;––Develop learning and teaching interventions to improve practice andstudent learning experiences and outcomes;––Evaluate the effectiveness of the student feedback evaluation toolin obtaining service teaching data;––Critically analyse success factors for and barriers to effective leadershippractices and policies at a broader level of academic work;––Contribute to RMIT implementing a leadership culture that enablesinformed approaches to using student feedback, developmentof personal perspectives and organizational change;How do these relate to student feedback?The changes were all based on the student’s comments in their feedbackand their comments received through student’s consultation meetings in theirhome departments. The aim was to deliver more student centred coursesby incorporating the most effective ways of teaching, assessment andfeedback into our teaching practices by using student’s feedback as wellas successful practices that were adopted by other members in the group.10.4 ActionsHow did the team structure itself, how has this changed during the project?Staff were selected by the Head of School. Staff who are involved in thisproject are either teaching large classes or co-coordinating teaching of largecourses. However, the team had to reconfigure as a research group due to achange of membership and leadership of the group brought about by massivestaff redundancies in the school. The new team members went through a selfleadership process – concentrated on self teaching practice and on takingup academic leadership roles within the school. They needed to further workon what leadership capacity building activities are required by all members whohave acquired new academic roles in the second semester especially thosewho have taken up program, discipline and course coordination/leadershiproles. Our facilitator and our original ART leader left during the first year.Page 137
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