ÂÒÂ×Ðã

16.1 The importance of feedback and how ÂÒÂ×Ðã uses the results

Student Feedback

Our goal is to put students’ feedback, insights and contributions at the heart of decision-making. We value students’ feedback and work with students as partners in the process of shaping education at ÂÒÂ×Ðã. In recent years, as a direct result of student feedback, we have opened the Library over the Christmas closure period and increased study space – including 1000 in the 24 hour new Student Centre, we’ve focussed more on environmental sustainability and given clearer information about exams and assessments.Ìý In recent years, as a direct result of student feedback, SSEES have opened the Library over the Christmas closure period and increased study space – including 1000 in the 24 hour new Student Centre, we’ve focussed more on environmental sustainability and given clearer information about exams and assessments.

16.2 Student surveys and how ÂÒÂ×Ðã uses the results, including information about the NSS,) Annual Programme Evaluations and New to ÂÒÂ×Ðã survey

Student Surveys

One of the principal ways in which ÂÒÂ×Ðã gathers and responds to student feedback is via online student experience surveys such as the National Student Survey, annual programme evaluations and the New to ÂÒÂ×Ðã survey. Whether it’s about teaching, accommodation, or facilities, surveys are a chance for students to have their say about what works and what needs improving, to help us make sure that ÂÒÂ×Ðã is delivering an excellent education for current and future students. Each survey takes just a few minutes to complete, all responses are anonymous, and some include a generous prize draw. Every piece of feedback is read and the results of each survey are shared with staff across ÂÒÂ×Ðã – including President & Provost Dr Michael Spence.

Further information:

• You Shape ÂÒÂ×Ðã

16.3 Module Dialogue – what is it and why it’s important

Throughout all modules students will be asked to answer short pulse survey questions, on a regular basis. These pulse surveys are important because it helps teaching staff ‘check-in’ with students, making sure that they can understand and access key aspects such as the content of the module, assessment information and learning resources. This provides an opportunity for students to reflect on their learning and also give constructive feedback by engaging in a dialogue with staff about the results. Helpful comments and ideas from students mean that changes and improvements can be made to the module before it ends, as well as shaping the module for future students.Ìý

Ìý

16.4 The ASER process and how student representatives are involved

Ìý

The Annual Student Experience Review (ASER)

ÂÒÂ×Ðã’s Annual Student Experience Review (ASER) process requires all departments to undertake an annual self-evaluation and produce a development plan for how they plan to improve in the coming year. The self-evaluation involves looking at student feedback from surveys and student module evaluation questionnaires as well as other data about student performance and academic standards, such as the feedback provided by the External Examiner, which helps departments to understand what is working well and what might need improving. Academic Representatives are active participants in the evaluation process and creation of the development plan through discussions at departmental and faculty committees, giving students an important role in identifying and planning improvements within their department. Students can view the completed reports and action plans on the faculty/departmental intranet or Moodle pages.

Further information:

• Academic Manual Chapter 9, Section 2: Annual Student Experience Review (ASER)

16.5 ÂÒÂ×Ðã Internal Quality Review (IQR)

Internal Quality Review (IQR) is ÂÒÂ×Ðã's central academic quality management and enhancement process. IQR is a rolling programme of peer review, which operates on an approximately five-yearly cycle and includes all academic departments of ÂÒÂ×Ðã (as well as a small number of non-departmental academic units and interdepartmental degree programmes).

Further information:

• Ìý(ÂÒÂ×Ðã login required)
• Ìý(ÂÒÂ×Ðã login required)

16.ÂÒÂ×Ðã ChangeMakers

ÂÒÂ×Ðã ChangeMakers helps students and staff work in partnership to make education better at ÂÒÂ×Ðã:

Ìý

• Through ChangeMaker Projects, students and staff can apply for funding to collaborate on a project focused on enhancing education and students’ experience at ÂÒÂ×Ðã.
• Projects address issues that are important to students, often uncovered through student survey data, discussed at SSCCs, raised through Unitu or identified through annual reporting mechanisms like the Annual Student Experience Reviewer (ASER).
• There are three application deadlines a year, one per term.

Ìý

Projects are open to all students: undergraduate, postgraduate taught and postgraduate research.

Further information:

• ÌýÂÒÂ×Ðã ChangeMakers

16.7 Student Quality Reviewers

Student Quality Reviewers, where ÂÒÂ×Ðã students take an in-depth look at different areas of education and provide detailed feedback and analysis from a student perspective.

Through the Student Quality Reviewer scheme, students can:

• Act as a member of an Internal Quality Review panel;
• Take on a role to review new programmes or support enhancements to assessments through the Programme or Assessment Design Student Partner roles;
• Work with staff to reflect on their teaching practice as a Student Reviewer of Teaching (Peer Dialogue);
• Provide a student view on how teaching can include more diverse perspectives as a Student Curriculum Partner.

Further information:

• Student Quality Reviewers

Ìý