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Tagged: Feedback

Improving feedback mechanisms to UG students in engineering degrees

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📥  Case Studies

Summary

This 2014-15 project made an important contribution to the overall cost of a one-semester (S1, 2014/15)  sabbatical aimed at improving the student experience through enhancing teaching, learning and feedback outcomes during UG degrees in Chemical Engineering at two leading universities in the Southern Hemisphere (and the most highly ranked Australian universities for Chem Eng): UQ (Brisbane) and the University of Melbourne.  To maintain our excellent NSS position for student satisfaction we need to innovate and learn from other leading academic institutions. This sabbatical proposed to do this by:

  • Benchmarking UoB measures of student satisfaction (including feedback methodologies) and other tools for enhancing the student experience against those in UQ and Melbourne;
  • Examining the effectiveness of the teaching, feedback and student experience innovations that have been introduced in UQ and Melbourne. This was done both by examining outputs such ranking of subjects and universities, and by conducting interviews with academic staff, students and administrative support managers;
  • Examining how QA documentation is interpreted through to the institutional committee structures down to improving and enhancing the individual student experience through assessment, feedback and student support outcomes. Of key concern was academic ownership of programme and changes made to it, which affects both student and staff identities, and social cohesion within universities.

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