student feedback and leadership - RMIT University
student feedback and leadership - RMIT University student feedback and leadership - RMIT University
Student Feedback & Leadership Page 144 initiative will be completed and will feed into the overall project evaluation. The project findings will be reported and lessons learnt and good practices disseminated to the School, RMIT, and HE sector nationally and internationally. The major benefit that would accrue from this initiative is: – Utilising the Weblearn system to facilitate speedy delivery and feedback to students in large classes from a variety of disciplines. 10.6 Critical Success Factors What were the contributors to success? – The commitment from the teaching staff in the ART project. – The commitment of the ALTC Project Leaders in addressing the issues which were related to improving and supporting teaching at RMIT. What were the impediments to success? – We had to reorganise the group because of a school redundancy process (Two members in term I and the leader in term 2 left the University). – Our facilitator who was a great help and very knowledgeable with the teaching literature resigned in November 2007. – The change in the Learning Hub via Blackboard happened very close to the start of Semester 1 2008, therefore we cannot be sure if the changes ( good or bad) in the teaching score were due to IT problems or other factors- we need to analyse the results further. List separately – strengths and weaknesses of the Project Strengths: – It brought the teaching staff together to share their 'success and failure' practices in teaching large classes. – It was extremely educational 'that some staff decided to adopt' success factors in their own teaching practices. – It allowed staff to see that the same success / failure factor(s) lead to the same results considering the fact that students have varying math backgrounds. – It provided the opportunity for us to bring IT and Property Services within RMIT to the table, tell them our concerns, and seek their help in fixing some of these issues.
Weaknesses: Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART Report The online survey was subject to a number of IT related problems that resulted in only 2 respondents. Accordingly it was decided not to use online surveys in undergraduate courses. A similar problem in postgraduate courses has since been recorded. 10.7 Other Issues, Challenges and Suggestions What issues, challenges have been faced by the team members in this project? Not having control over the teaching venues, IT problems, not being able to commit our Postgraduate students to take part in the tutoring scheme (as they had more favourable financial conditions in TAFE) and changes in our team and leadership. Which issues and challenges remain? – We have to investigate if the venue and IT problems will be addressed in the near future. – We still have the issue that students do not recognize their responsibilities in the learning process especially in their first year. What suggestions for further improving impact on student feedback – at course team, program, discipline, School and university levels? – We used the feedback in week 10 and felt students had clearer understanding about the questions in the survey; however some of us collected our own feedback earlier in the semester by informal discussion during lectures. Our aim was to find out if there was an issue earlier in the semester then staff members could attempt to rectify it as soon as possible. – Not using online feedback for undergraduate students. Our experience shows that even at postgraduate level the on line response was very poor. – Students should be informed fully by their course coordinators about the importance of their responsibility in the learning process. – Students should be informed fully by their course coordinators about the importance of the feedback surveys and impact on the funding that RMIT receives from the Federal Government and how to differentiate between teaching practices (Good Teaching Score) and environmental or IT issues. Page 145
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Weaknesses:<br />
Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART Report<br />
The online survey was subject to a number of IT related problems that resulted<br />
in only 2 respondents. Accordingly it was decided not to use online surveys in<br />
undergraduate courses.<br />
A similar problem in postgraduate courses has since been recorded.<br />
10.7 Other Issues, Challenges <strong>and</strong> Suggestions<br />
What issues, challenges have been faced by the team members in this project?<br />
Not having control over the teaching venues, IT problems, not being able<br />
to commit our Postgraduate <strong>student</strong>s to take part in the tutoring scheme<br />
(as they had more favourable financial conditions in TAFE) <strong>and</strong> changes<br />
in our team <strong>and</strong> <strong>leadership</strong>.<br />
Which issues <strong>and</strong> challenges remain?<br />
– We have to investigate if the venue <strong>and</strong> IT problems will be addressed<br />
in the near future.<br />
– We still have the issue that <strong>student</strong>s do not recognize their responsibilities<br />
in the learning process especially in their first year.<br />
What suggestions for further improving impact on <strong>student</strong> <strong>feedback</strong> –<br />
at course team, program, discipline, School <strong>and</strong> university levels?<br />
– We used the <strong>feedback</strong> in week 10 <strong>and</strong> felt <strong>student</strong>s had clearer<br />
underst<strong>and</strong>ing about the questions in the survey; however some<br />
of us collected our own <strong>feedback</strong> earlier in the semester by informal<br />
discussion during lectures. Our aim was to find out if there was an<br />
issue earlier in the semester then staff members could attempt<br />
to rectify it as soon as possible.<br />
– Not using online <strong>feedback</strong> for undergraduate <strong>student</strong>s. Our experience<br />
shows that even at postgraduate level the on line response was<br />
very poor.<br />
– Students should be informed fully by their course coordinators about<br />
the importance of their responsibility in the learning process.<br />
– Students should be informed fully by their course coordinators about<br />
the importance of the <strong>feedback</strong> surveys <strong>and</strong> impact on the funding that<br />
<strong>RMIT</strong> receives from the Federal Government <strong>and</strong> how to differentiate<br />
between teaching practices (Good Teaching Score) <strong>and</strong> environmental<br />
or IT issues.<br />
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