modes of delivery areas. provides services. Departmental committees and Faculty Students behaviour disrupting classes in some Executive and Academic Board to areas. engage with student feedback on the This is predominantly referred to with regard curriculum and how it is taught. to Lectures rather than other teaching modes Assessment Lack of prompt and detailed All A&F actions ongoing. Positive free text Ongoing issues students identify in free text assessment feedback - monitor use comments are made with comments: and Feedback and outcomes of online assessment All Depts confirm that they are regard to assessment Too much assessment, assessment bunching, meeting the 15 day feedback there is a clear theme a lack of a coherent overview of assessment requirement. where the assessment across the course and year is a very clear Faculty Quality team led by Sub-Dean guidance is available well source of dissatisfaction across all courses. Quality will conduct periodic Spot monitoring of feedback at unit in advance, is clearly There is equal discontentment with the unannounced audits of assessment level on-going, reporting into FAG broken down and length of time it takes to get grades back. feedback to students and FAB transparent and dialogue Students are not happy with receiving around the assessment feedback without a grade. There are task and process is consistent comments across all courses that encouraged. feedback from work is always delayed. Lack of support the university gives you when you fail. This includes frustration with student mitigation services which are often described as a fruitless cyclical process with no tangible or supportive outcomes for the student. Academic Staff student ratio improvement SSRs increased as detailed in HoD Staff support for students Supporting staff new to the University and to needed, especially in hotspots such as commentaries is very strong in some specific roles Support ASS and Psychology. areas and a mindset to be It is clearly evident in the free text embedded across all comment on the high performing Depts. courses and improved courses, that relationships with academic staff Arrangement by Academic are key to the students’ positive teams of learning sets and satisfaction, and this is illustrated seminar groupings linked in comments that Tutors are to PATs also mixed tariff friendly, helpful and approachable. seminar groupings to enhance students
modes of delivery Departmental committees and Faculty Executive and Academic Board to engage with student feedback on the curriculum and how it is taught. areas. provides services. Students behaviour disrupting classes in some areas. This is predominantly referred to with regard to Lectures rather than other teaching modes Assessment and Feedback Lack of prompt and detailed assessment feedback - monitor use and outcomes of online assessment Faculty Quality team led by Sub-Dean Quality will conduct periodic unannounced audits of assessment feedback to students All A&F actions ongoing. All Depts confirm that they are meeting the 15 day feedback requirement. Spot monitoring of feedback at unit level on-going, reporting into FAG and FAB Positive free text comments are made with regard to assessment there is a clear theme where the assessment guidance is available well in advance, is clearly broken down and transparent and dialogue around the assessment task and process is encouraged. Ongoing issues students identify in free text comments: Too much assessment, assessment bunching, a lack of a coherent overview of assessment across the course and year is a very clear source of dissatisfaction across all courses. There is equal discontentment with the length of time it takes to get grades back. Students are not happy with receiving feedback without a grade. There are consistent comments across all courses that feedback from work is always delayed. Lack of support the university gives you when you fail. This includes frustration with student mitigation services which are often described as a fruitless cyclical process with no tangible or supportive outcomes for the student. Academic Support Staff student ratio improvement needed, especially in hotspots such as ASS and Psychology. SSRs increased as detailed in HoD commentaries It is clearly evident in the free text comment on the high performing courses and improved courses, that relationships with academic staff are key to the students’ positive satisfaction, and this is illustrated in comments that Tutors are friendly, helpful and approachable. Staff support for students is very strong in some areas and a mindset to be embedded across all Depts. Arrangement by Academic teams of learning sets and seminar groupings linked to PATs also mixed tariff seminar groupings to enhance students Supporting staff new to the University and to specific roles
Faculty-HSS-Level-NSS-Action-Plan-2013.docx