Tag Archives: Student Voice

PGT Peer Mentoring Task and Finish Group

We are looking to introduce further pilot schemes in regards to PGT buddy/mentoring within the University.

An email invitation was sent to Senior Tutors and Peer Mentoring staff coordinators to volunteer to join a Task and Finish Group to consider the best way forward regarding the launching of these pilots. If anyone would like to become a member of this group please contact Tony Chapman-Wilson, the University Peer Mentoring Coordinator for further details at Tony.Chapman-Wilson@Newcastle.ac.uk.

UKAT Annual Conference 2018 – Workshop: Building a Tutor and Mentor Support Programme

Workshop: Building a Tutor and Mentor Support Programme at NTU: The challenges of a collaborative approachDr Liam J Duffy – Nottingham Trent University

This workshop was on the building of a support programme and the review of this. The rationale was the ‘success for all’ and to close any attainment and progression gaps. There was the aim and the review of the improvement of target and non-target groups. It was identified that there were different needs in different schools and departments.  It was acknowledged that in most cases,  where there had been BTEC entry students, the school saw an attainment gap. 11 general principles to underpin tutorial systems and to allow for parity across the institution. A curriculum refresh policy says they will train staff so that the tutorial system will underpin a personalised learning journey for students. Students need to be consulted for what they need, like and want. Students fed back that the worse tutorials saw no relationship with the personal tutor as previous meetings were forgotten and tutors did not engage in learning about their tutees, their needs and their aims within the course. There was a consideration that there might be an issue that academics are hired on the basis of their research profile with limited consideration of whether they can be a tutor and engage with students. Should personal tutoring go to a specific member of staff specifically trained and experienced rather than academics? Can student focus be a risk to academic careers? There are no KPIs for personal tutors on tutorials – and how might the introduction of this engage and encourage the development of a more meaningful tutor/tutee relationship?

Module Evaluation Results

How and when are results of Module Evaluations received by Academic Staff?

Each module should be evaluated every time it is delivered using the University’s module evaluation system, EvaSys. The results are usually sent to Academic staff via email in the form of PDF attachments, and this is done in one of two ways;

  1.  The survey is set up by local Professional Services staff to automatically send the PDF results upon closure of the survey. This option can be selected during the creation of the survey.
  2.  Local Professional Services staff manually send the results in PDF format from within the EvaSys system at an agreed time. This option can be used if the automatic dispatch is not selected during survey setup.

In both instances the timing of the surveys and the receipt of results should be agreed within the academic unit, paying particular attention to survey close times to allow for discussion of results with senior colleagues if required.

More information regarding Module and Stage Evaluations is available on our webpages

The Policy on Surveying and Responding to Student Opinion details who is entitled to see results of Module Evaluations.

UKAT Annual Conference – Blog 1 – Keynote Speaker

Keynote: The case for collaborative care – Brett McFarlane  University of California – Davis

This discussed what is the true meaning of student success (is this retention rates or individual achievement), and how there should be Collaboration – work jointly on an activity or project; and Care – a provision of what is necessary; as well as considered attention and consideration to avoid damage or risk.

True collaboration: is based on shared ownership and vision, as well as shared resources. This should be based on the goals and outcomes of what the student wants to achieve – ‘theirs’ rather than the ‘institutional’ goals and outcomes allowing graduates to be happy with their experience. This will also support the improvement of social mobility and the achievement gap.

Research tells us: that relationships matter; that the frequency of advising matters – with the aim of improved satisfaction and learning; students need ‘cultural navigators’ – hidden curriculum, advice on who to see for what, the avoidance of assumption of what students ‘might’ or ‘should’ know, to enlighten students; and the connections with learning .

Barriers: These include a lack of agreement in what student success means; that nobody wants to ‘own’ student success; there is a failure to utilise prior research and literature; some institutions have a lack of formal training structures; and that there are some disaggregated and outdated technology systems

Moving forward: There is a need to consider process mapping in regards to what does the student actually need; some work is needed with function mapping and the definition of the staff involved and what their role is in the process; there is a need for a single shared communication structure to clearly articulate the student journey for ‘all’ to access; an obvious need for collaborative goals and outcomes that benefit the student, and in the long term the institution. We need to focus on building trust, involving students,  and to celebrate success. Continue reading UKAT Annual Conference – Blog 1 – Keynote Speaker

Case Study: Class generated content: Student Perspective

By Sarah Atkinson former Speech and Language Sciences student and current MSc student in the School of Education, Communication and Language Sciences

“Professional Issues… Sounds fascinating.” Thus my (admittedly extremely sarcastic) thought  upon hearing a module of this name would comprise the greater part of my workload during semester one of my final year becoming a speech and language therapist.

Despite hearing great things about it from my forebears in the year above, the prospect of this module did not fill me with delight. I certainly could not have guessed it would turn out to be one of the most enjoyable modules I have had the happy chance to participate in. Continue reading Case Study: Class generated content: Student Perspective

Boosting ISB Response Rates

The International Student Barometer is currently open and, as with any survey, there are actions that could be taken to help boost response rates.

Mobile Devices

Actively encourage completion using a mobile device. Most people have at least one mobile device and the ISB Survey can be completed on any device by following the personalised link emailed to students. Wireless access is being continuously improved across campus (as a result of student feedback!) which should make this really easy and convenient.

If possible arrange dedicated information sessions or set aside a brief amount of time at the start or end of timetabled sessions for students to complete surveys on their own devices.

Engage Students

Task student ambassadors or stage reps with encouraging their cohort to take part in surveys by posting on School/Programme social media. Encouraging discussion among student cohorts may lead to positive suggestions for improvement. Announcements could also be made on Blackboard community or module pages.

For all internal and external surveys it is important to ensure examples of improvements made both in house and across the wider University in response to results are communicated to students. Try to highlight what has been achieved at local level in response to past surveys of any kind and direct students to the ‘You Said We Did‘ webpage for examples of how student feedback has helped shape the student experience.

Prizes to be won!

Don’t forget to remind students that in return for their valued opinions, all respondents are entered into a prize draw (see terms and conditions). In 2017, the prizes include:

  • 1st Place prize: 5-inch iPad Pro (one available to win)
  • 2nd Place prizes: iPad mini 4 (two available to win)
  • 3rd Place prizes:£20 Amazon gift card (20 available to win)

What does it matter anyway?

The Student Voice is an essential component of how the University does business. We need to hear about student experiences and work with students to improve the student experience for them and for future students. While feedback can be gathered in other ways such as through Student-Staff Committees, student surveys give the opportunity to capture data that can be compared easily between academic years and stages. Positive and negative responses are equally as important as we need to know what we do well so it can be rolled out as best practice, and where we can improve to help students have the best experience possible.

The higher the response rate to a survey, the more representative the findings should be.

If you have any queries regarding the ISB or any examples of efforts to boost response rates you would like to share please contact us.

Using Mobile Devices for Surveys

No PC? That’s fine…

Did you know that students can complete the National Student Survey, module evaluations and stage evaluations using their mobile devices? Both the NSS and EvaSys evaluations can be completed on iOS, Android and Windows based devices.

Students don’t need to be tied to a PC to complete the evaluations, they can complete them anywhere – on the bus, on the Metro, at the end of your lecture – you name it, as long as they have signal, they can do it!

Boost response rates!

Letting your students know that they can complete the evaluations on their mobile devices may even help boost your response rates – they might not be aware that they can use their tablets or mobiles (or how easy it is)!

You could use the end of your lecture or seminar to ask students if they could use their mobiles to complete the evaluation on a module, without the need for an IT Cluster. You could also ask your final year SSC representatives to complete the NSS towards the end of a committee meeting and then spread the word to their course mates.

How do students use their mobile devices?

It’s simple, for the NSS students can follow this link: http://thestudentsurvey.co.uk/ or follow the link sent to their email. For EvaSys evaluations, students open their student email and find the EvaSys emails with their personal link in.

Once they click the link, the evaluation will open and they can complete it using their mobile device (some students will need to copy the link by highlighting it in their email and pasting into a web browser).

Alternatively, for EvaSys evaluations, students can log into Blackboard on their mobile device and find a list of open surveys under the ‘My EvaSys’ section on the ‘My Institution’ tab. You could even pop a notification on your Blackboard module page with some directions to the evaluation, or show students during class where to find them.

We advise that students save the evaluation as they are completing it – this way they don’t need to start from the beginning again if they get disconnected. It also means they can exit the evaluation, and go back to the place they last saved when they re-open the evaluation.

For more information, please take a look at our guide to using mobile devices.