CopyofStudentFeedback-Autumn2011MscComEd-3

8/2/2019 CopyofStudentFeedback-Autumn2011MscComEd-3

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Student Feedback - Autumn 2011MSCC Community EducationAs an addition to what was discussed at the SSLC meeting here are some other pointsgathered from the MSc group:

Points here were gathered through a 1 hour groupwork session with 20 of the Mscstudents where points were added and then voted on in terms of importance. Subsequently people could add individual comments anonymously too which eithercome after the first 3 for each section or as 'other comments'. Additionally thoughts communicated to the reps were also added to by others notpresent at the original session. Mostly the group session was looking at problems and issues, so this gives a negativeoutlook and was an oversight of ourselves for not including this in the points discussed,

but generally people have absolutely loved the course, with 'awesome' probably be theword most used to describe it, and lots of people seem to be genuinely transformed by itin many ways. There is also a good close bond between the group which owes a lot to the comingtogether in the first week for sharing experiences and the weekly tutorials andencouragement for study groups, socials etc. There are other things that have come up more recently, most of which were mentionedor discussed at the meeting, including other possible suggestions and ideas. We didnot include those here because there wasn't time and wouldn't have reflected all of the

group.

Curriculum e.g content and order of things - too much of, not enough of, more practice/theory.case

studies etcProblems:1. Rushed choices e.g. for placements and elective

2. Workload for researchmethods too heavy for the number of credits3. Heavy readingworkload4. Overlap in content between modules5. Given tasks with no clear reason behind them6. for students looking to start/ progress their careers itwould be encouraging to have time

devoted to more positive content for a healthy balance as a fair few folk have been feeling reallyfrustrated, demotivated and annoyed at what lies beyond graduation next year on the back oflectures this term. My experience and opinion, for what it's worth, has been that, at best, thenegative/ positive balance of course content has been 70/30.

7. Missed out some content on the importance of 'sustainability' in politics, policy and ideology.Solutions:1. List of placementsor potential placements available earlier, for example beforewe start, or some

suggestions of places to look if not including direct contacts for those coming new to Edinburgh.2. Reading list provided before course begins


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3. More clarification as to why we have to read certain texts/do certain tasks.4. Better coordination of timings for placement process5. Full introductory lectures before electives are chosen if possible

Other comments: Really Good

Learning Resources WEBeT and library issues. Lecture slides, book availability, speakers (any suggestions

or desired additions to the programme), ejournals, dissertations etc.Problems:

1. Research methods is very intense with too many videos.2. More book resources needed.3. George Sq. library over crowded.4. Web CT/MyEd difficult to use and inaccessible.5. Printing out from Moray House an issue.6. A lot of books on our reading list been lost since 2004.7. Learning resources/notes not always available before lecture on Web CT.8. Moray House library.9. Worries and anxiety over computer use at the start of the course, wanted to receive a session in

computer skil ls here.Solutions:

1. Research Methods more spread out less reading2. Make readers available for course texts like in previous years.3. More space opened up in libraries, better use of existing space, more computers.4. None5. None6. None7. None8. 'Keep the noise down please' - at Moray House library9. Offer a computer skills session using different University resources early on.

Other comments: Took a while to get the hang of the computer system and the availability of books was not always

good - either they were sold out on amazon, not in stock in the library, or all of the library copieswere on loan already by the time I got there. For such papers it would have been useful toengage with the reading electronically. So a suggestion is that ALL of the set readings shouldbe available electronically or printed out for us (as some have been) Also courses differed intheir uploading of materials to webct. On another outside course none of the material is on webctwhich has made that subject a little harder to keep up to date with.


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Learning and Teaching Process Tutorials, lectures and lecture styles, contact hours, information given, possibility for self-led sessions, study groups, other options and study methods ...

Likes/Positives:Problems

1. Having lecture slides on Web CT a day in advance.2. Time built into timetable to explore assessment criteria.3. Could be based more on analysis of our own experiences within a critical context.4. Limited Web CT support in some courses.5. Lack of preparation or discussion about assessment from lecturers.6. Too theoretical.7. Examine balance between taught component and research/discussion, with lecturers being more

aware of different learning styles.8. Would have appreciated more student presentations and student-led workshops to explore

concepts and texts. This would act as a supplement to the core program but allow us toexperiment with educational techniques whilst being able to relate our experiences to the theory.Solutions

1. Make sure that this is done please.2. None3. Theoretical ideas could be brought into use in combination with more of our own practical

examples e.g. workshops and case studies.4. None5. None6. None7. More focus on lecture content.8. None.

Other comments: Lectures in general good and found them very interesting, informative and engaging. Would like

more engagement with the smaller groups in tutorial discussion about topics and ways to keepdirection and focus in the discussions. I think it would be furtherly useful if we asked the groupsto make a mind map of their ideas to be held up at the end of the sessions and for someone tosummarise the different points of the different groups.

I find the lectures understimulating on the whole. Feel that they often just go through the readingwhich perhaps implies that the lecturers think that we haven't understood the readings. I findthis approach understimulating as I come to the lectures having read the readings and wouldappreciate it if the lecturers situated their content in the wider context; discussed other textswhich criticise the core texts or generally moved away from just explaining the text to us. I don'tfeel that it is Masters level content at the moment in lectures.

Any plans for innovative learning week ...? perhaps a chance to work alongside students in thedesign of this?

Would appreciate more 'problem-posing' activities/group exercises to explore issues and areaswe cover and how that issue, and its framing, would affect our response and possible actions asa community education worker.


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Assessment and Feedback How things are assessed, time given between submission and feedback,

information and advice given, what else would be useful or whatever formatProblems:1 . . . I'm concerned that it may be early February before we have any feedback on how we're doing. It'squite stressful that that the only assessment for com ed courses is at the end of the term so we havenothing on which to base our progress. It means that we will be almost halfway through before we get anyfeedback.2. Need more time built into the module programme to discuss the essay - or earlier on.3. Anxiety over HIP essaySolutions:1 .. I know it may add to workload to have some type of short assessment during the term but it wouldallow us to have some feedback and feel more confident writing longer assessments.2. an explanation of the essay before each lecture (outlining how it relates to the question) would makethe sessions more connected and purposeful.3. None.Other comments: This hasnt happened yet, apart form in one subject and that was good.

Student progression and achievement Good transition between terms. Connections between classes and connections with

extra-curricular possibilities and work. Careers advice, developing extra skills, relevanceto work and employment and further opportunities.

Guidance and support Personal and collective support, mentoring and assistance form Director of Studies andplacement supervisor, other advice and support needed

Problems:1. Would like to compare/link up with other Com Ed Courses or even other education students at

Moray House.2. More engagement with students and facilitation of discussion sometimes lacking3. None - Happy generally with the course4. Misinformation - feel I didn't always get the information I should have as part-time student - i.e.

library, WEBCT, course content, etc.5. There seems to be some disparity between DOS. I don't feel comfortable going to my dos as a

result.Solutions:

1. Incorporate comparative sessions with other Com Ed courses into module session?2. Facilitation of group discussions done more efficiently3. None4. None


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5. More time and support from DOS and tutorsOther comments:

The interview with the placement tutor and the Director of Studies was a little short. I know it'sa small thing, but Iwould suggest 20 mins (maybe even half hour for those that needed moretime), rather than the 15, as some people felt rushed.

Quality enhancement and assurance Evaluation methods of the Uni, procedures, fees, communications, University treatment

and standards, etc.Problems

1. Lack of guidance over starting to think about dissertation topic and how it might link to placementchoice.

2. Would have liked more support early on with essays and assessments.3. More communication about staff working 'to contract'. Non one has informed us officially or told

us what we can or can not ask for during this action which we want to help support.4. EUSA - no support from them over our fee dispute.

Solutions:1. Earlier discussion/tutorial around dissertation topic planning and examples of past dissertations.2. More examples and guidance.3. More communication a) so we can support the dept. b) so we know where we stand and what we

are entitled to.4. None

Other comments: Fees, we all know, took quite a lot of our energy at the beginning of term and affected some ofour study time. This meant that time spent in reading, finding out how the systems work etc was

a bit delayed, and I felt falling a bit behind int he first few weeks with the reading and keeping ontop of communications, because I also had work commitments to juggle and it would have beengood no to have that extra stress, which could have so easily been avoided by them thinkingthrough the whole fees process in a proper and strategic way, and not introducing it last minute.

Communications Communication between Msc students, all Community Education students, other

University students, with staff, with EUSA and with the University.Problems:

Need for easier communication between all years of Com Ed students - and perhaps one eventor time a year for all to meet. Possible connection system within this to share experiences and practices across years

Solutions:

Documents

CopyofStudentFeedback-Autumn2011MscComEd-3