All 10 entries tagged Student Engagement

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September 29, 2015

Feedback strategies with growing student numbers

The History Department has traditionally used a mixed feedback strategy, providing written comments on formative student work throughout the year, followed by a 15 minute face to face essay tutorial. For summative feedback, written comment is provided on both essays and exams electronically via Tabula, providing brief comments and two or three 'ways to improve'. However, as a consequence of dramatically increasing student numbers, this strategy has come under strain. The departmental teaching fellows often teach 6-7 groups of 15 students per group on the same module. This means that they face not only marking 90+ essays within the allotted 20 days but also organising essay feedback sessions of 15 minutes each (22.5 hours!)

So, the Department are discussing alternative manageable feedback strategies and would welcome comments and suggestions. These are our thoughts so far:

  • the minimum expectation is that formative essays will be marked within the 20 days and returned to students. Students will then be offered the chance for a face to face tutorial outside the 20 day window, but these will not be compulsory as in the past
  • summative feedback will remain the same
  • there will be a wider variety of feedback strategies in addition to, or instead of the written comments: audio feedback inserted into pdfs or word documents; annotated essays using track changes/comments; peer feedback in seminars; generic essay tutorials in class after the submission of a piece of work making general points about how the whole cohort tackled the assignment and ways to improve; adoption of forms/boxes to tick against marking criteria

We will discuss these strategies with our students but welcome any thoughts in our on-going discussions.


May 02, 2012

Feedback practices climb up the strategic agenda at Warwick

Writing about web page http://www.warwicksu.com/education/feedback/

The University of Warwick is mounting a concerted effort to understand what students think about the feedback they receive on their formative and summative assessments and to think strategically about how best practice may be embedded to improve the student experience.

Recent initiatives include:

  • A joint IATL/Student Union campaign to survey student opinion on the feedback they receive and how their experience may be improved. The survey is here: http://www.warwicksu.com/education/feedback/
  • The recent Institutional Teaching and Learning Review which produced a report on feedback practices across the university highlighting the need to improve communication channels between students and departments and for guidance to be issued
  • The Teaching and Learning Showcase on 19th June will look at strategic approaches and practical implementation of feedback practices.

Those interested in research on feedback practices may find the project pages of It's Good to Talk: Feedback, Dialogue and Learning helpful. This is an NTFS funded project between Warwick, De Montfort and London Metropolitan universities.


April 04, 2012

Teaching and Learning Showcase 2012

Writing about web page http://www2.warwick.ac.uk/services/ldc/tlshowcase2012/

The University of Warwick's main event celebrating excellent practice in teaching and learning will take place on Tuesday 19th June.
The overall theme for this year’s event is Taking teaching forward – building on the institutional review.  Topics covered will include:
·        Assessment and feedback: strategic approaches and practical implementation
·        Technology-enhanced learning: digital and virtual learning environments
·        Widening Participation: Outreach and Inclusive Teaching
Interested in presenting and/or producing a poster for the showcase– find out more here –http://www2.warwick.ac.uk/services/ldc/tlshowcase2012/callforpresentations/or email tls@warwick.ac.uk

February 21, 2012

Teaching and Learning Review Reports published

Writing about web page http://www2.warwick.ac.uk/services/gov/sdr/tandlreview/

The Departmental reports emanating from the Teaching and Learning Review in November have now been published: http://www2.warwick.ac.uk/services/gov/sdr/tandlreview/Please note that only members of the University of Warwick are able to read the reports.

A number of thematic reports have also been published drawing together recommendations and/or concerns from across the university. These cover the following areas:

  • Widening Participation
  • Employability
  • Strategic Development
  • Personal Tutoring
  • Internationalisation
  • Assessment and Feedback
  • Research-Led Teaching
  • Joint Degrees
  • E-Learning and Virtual Learning Environments
  • Peer Evaluation of Teaching
  • Student Progression
  • Student Feedback
  • Space Allocation
  • Postgraduate Teaching Opportunities

There will be a series of "Faculty Engagements" in March for Faculties (or those taking part in the engagement mainly Heads of Departments and only one undergraduate and one postgraduate student) to consider faculty-wide issues.


December 08, 2011

Date for Student Nominations to WATE extended

Writing about web page http://www2.warwick.ac.uk/services/ldc/funding/wate/

The date for the student nominations for the Warwick Awards for Teaching Excellence has been extended until Monday 19thDecember.

Please help reward and recongise excellent teaching!


November 17, 2011

Nominations for next year's Warwick Awards for Teaching Excellence now open

Writing about web page http://www2.warwick.ac.uk/services/ldc/funding/wate/

The Warwick Awards for Teaching Excellence (WATE) are an important way to highlight the great teaching practice that takes place at Warwick. They are also an opportunity for students to identify and celebrate their inspiring and innovative teachers. Yet there are Departments whose staff rarely feature in the lists of WATE award winners or commendees. Does that mean that no excellent teaching takes place in these disciplines? I suspect not. More likely is that teaching staff are not being put forward for awards. This is perhaps indicative of the status of good teaching in the senior management of these Departments.

It would be fantastic, if this year, there were WATE nominations from all areas of the university. So please encourage your colleagues and students to get nominating!


November 16, 2011

Call for Papers – British Conference for Undergraduate Research

Writing about web page http://www.bcur.org

Warwick is hosting British Conference of Undergraduate Resarch on 19–20 March 2012 (the inaugural conference took place this April in Preston). This is predominately an opportunity for undergraduates (or recent graduates) to showcase their undergraduate research. The call for papers has just been issued at: www.bcur.org.


October 04, 2011

Facilitating dialogue

The Language Centre has good reason to provide diverse ways of communicating - the process of communication is at the very heart of our teaching and learning experience. Over some years now we have tested many systems and have selected tools that allow our tutors and students to communicate in a range of ways according to the context and the communicative purpose. Asynchronous communication through voice boards captures a discussion for review and reflection; voice email allows direct spoken messages to travel through your inbox, synchronous formal communication can happen in one of our live classrooms and , most exciting yet, our instant messaging system connects course participants so they can collaborate at a distance. These tools provide 21st century solutions to a very old problem that is also a very important human need, the need to feel that we are not alone. The human voice is a very powerful tool, we should use it in online environments to support our learners. HEA funded research project ExAEF found that "formative audio feedback significantly enhances the student learning experience, improves their opportunities for flexible learning, and promotes good pedagogical practice". Clearly for languages it also helps us model second language use and provide opportunities to hone emerging language skills.
This presentation was delivered online to Edulearn 11:

August 17, 2011

Warwick student satisfaction scores

The NSS scores for 2011 have just been released by HEFCE. The headline figure for the university (overall satisfaction with the course) shows a slight movement downwards from the 2010 figures (from 89 to 88 per cent). This aggregate figure conceals wide variations between courses with satisfaction scores for particular subjects ranging from 70-98 per cent. German and Classics achieve the highest satisfaction rates. The feedback scores are more concerning with around half of departments receiving a score of below 60 per cent (and some below 15 per cent) for the question 'Feedback on my work was prompt'. This patchiness in performance shows that the dialogue between staff and students on effective student feedback needs urgently to continue.

The full set of data may be downloaded from the Unistats website.


June 15, 2011

Teaching and Learning Showcase 2011

Writing about web page http://www2.warwick.ac.uk/services/ldc/tlshowcase2011

The 2011 Teaching and Learning Showcase which is taking place on 29th June will feature presentations from some of the Warwick Award for Teaching Excellence winners including: Jonathan Heron, Teresa McKinnon, Nick Monk and Paul Taylor.

The key themes of the Showcase are:

  • Interdisciplinarity
  • Students as Producers
  • Student Engagement
  • Employability

There will also be discussion on teaching and learning in a post-Browne era.

For the full programme and book a place please visit: http://www2.warwick.ac.uk/services/ldc/tlshowcase2011


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  • Thanks for highlighting this Sarah. by Steve Locke-Wheaton on this entry
  • As one of the judges for last year's competition (and for this year's), I have to echo David's comme… by Sarah Richardson on this entry
  • Yes Sarah, I have also seen many favourable student comments for audio feedback and my own work on v… by Teresa MacKinnon on this entry
  • Thanks, Sarah, for your comment and for flagging up the Leeds case study. It seems to reveal the dep… by on this entry
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