Evaluation
The module
Modules are evaluated both internally and externally. From within, the tutor will introduce new materials, try out new ideas and seek students' opinions. S/he will then evaluate its worth, tweak, retry or dispose of. From without, each module has a moderator who reviews the module outline and assessments and also moderates the students' submissions. The results of these processes feed into the end of module reports, annual monitoring reports, external examiners reports, post-moderation group meetings ... etc.
What about learning journals? Can they be assessed? Some suggest that they can, but I would prefer that students extract pertinent points from their journal and add just the portions deemed relevant. My view is that learning journals are personal journeys and should remain private. Only the necessary portions should be made public.
A problem experienced is that most modules have more than one assessment. This necessitates marking whist still teaching. The students hand in one assignment and are ready to start on the next ... but we are still marking the first.
During each module students are asked to give their opinion on how the module is going. They are also asked to complete a survey at the end of each module. The results of these may influence how the module is run and suggestions as well as praise are always welcomed.
The staff
All academic staff members participate in Peer Observation where ideas are exchanged and opinions sought. Each department has a Learning and Teaching Representative who feeds into campus-wide groups to exchange good practice and reports back on future events related to pedagogy.
The students
Here's a question. As most students appear to be interested in grade only, should we mark only as pass/fail and provide feedback for those who are interested? As future employers are interested in final classification in order to 'benchmark' future employees perhaps grades are important. Further area for research perhaps!?
The course
Course Committee meetings are held once per semester where staff and student representatives meet to discuss topical issues relating to the courses, communicate events and receive feedback. Each Level (year group) is represented by a Student Representative whose role is to communicate feedback from students and communicate back to them. Student Representatives are offered training by the Student Union and are a valuable link.
The quality of the course is subject to a variety of mechanisms. There is the subject benchmark statement for Computing and periodic review and revalidation events (the latest being June 2008). The University is proud to have the 'Investors in People' kite mark.
We seem to be observed, reviewed and monitored from all angles. This is good. It stops complacency and ensures we continue to network ideas and innovation and keep up to date.
And me
My job at the university includes a wealth of differing aspects, brings many roles and responsibilities, with many hats. Course leader, personal tutor, module leader, senior lecturer; all challenges and opportunities.
As course leader my first task is to ensure that students are familiar with the expectations of a higher education environment. This is facilitated via the Welcome Week programme of activities. At the start of the week my colleagues and I welcome students to the campus. At this time they are just a group of unknowns. Gradually, through team work, they get to know a small group of students. By the end of the week we know them as individuals, we know names, recognise faces and for our own group of students we know a little about their lives, skills and background. We have found that this helps students to settle in to their new environment and to know who to ask for help or guidance. I meet the students regularly throughout their time at the university, in modules, in meetings and informally. I then say goodbye at graduation, but some still stay in touch. It is so gratifying to hear where they are going in their career and in life in general.
As a personal tutor I 'look after' a group of up to 24 undergraduates. I tell them at the outset that I may not have the answers to all their questions, but I probably know someone who does. Working on a small campus I encourage informal discussions.
As module leader I oversee the running of certain modules, including the Interface Design module under discussion. Module leadership encompasses the necessary administration and communication both with other members of the team and with the registered students. Modules are forever shifting. The definitive validation document is the starting point. This 'bible' governs what we do and how we do it.
Module leaders are expected to keep up-to-date with their subject area and communicate new ideas to students. For the Interface Design module successful communication is a fundamental requirement. Students are encouraged to communicate both pictorially and in written form. They are asked to evaluate the principles they have researched and communicate their ideas to others. As module leader I facilitate such activities. In all modules I try to encourage students to facilitate their own learning and work toward being autonomous entities, of course, with structured support.
I see my role as a lecturer to be the main focus of my work. I work within a team. We network and exchange ideas on a regular basis (often during mid-morning coffee breaks), we support each other and occasionally meet socially. We are all module leaders as well as members of module teams. Even if a module is only taught by one person, there is always a moderator. It is therefore possible to discuss ideas, concepts, possible changes and of course check the quality of procedures. As a lecturer I try to encourage students to think for themselves. However, some appear not to want to do this. They prefer the practical side of modules and prefer not to read, discuss, review, analyse and think. We try to prepare them for the world of work but many do not see a relationship between their degree studies and future employment. This is a lost opportunity. My view is that learning is great and so is my job.
If you have read this far, thank you and best wishes to you. Just go to the And Finally section before you go.
Sue
