Teaching and Learning Review (TLR) 2014/15
Student Submission Document
As part of the new TLR process, a course rep from schools participating in TLR is asked
to write a student submission document, commenting on teaching and learning provision
from the point of view of students in the relevant School/Faculty. In drafting this
document, it is expected that the course rep will liaise with other students who are
representative of the student body within the School/Faculty as a whole, including
research students.
The submission should cover whether:
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Student feedback has been listened to and acted upon
Students have been sufficiently involved in decision making within the School
The information provided to students by the School has been accurate and fit for
purpose.
It is intended that the following questions will assist the student representative in
completing the student submission document.
Student involvement in quality assurance processes
1.
How does your School/Department gather feedback on its taught programmes
from students? Is this made easy for students, and do they let you know how they act
on this feedback?
2.
Is there student representation on the School’s Teaching Committee (or
equivalent?) Assuming that this is so (this is a University requirement as stated in the
Quality Manual) how many representatives are there, and how do they canvass views
from other students?
3.
How well do your Learning Community Fora operate? Are the meetings at times
which are convenient for students? How quickly do the minutes appear after meetings?
Are they accurate and are actions taken forward?
Feedback mechanisms
4.
Are students in your school given enough opportunities through Student
Evaluation of Modules (SEM) to give feedback on teaching of modules? Are you given
feedback on results from SEM forms?
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5.
Tell us about the experience of students in your school in being asked to
complete Student Evaluation of Teaching (SET) forms. How do you know your school
takes account of comments made by students in these forms?
6.
Does your school abide by the 21-day turnaround deadline for giving feedback on
coursework assessments? Is the feedback on assignments good quality?
7.
How does your school give students feedback on their exam scripts? Is it good
quality, useful and timely feedback?
8.
What has your school done in the last year in response to student feedback and
how have students been informed of these actions?
Facilities in the school
9.
Do students find their programme handbooks useful? In your experience, do
staff in the school operate according to the regulations, policies and procedures as
published?
10.
Specific to the discipline: laboratory/language laboratory/workshop/studio/
computing facilities
Do students feel that the facilities they are required to use in pursuit of their studies are
adequate and acceptable quality? Could they be improved and if so, how?
11.
Does your school provide resources via an intranet or web pages? If so, what are
they and are they useful? Are they kept up to date?
12.
Moodle: a minimum benchmark requirement with which schools will be expected
to comply is shortly to be published. What do students in your school feel about the
quality of the material made available to them for modules in Moodle? Are materials, eg
slides and reading lists, put up well in advance?
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13.
Are students satisfied with library resources? Are there sufficient copies of
popular core texts? What about electronic resources?
14.
Tell us about the Personal Tutor system. Is it effective? Do you know where to
find the School’s Tutoring Statement? Is it implemented effectively?
[Research Degree Students
15.
Do you receive the minimum number of supervisions required by the University
(10 per year for full-time students, 6 for part-time students)?
16.
Are records kept of supervisions? Who writes them, supervisor or student?
17.
Is the training offered by the School and/or Graduate School useful?
18.
Does your supervisor give you the support you need?
19.
Does your school provide resources via an intranet? If so, what are they and are
they useful?
20.
Are you given sufficient opportunities to give feedback on your programme? How
is this done – via annual review, or separate survey?
21.
Who would you ask for help if you have problems with your supervisor? Do you
know who the School Postgraduate Student Adviser is, and what their role is?
22.
How does the annual review process work? How well are students supported in
working to achieve the level required in order to progress on their programme?
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23.
For students at a further stage in their course, is help given with preparing for
thesis submission and the examination process within the school?
All Students
Careers (all students)
24.
Does the school do enough to help students in choosing careers and applying for
jobs?
Specialist support arrangements
25.
Do students requiring specialist support (eg students with dyslexia, or with
disabilities requiring special access arrangements) receive the support they require?
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