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To act, or not to act, upon feedback? A case study in academic development, students’ experience and student feedback

Nerantzi, C 2011, 'To act, or not to act, upon feedback? A case study in academic development, students’ experience and student feedback' , Students' experience and student feedback, online .

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      Abstract

      This case study reports on a recent module evaluation of the Engaging and Enhancing Student Learning (EESL) module. This module forms part of the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford and is offered mainly to new academics and other professionals who support learning. The EESL module aims to introduce participants to teaching and learning in HE, and is aligned with the UK Professional Standards Framework (UK PSF). It is delivered over 10 weeks, including eight face-to-face workshops and two online weekly seminars. Active, collaborative and technology-enhanced learning are coupled with more creative and experimental approaches. The development of reflective skills is enabled through peer, mentor and tutor observations and feedback conversations and reflective accounts. Participants are invited to experiment in a safe environment and within a learning community with ideas and concepts, to challenge their own beliefs linked to teaching and learning in HE, and to begin shaping their teaching philosophy and academic identity. Reviewing feedback is part of our continuous evaluation and enhancement process and this case study reports on how learners’ feedback has been used to develop an EESL module further.

      Item Type: Article
      Themes: Subjects / Themes > L Education
      Subjects outside of the University Themes
      Schools: Support Divisions > Human Resources
      Journal or Publication Title: Students' experience and student feedback
      Publisher: ESCalate
      Refereed: Yes
      Depositing User: Mrs Chrissi Nerantzi
      Date Deposited: 11 Apr 2011 16:57
      Last Modified: 20 Aug 2013 17:48
      URI: http://usir.salford.ac.uk/id/eprint/14081

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