Innovation
We have developed and implemented a student user-group model to provide real time student representation and evaluation of individual courses. A typical user group comprises 5-10% of a cohort and consists of students from a wide range of educational backgrounds. Meeting several times per term, the aim is to identify strengths and weaknesses of courses during the learning experience so that students’ ideas and feedback can be implemented while the course is in progress.
What prompted innovation?
The primary motivation was our desire to hear the student voice as consumer during the learning experience rather than at the conclusion of the course. Many students tend to respond to requests for end-of-course evaluation with comments such as ….“what good will this do me now… I’ve finished this module?”. This is completely understandable given the shifting focus of students’ attention to what is coming next, rather than on what has been and gone!
Furthermore, an internal survey at King’s found that many students did not find the traditional course representative system particularly accessible or workable. We realised that lone student cohort representatives could not be expected to keep abreast of course developments as they unfolded and deal with the large number of student responses that inevitably follow. Large cohorts and courses required a system that is broad and more encompassing, yet sensitive and immediately responsive to issues as they arise. A larger number of students representing a much wider constituency of students was required so that more voices were heard, the quality and variety of feedback was enhanced and actions could be taken immediately.
What makes innovation different?
The main difference is that the relationship with a much wider constituency of students engendered by this process provides invaluable critical evaluation of courses and programmes as they unfold. We have found that students are highly motivated to engage in concurrent evaluation when they sense that their feedback comments will be heard immediately and prompt action will ensue. The student user-group evaluates recent learning experiences before they are lost to memory.
Changes in practice
Experience with first year BSc Nursing students during 2011-13 shows that dialogue in the user-group is lively, engaging and overwhelmingly positive. The informality of the user-group forum encourages students to open up and ‘tell it as it is’. We have been able to make several significant changes to our practice arising from user-group evaluation feedback. These are 3 examples:
- Provision of supplementary ‘Breakthrough Biology’ workshops to assist students who experience difficulties with scientific concepts
- Implementation of 2 minute breaks at 20 minute intervals in lectures gives students the opportunity to have a ‘shuffle’, talk briefly with colleagues and re-engage with the topic
- Enhancement of learning outcome guidelines for individual sessions and online formative assessment
Impact
Our experience has demonstrated unequivocally that student user groups provide a fruitful and effective channel of communication between academic staff and the wider student body. Students tell us that they enjoy the process of involvement in course development. Students have much to say on the value and relevance of our teaching and learning strategy, their lecture and seminar experiences, learning materials and formative assessment. Evidence includes students’ statements in both the nominations and voting for the school Teaching Excellence Award (2011) and the College Most Innovative Teacher Award (2012).
Dissemination
The student user-group model has been disseminated at an all-school conference event and as a strategy paper entitled The Student Voice. This innovation will be incorporated into the School Education Strategy leading to roll-out across all courses and programmes.