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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/9439

Title: Developing a departmental strategy to improve student feedback
Authors: Horner, Jane L.
Keywords: Engineering education
Feedback
Issue Date: 2010
Publisher: © Higher Education Academy Engineering Subject Centre, Loughborough University
Citation: HORNER, J.L., 2010. Developing a departmental strategy to improve student feedback. Engineering Education 2010: Inspiring the next generation of engineers, Aston University, EE2010 Conference Proceedings. Loughborough: Higher Education Academy Engineering Subject Centre, Loughborough University.
Abstract: In response to the National Student Survey, the Department of Aeronautical and Automotive Engineering at Loughborough University decided to improve both the written feedback given to students on coursework and the time taken to return marked coursework. This required discussing the students’ expectations of written feedback with both staff student liaison committees and departmental staff meetings. Underpinning the development of the strategy was a strong wish not to impose a uniform approach on staff and also to make clear that a well designed feedback system can reduce staff time spent on marking rather than increase it. Examples of different approaches to feedback were developed and debated at staff meetings. Also discussed was the link between learning outcomes, marking schemes and the type of feedback to give students. With the individual investigative project modules, feedback sheets were developed to reflect the different expectations from BEng and MEng students as stated in the Engineering Council’s UK-SPEC publication. It was agreed by staff that the minimum a student could expect was a generic feedback sheet for the whole cohort and that ideally all written feedback should be individual. To ensure both timely return of coursework and to allow spot checks of the level of feedback to students, a central coursework return point for staff was established. The department sees its strategy on coursework as an ongoing process and has improved the response from its students on feedback year on year as evidence by the National Student Survey
Description: This paper was presented at Engineering Education 2010 (EE2010): Inspiring the next generation of engineers, 6 - 8 July 2010, Aston University, organised by the Higher Education Academy Engineering Subject Centre, Loughborough University.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/9439
Publisher Link: http://www.ee2010.info/
Appears in Collections:Conference Papers (HEA Engineering Subject Centre)
Conference Papers and Contributions (Aeronautical and Automotive Engineering)

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