12 September 2018Share
Student engagement in the surveys is essential for reliability of survey results - appropriate responses provide valid information. While ACU employs selected strategies to boost student participation in multiple survey types, academic staff input is critical in surveys related to learning and teaching.
ACU expects multiple sources of information on learning and teaching, and a convergence of evidence in drawing conclusions (see section 4. Underlying Principles in the Evaluation of Learning and Teaching Policy). In addition to summative evaluation of learning/teaching (Student Evaluation of Learning and Teaching surveys, Professional Experience surveys, etc.), a formative evaluation process is valuable for identifying an emerging issue with current student cohorts and making just-in-time adjustments.
Views from both colleagues and students are relevant; Peer Observation and Review of Teaching (PORT) and ACU Unitpulse (for units in LEO) are two examples of tools to assist in refining teaching practice.
I urge you to use all available resources to facilitate student reflection on the impact/value of feedback to all key stakeholders - students, staff, organisational management and external bodies (Australian Government and professional bodies). ACU's Learning and Teaching webpage is a good starting point to discover relevant resources for evidence base practice in learning and teaching.
As I've conveyed through other means of communication in the past, we have an age of pragmatism rather than idealism in education; to achieve transformative education, we need to be focused, collaborative and practical.