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Students don't understand what a USI is and that it is a process that isn't part of UTAS. They require support applying for it. They don't have a drivers license or their Medicare card with them. Which means they can't apply for it when they have the support.

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Alot of students seem to have difficulty completing an eCAF form online. Even with the How to Guide. They need further support with this earlier on in the enrollment process.

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At the beginning of year there are 3 weeks where students do not have access to MyLO (set up phase). It would be good to have something offline for the students to do during this period.

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The eCAF process needs to be reviewed so students only have to complete the form once. Some students have had to complete the form 3 or 4 times before it registers with Utas.

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The FCP 113 & 120 courses cover the performance aspect well but need a greater amount of academic rigor. Performance reviews as well live performance attendance requirements need to be introduced to the course.

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In the TASC courses I have taken over the years, there are excellent teaching support materials produced to enable staff to lead their groups effectively. In the UCP course there were only Assessment materials loaded into MyLO and the weekly content was not explicit enough for me personally. I found myself always searching for ideas on how to best support the students with skills and content to help them achieve the assessment standards.

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There are inconsistencies in the way UCP units are marketed within the schools. UCP Accounting is not recognised in school handbooks and is often an "add on" for students. We need to get it into study plans earlier and communicate with the schools so they understand the opportunity for their students to participate (offered on campus, not by the school). The only way students sign up for this unit is by academic staff personally promoting in schools. UCP should be seen (in part) as a future students/pathways opportunity and receive support in line with this.

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I firmly believe that all staff want the best for their students. I would have liked some support with marking moderation to ensure that all teachers delivering the same unit, were close to each other in applying the standards. What is expected for HD, DN, CR and PP? Generated rubrics are helpful, it is more about the application of them to tasks.

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There is a lack of concrete examples for the assessment tasks. This leaves too much open for interpretation of the rubrics and teachers left unsure about what the students are producing and the potential marks they are sitting on. There should be an example for fail, pass, credit, distinction and high distinction for every assessment task. This year has been even more challenging as assessments have changed so teachers can't even use previous student work as examples.

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It is very unclear who does what in the overall process and there appears to be a lot of duplication when it comes to communicating with the schools. Conscious that we don't want to annoy them with the same follow up messages so it would be good to have a clear timeline on when things happen and who is responsible. Obviously, we may not be able to solve this in this initial meeting so perhaps there may need to be a smaller working group.

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The enrolment process was complicated this year - students were enrolled and showing on the report generated by the team, but not automatically added to the correct MyLO unit. This took some time to resolve, including the first weeks of the unit, meaning students had a negative initital experience with the university. When they were manually added they weren't added to appropriate campus groups so there are still concerns about their enrolment.

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For Object Design the scheduling of visits by the UTAS Mentors hasn't been ideal this year. There was an initial visit early in the year, but then no more until T2, which meant students had no feedback about their projects prior to their AT1 being due. In T2 they had visits scheduled every two weeks which was too often as it gave students little time to complete suggested tasks. A couple of extra visits in T1, and an evenly spaced-out schedule for the remaining time would be ideal.

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Feedback from my Object Design students this year has been that the expectations on college students for the UTAS course has been too high. They feel like UTAS staff are forgetting they have three other subjects they are studying in conjunction with the UTAS course.

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I have found students using AI and I’d like more PL around this and what the University stance is on it? It’s so hard to detect.

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there are few formative tasks so if you try to do an activity that isn’t linked to the main assessment students are reluctant to do it. I’d like to see more ‘hurdle’ or smaller tasks rather that 4 major assessments