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Continue providing free food vouchers

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Setting milestones for the development of EDU2030 and regularly reviewing these milestones

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What has contributed to the drop in NSS ratings?

Change in accessibility of staff

Office location

Following rapid expansion and COVID

What can we do?

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Fundamentally, attendance has been poor this academic year. It is difficult to conceive solutions to this as academics, this appears to be university-level decision such as mandatory attendance.

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Induction for level 4 students seems to work well. It is a good opportunity for students to put staff names to faces.

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Spaces to see each other to reconnect with the sense of community that the psych department used to have

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Continue to work on initiatives to help students engage

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The transition to block at level 4 presented a challenge to deliver the same quantity of lecture content in substantially fewer sessions - compounded by the requirement for lectures to take place over 50 minutes.

In some places, material taken from 3 or so lectures under old delivery has been squashed into a single ~50 minute lecture. It is challenging to see how this can be improved without more time.

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Consistency between Psyc3000 supervisors

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Making student non-engagement a staff issue with consequent higher demand on their time. 

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Making student non-engagement a staff issue with consequent higher demand on their time. 

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Communicate clear expectations of students and how they are already supported (nothing new here). Rather than design even more support they are not accessing.

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LZ she'll & info consistency

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Having consistency across module set up on LearningZone

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Create initiatives to increase students independence

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Continue with 3 ethics coodinators

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Speaking with colleagues, there have been regular inconsistencies in information staff are giving to students. For example, in expectations/instructions for feedback or rules for assessments etc., which varies between individual staff's understandings. A fix for this would be explicit standardized information provided to all staff on that teaching and/or marking team

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Respect diversity of modules (and shells)

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Respect diversity of modules (and shells)

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Topics and teaching styles are different and it is beneficial for students to navigate this diversity and develop flexibility

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Being a supportive, collegiate staff group!

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Consider format, structure, frequency, consistency and 'contracting'

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Some issues detected this year (at level 4) with errors in materials - e.g., spelling, grammatical etc. or articles being behind paywalls. Double-checking materials before posting to LZ would be helpful.

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Keep putting students in the same workshop/practical group across modules so that they can find study pal or build network that support their study throughout the year.

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I think we have a real issue with so few students coming for F2F supervision on dissertations. The 2 meeting rooms are dreary and cold and seem to be empty much of the time suggesting most PSYC3000 and PSYC5609 supervision happens on-line. The Psychology staff space feels unwelcoming to students and we look like lodgers in it. I think it all needs a rethink and makeover. I don't want to drag staff in unnecessarily but I also wonder if there should be some expectation/requirement that at least 2 tutorials are face to face. I do think it is easier to get to know your supervisees and check their well-being when you see them in person.