Summary


Module choice is a very personal process. Students select modules based on a variety of factors, including their own prior learning, the assessment methods of the modules and the personality of the tutor. In some cases, module choice does not go to plan. As the DUGS in SMLC (a comparatively large department in the Arts Faculty), I request that students come to see me personally to discuss the process of module choice should they wish to change modules in the course of the year. Not only does this enable me to learn more about students in the School, but it also enables the student to talk through their concerns and for me then to address these concerns at a more strategic level.


Theory


For many students, experiences of university bureaucracy can be challenging. While we are fortunate to have dedicated personal tutors and a welcoming team of administrators in the School, it can nonetheless be very daunting for students to request to change their module in the course of the year. As the DUGS, I have a responsibility to ensure that all students receive a broadly comparable teaching and learning experience in the School. By asking that students come to see me in person in order to request changes to their module choice, I am motivated by several factors: (1) getting to know the student population better and to make the DUGS seem more approachable; (2) understanding the experiences of the student body and (3) ensuring parity of experience across the School. Where students have particular wellbeing concerns around a module, it is vital that we act on these and so having a face-to-face discussion with a student about changing a module can address this particular concern and means that we also help to support the wellbeing of our students by working with the relevant module leader(s) to develop their practice.


Measurable Benefits


  1. Supporting students to take modules that are suitable for their own individual experiences and backgrounds.
  2. Ensuring that senior figures in departments are approachable and welcoming.
  3. Getting to know student names (as has been demonstrated in Riva et al, a vital aspect of student wellbeing).

How it Works


  1. Communicating the expectation that students must speak to the DUGS if they wish to change modules in-year.
  2. Having an ‘open door’ approach ensuring that senior figures in departments are accessible to all students.
  3. Working with colleagues to develop practice in modules where students have raised wellbeing concerns.

Individual Perspective


This is an approach which requires buy-in from the senior leaders of a department or school. Wherever possible, such colleagues should seek to work with students and with colleagues to support a parity of experience for all students. In so doing, students get to know colleagues better while also ensuring that leadership teams have a holistic view of the teaching and learning in their department.