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You said, together we did

We have worked together to implement some real improvements to your teaching and learning experience

We listen very carefully to all student feedback from both undergraduate and postgraduate students.

The examples below show a large number of important changes that have been implemented as a direct result of your feedback and are a testament to both student and staff dedication to provide the best education possible.

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You said...

You would like more opportunities to improve your public speaking and presentation skills.

So we...

...introduced new elements into the Personal Development Module to provide students with more opportunities to develop such skills and are continuing to look at other innovations.

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You said...

You would like us to make it clearer how we have acted upon the feedback you give to us.

So we...

... overhauled the Module Evaluation process, improved and formalised the way in which we report back to you on issues that you raise. We involved the SSLC in action planning arising from NSS results, and improved email and website communications.

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You said...

You would like the sense of community for Economics students to be stronger.

So we...

... submitted a bid to the University for improvements to the Department’s physical space, including a common room for undergraduates. We will continue to liaise with students on this.

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You said...

You would like more contact with staff and better academic and pastoral support.

So we...

... organised daily drop-in sessions with the academic and pastoral support team for students who want to discuss any issues. We also hold ‘Coffee and Cake’ sessions with three senior members of staff, during which students can chat about any course issues.

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You said...

You would like more guidance for students choosing between Maths/Stats A and B.

So we...

... introduced maths and stats drop-in sessions at the start of term, as well as daily drop-in sessions held by our academic and pastoral support team, to provide guidance to students making this study choice.

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You said...

You would like to see assessment deadlines and tests scheduled so that bunching and over-burdening is avoided.

So we...

... made adjustments so that assessments and tests are fairly spaced, as far as possible and will be continuing with this process.

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You said...

You would like clearer assessment criteria for your modules, so that you know what you have to do in order to do well in the module.

So we...

... introduced Revision Cafes prior to core module tests, partly aimed at helping to set expectations for upcoming tests. We are discussing further improvements in this area with the Student Engagement Group.

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You said...

You value the quality of the teaching and learning in the Department.

So we...

... set up a teaching observation process for all Teaching Assistants and new Teaching Fellows, as well as a workshop for teaching staff and introduced a new Peer Observation process to share best practice.

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You said...

You would like us to provide you with more study support.

So we...

... introduced pre-test Revision Cafes, weekly Study Skills Sessions for most of our core modules, and drop-in sessions for maths and stats to provide additional academic support.

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You said...

You would like better advice when you need to make study choices.

So we...

... introduced new daily Academic and Pastoral Office hours and set up a new system to flag up when your module choices contravened degree course regulations. This will help you to more easily tell whether your study choices will be approved. Also, we will be producing short videos with staff and students talking about optional modules.

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You said...

You would like more feedback within your modules, to help you understand how you are progressing.

So we...

... introduced Support and Feedback Classes to allow more opportunities for you to give and receive feedback on your work, an approach which appears to be helping improve understanding of feedback as a holistic experience.

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You said...

You are inspired and engaged by lectures and classes which are stimulating, interactive and innovative.

So we...

... introduced a new Teaching and Learning seminar series for staff to encourage innovation in teaching and share best practice, including sessions on using Forums and Turning point to increase participation and engagement. This generated further ideas for application in departmental teaching practices which are being taken forward by a group of colleagues.

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You said...

Diploma students would like more advice on option modules and more help with STATA.

So we...

... introduced a new option modules session and STATA training to the induction schedule.

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You said...

Postgraduate students would like more say in the decisions made about the course.

So we...

introduced a separate Postgraduate Taught and Postgraduate Research Graduate Student-Staff Liaison Committee to allow more time and focus to be dedicated to postgraduate feedback.

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You said...

4th year PhDs need Job Market advice.

So we...

now share sources of information with 4th years which previously had only been made available to students who had already submitted and were about to go on the job market.

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You said...

MSc students would like more information to help decide whether to take Econometrics A or B.

So we...

will provide more detailed guidance and reading lists to next year’s cohort before the start of the course.

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You said...

PhD students want better access to visiting speakers.

So we...

have instructed seminar series coordinators that they must reserve at least one hour for PhD students to meet with a visiting speaker and this will be monitored.

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You said...

you would like more engagement with employers from a wide variety of sectors.

So we...

introduced a bespoke Economics Careers Event with a wide range of high profile employers attending including HMT, GES, PwC and Frontier Economics plus many more.

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You said...

PhD students needed more training in research skills and research integrity.

So we...

introduced a new module on the MRes ‘The Practice of Economics Research’ to serve as a bridge between theoretical material taught and the practical application of theory to strengthen the preparation for undertaking research in the PhD stage.