Faculty of Science, Engineering and Built Environment

Read examples of how teaching teams have acted on eVALUate results and suggestions for improvement in units.

SEJ101 Design Fundamentals

The dominant response from students last year was to have more clarity around assessment items, namely the rubrics. In response to that feedback we have redeveloped all the rubrics in SEJ101 for 2018. We are moving to an assessment method that uses threshold concepts and minimum standards and as such you will be required to complete a series of tasks, and you will accumulate grades based upon your performance in these tasks in all assessment items. All rubrics will be available on day 1 of class. They will be explained in detail within classes and seminars in the opening weeks of the trimester. We are confident this new approach to grading assessment will provide much more clarity and direction to students.

Finally, as a response to mainly off-campus students all assessment items will be due at 9am Monday mornings, which essentially gives all students that final weekend to complete any outstanding assessment items.

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SEN700 Research Methodology

In the previous version of this unit, many students indicated that they would have benefited from a formal class. Therefore, a 2 hour weekly class has been added to this unit. Additionally, to help students prepare for their assessment tasks, some formal content to assist in starting the assessment tasks has been added to the seminar series.

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SIT182 Real World Practices for Cyber Security

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • Responsive communication and feedback; e.g. replying to discussion forums and emails promptly
  • The use of NetLab for practicing tools and developing skills used in real world cyber security attacks and defences
  • Challenging and engaging assessment with real world practical application.

They have also made suggestions for improvement, and so this is what we have done:

  • Prepared an introduction to successfully working in teams
  • Updated lab manuals to provide more informative reasoning for performing commands
  • Allocated more time in classes to demonstrating cyber security tools.

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SIT718 Real World Analytics

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • The content of the unit and quality of teaching materials was generally very good
  • The practical aspects of the unit based on real world case studies were very useful
  • Students were satisfied with the selection of topics and the selection of assessment techniques to enhance the elements of students learning
  • The resources for the unit were well prepared and helpful
  • Weekly quizzes were effective in ensuring knowledge was kept up to speed
  • Classes were well delivered and good quality
  • Giving a view of real problems and how analysis can help with solving real problems were valuable.

They have also made suggestions for improvement, and so this is what we have done:

  • Students were interested in enhancing the practical aspects and increasing the number of examples. I have increased the practical content and the number of examples
  • Students were concerned about the speed with which feedback was provided and the participation of cloud students in class and practical sessions. We have improved the speed of feedback in Cloud Deakin Discussion and emails response
  • We have improved student participation for Cloud Students by opening BB Collaborate sessions for all practicals. Furthermore, we have opened two Bb Collaborate sessions of 30 mins each to enable Cloud students to participate
  • We have changed some of the class materials to make the unit more hands on, involving more practical exploration of data with R.

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SLE103 Ecology and the Environment

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • The provision of a wide range of resources in seminars and online to support the concepts discussed in class
  • Dividing the Unit content into two separate modules
  • Having a custom-made textbook for the Unit
  • Providing prompt support through the online discussion board.

They have also made suggestions for improvement, and so this is what we have done:

  • Improved timetabling of seminars, so that all students attend seminars in the same weeks at each campus
  • Provided activities in seminars to reinforce concepts and enhance student learning outcomes
  • Assessment tasks have been reduced in number and now relate more closely to the sequence of class material
  • Provided online instructional videos to demonstrate how to complete elements of the third assessment task.

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SLE212 Biochemistry

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • The Online learning modules as it helps the students to learn and master the content. The learning modules also helped the students with knowing the types of questions involved in the assessment, as the student could see how the teaching team think and therefore how they would write the questions
  • The practicals as they were linked to the theory taught in class and developed practical laboratory skills
  • The protein assignment, as it reflected an authentic professional learning task. It taught skills that graduates may use in any graduate position.

They have also made suggestions for improvement, and so this is what we have done:

  • Access to the feedback via Turnitin was hard to find. Detailed instructions will be provided to the students on how to access the feedback
  • Inconsistent feedback on the practical assessment. The teaching team will better manage the marking of the practical worksheets to ensure consistency in the marking of the worksheets
  • The quality of the handwriting on the online learning modules. Complementary PowerPoint presentations that contain the information required to complete learning modules are always available. Students are encouraged to use this resource to complete the modules
  • The weighting of the assessment. The group assignment is now worth 20% to better reflect the effort required to complete it. It also includes a 5% teamwork component which is self and peer assessed using the SPARK teamwork assessment tool.

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SLE251 Research Methods and Data Analysis

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • An entertaining teaching approach with interesting examples in the class material to illustrate the themes of the subject
  • Excellent practical classes, with guided worksheets, that really help the student to understand and apply the statistical methods learnt in the classes into a practical context
  • Helpful teachers on the unit, who go out of their way to help with practical problems and understanding of the material.

They have also made suggestions for improvement, and so this is what we have done:

  • Introduced Q&A sessions regularly through the trimester, designed to help students who may be struggling with understanding difficult topics
  • More clear expectations regarding assessment of worksheets and the project assignment
  • Better integrated career education, and the expectations regarding the assessments of this item, into the unit.

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SRA143 Art and Society 182

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the unit learning outcomes:

  • Quantity and quality resources online
  • Library and other study support
  • Weekly activities in seminars.

They have also made suggestions for improvement, and so this is what we have done:

  • Reinstated one hour weekly classes
  • Further integrated online offerings.

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SRM750 Built Environment Professional Practice 417

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • The topics covered in the unit were relevant and practical with regards to the actual work environment that professionals in the field will encounter, so we're continuing to emphasize these themes.

They have also made suggestions for improvement, and so this is what we have done:

  • Students wanted assignments that mirrored real-world practical situations, so we have provided challenges that come from actual projects.

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SRT112 Sustainable Construction 294

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • Real-life case studies of modern property developments have been welcomed by the students so the link between the taught theory and the real-world is revealed
  • The virtual walking tour of Melbourne’s history was enjoyed by students where they could see some of the very first houses, stores, halls and pubs built in Australia and see the design and structure base from which our more recent housing styles evolved.

They have also made suggestions for improvement, and so this is what we have done:

  • Students have asked for the global context of sustainability to be further considered. As many building companies operate globally and as many materials are sourced off-shore, we need to consider the impact of global trends, innovations and design improvements on our local property market
  • Students have become aware that the law is increasing involved in both the sustainability movement and also construction. Incidents such as the ‘cladding fiasco’ remind us on the importance of both regulations and also of codes of conduct in the property industry.

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SRT214 Commercial Property Construction Studies 185

In previous versions of this unit, students have told us that these aspects of the Unit have helped them to achieve the learning outcomes:

  • We have ensured that throughout the course material that information delivered is relevant for real life applications. This involves student assessments being based on the built environment in locating suitable commercial properties in their local area to undertake building pathology and building inspection reports.

They have also made suggestions for improvement, and so this is what we have done:

  • Based on previous years’ course delivery, we have made changes to the content material being delivered to better align with the assignment tasks and due dates
  • Furthermore, additional reading material will be provided to students to supplement their learning, taking into account what is happening in the commercial market throughout the trimester.

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