Faculty of Arts and Education

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

You Said, We Did

ACR102 Introducing Crime and Criminal Justice

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

  • "For the assignments there was a clear outline or briefing paper on what we had to do, and it was clear where we were going to get the marks and how to make our assignments the best we could. The organisation of the subject made it easy to learn the material and made it interesting"
  • "I thought the real-world examples chosen to explain the theories covered were all very interesting and thought-provoking. I also thought the assessment tasks were very suitable and achieved the learning objectives they were linked to"
  • "The resources provided assisted me in learning throughout the directions and expectations for learning outcomes were clearly provided. Questions were readily answered on the discussion boards and during tutorials"
  • “The amount of detail in the classes really enhanced our learning and the unit is well organised on the Cloud site”
  • “The passion and knowledge of tutors and lecturers made learning really easy. The unit site had an abundance of relevant information, and people were always willing to provide assistance when asked”.

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

  • A greater number of real -world examples and case studies have been included in the course to provide relevant and direct links between theoretical concepts and key aspects of practice to contextualise student learning within the wider criminological context
  • Greater peer-to-peer interaction has been enabled through focus on student-driven debate and increased student responsibility within teaching
  • Amendment to and clarification of Research and Writing Exercise questions and template
  • Two of the assessments have been revised in collaboration with the DeakinTalent team, in order to provide greater career-related education and training in the fields of criminology and criminal justice, which will aid students to improve their knowledge of the possible careers and vocations in their field of study
  • These revisions will help students to build their research and professional skills, which -together with other, complementary changes to the overall Course curriculum at second and third-year level –will place them in a fantastic position when they graduate.

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ACR204 Crime, Media and Justice

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 use of real life examples in classes and seminars
  • The assessment tasks and seminars provided a lot of opportunity to apply the theory learned in classes (lectures)
  • Good balance between individual work and group work - this allowed peer to peer learning.

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

  • More detailed instructions for each of the assessments, including video guides
  • Including opportunities to explore more media examples in seminars
  • Over the past four years the Deakin Criminology team has been involved in a whole-of-curriculum development process. We have developed a range of assessment and online innovations that have been designed to build your digital literacy, work-ready skills and the acquisition of the disciplinary knowledge about crime and criminality.

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ACR303 Criminology Practicum

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

  • Guidance on providing professional presentations on criminal justice related issues
  • Skills development in drafting selection criteria and applying for jobs in the criminal justice sector
  • Authentic assessment, including reports directly relevant for agencies aligned with their preferred careers.

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

  • More clearly articulated learning outcomes linked to each assessment task
  • Realigned the submission date for assessment 3 to allow students more time to implement feedback from presentations into assessment 4.

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ALL102 From Horror to Romance: Genre and Its Revision

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

  • Engaging content
  • Level of tutor support.

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

  • Employed a historical and comparative approach.

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ASC233 International Migration and Multicultural Societies

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

  • “[Unit staff] did a great job of the lectures. They put a lot of preparation into the content and explained a lot in the lectures"
  • Many issues covered in the course were current topics in the media and the unit “gave us the opportunity to discuss the content of the unit as theoretical backdrop to current events. In short, it was a unit in 'real time' and I have benefited from the experience"
  • "Extra resources provided for assignments was excellent!!! In fact, I found all the assessments interesting and was motivated to do them. Content overall was relatable and relevant."
  • "The mix of assignment styles worked well - report, reflection, essay - to help understand the unit topics in different ways. Also good from a practical perspective."

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

  • Increased communication between the Unit Chair and sessional staff regarding assessment requirements
  • Improved communication with students regarding the workload for the unit.

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ASR100 World Religions

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

  • Studying World Religions from historical, philosophical and lived viewpoints has enriched the ways that students think about religion and religions, and given them a more critical understanding of how religions shape events in our own communities and in the world

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

  • Changed the assessment to two essays instead of an essay/exam format, and linked some short answer assessment questions to the video matrix. This gives students the opportunity to write on both the Dharmic and the Abrahamic traditions and to engage more fully with the lived perspectives of our religions
  • Changed the due dates for the 200 word responses so that students’ work falls due at the end of the final week on each religion.

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ECL310 Multiliterate Learners in Middle Years Environments

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

  • "Each seminar felt relevant and connected to the lecture/readings - The seminars were 'hands on', which helped me re-conceptualise how I thought I could teach literacy"
  • "Weekly reflections were very helpful - each class taught a range of strategies to teach literacy with upper primarystudents"
  • "Developing a unit planner in a small group was the most helpful, as it was a realistic approach to planning. Learning how to analyse and record literacy data was also very helpful".

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

  • Provided more specific assessment information, including guidelines, templates, and linked seminar activities
  • Provided a clearer rationale for the TUMBLR posts that form part of students' unit engagement and assessment.

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EEO311 Learners Living in their World: Humanities Perspectives

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

  • Collaboration within the seminar groups to identify appropriate resources for effective teaching and learning activities for the F-2 primary levels.

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

  • Changed the assessment weighting to better represent the time and effort involved in each task
  • Scheduled the seminar presentations to the week following the relevant class (lecture) and seminar material
  • Facilitated the sharing of lesson plans.

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EPP102 Learning-Teaching Communities

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

  • Designated weekly readings (when appropriate) to help focus attention on key unit concepts and ideas
  • Attendance at weekly seminars and participation in the peer assessment.

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

  • Students’ weekly readings are associated with their own teaching background
  • Suggested weekly readings have been streamlined (a choice of one reading for each week in the first three weeks)
  • Readings are easy to access via TALIS
  • Structured peer presentations
  • Streamlined assessment rubrics for weekly reading summary.

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EEE752 Planning and Assessment with Diverse Learners

In previous versions of the unit, students have made suggestions for improvement, and so this is what we have done:

  • Offered more literacy resources for secondary students to help promote content-area literacy
  • Increased student engagement in activities that are applicable to diverse teaching contexts

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ECP712 Social, Physical and Emotional Health and Wellbeing

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

  • Responsiveness for Cloud learning from teaching team, including online forum engagement, good learning community and strong assessment support
  • "The weekly readings were well set out and the discussion questions helped focus my reading. This enabled me to think about how to apply the learning in the classroom"
  • "Assignments - assignment 2 cleverly built upon my understandings from assignment 1. I enjoyed and learned so much by analysing HPE programs and applying this understanding when creating my own in A2"
  • Blackboard Collaborate Assignment support sessions and recordings of these sessions has been very helpful to students especially those studying via Cloud (Online) mode
  • "I appreciated the level of thought that went into the feedback on the discussion posts".

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

  • Adjustments have been made with better resource access, assessment support and more optimised user-friendly CloudDeakin provisions. This includes reorganising the structure of the unit on CloudDeakin.
  • Students have requested more embedded connections between assessment tasks and the Practical content exploring health, wellbeing and physical education teaching offered in classes and on CloudDeakin. One of the major assessment tasks has been adjusted to reflect these connections more congruently
  • Further detailed scaffolding with assessment tasks has been offered for both campus based and Cloud (online) students with in-depth assessment guides and BB Collaborate assessment support sessions
  • Students suggested the requirements of the second assessment task exceeded the word limit. The second assessment task criteria have been consolidated and the weighting of the "Additional elements" component of the task has been increased to more realistically acknowledge the level of work required to complete it
  • In response to student feedback the Web 2.0 application requirements for the Artefact of Teaching component of the second assignment have been simplified and consolidated to make this requirement easier to meet. Support resources for this component of the task have also been simplified and updated
  • The assessment guide resources have been simplified and consolidated.

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EIE703 Designing Engagement for Learning

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

  • Content and practical application relevant to students’ teaching and learning contexts
  • Modular design of the course which enabled flexibility with regard to time management and practicum placements.

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

  • Introduced live Blackboard Collaborate session for Cloud students
  • Scheduled the intensive campus-based sessions earlier in the trimester so that there is more continuity and time to complete the assessment tasks.

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