Student Led Observations for Course Improvement (SLOCI)

Closing the loop in course enhancement

Authors

  • Shaun McAnally The University of Queensland
  • Julia Buczynski The University of Queensland
  • Lydia Kavanagh The University of Queensland

DOI:

https://doi.org/10.15173/ijsap.v8i2.5578

Keywords:

course enhancement, student feedback, learning design

Abstract

As universities strive to enhance course delivery and the student experience, typical end-of-semester course evaluations have been demonstrated to provide insufficient and potentially biased detail for course improvement and innovation. The Student Led Observations for Course Improvement (SLOCI) team at The University of Queensland aims to provide high-quality student experience data through a student-led approach. The team comprises current undergraduate university students who have a basic understanding of pedagogical strategies and methods of evaluation, bridging the gap between students and academics. SLOCI utilises a course partnership model to work with academics to identify key research questions that can direct and inform a process of real-time feedback. Since 2018, SLOCI has conducted 48 single-semester course partnerships and nine research partnerships focussed on other aspects of the student experience. The student experience data generated from these collaborations has underpinned improvements resulting in higher student engagement and better learning outcomes.

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Author Biographies

Shaun McAnally, The University of Queensland

PhD Student, School of Chemistry and Molecular Biosciences, The University of Queensland

Julia Buczynski, The University of Queensland

PhD Student, School of Chemistry and Molecular Biosciences, The University of Queensland.

Lydia Kavanagh, The University of Queensland

Deputy Associate Dean Academic, Faculty of Science, The University of Queensland

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Published

2024-10-15

How to Cite

McAnally, S., Buczynski, J., & Kavanagh, L. (2024). Student Led Observations for Course Improvement (SLOCI): Closing the loop in course enhancement. International Journal for Students as Partners, 8(2), 95–106. https://doi.org/10.15173/ijsap.v8i2.5578

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Section

Case Studies