Informing change on your course

Student Surveys give you the opportunity to tell us about your experience and us the chance to act on your feedback.

Find out about the changes that have been made in your School as a direct result of your feedback through Student Surveys.

School of Arts and Social Sciences

Economics

"In the Department of Economics we want our students to strive and succeed not only in their undergraduate studies but also in their careers. This is why we have listened carefully to their feedback and adjusted the programmes so that students have continuous feedback and support to succeed in their studies. Below is a summary of our responses to the most important issues and comments for improvement raised by our students."

Xeni Dassiou, Undergraduate Studies Programme Director

In 2016/17 we:

  • Created the role of Student Matters Mediator within the Department specifically for our three undergraduate programmes
  • Provided opportunities for placements and exchanges, a prime example being the Professional Mentoring Scheme
  • Introduced support for our first year students through a widening participation scheme and mentoring of statistics and microeconomics by second year students
  • Introduced summer revision sessions for students who needed to retake examinations
  • Enriched the information in the Undergraduate Economics Student Common Room using it as a one stop shop for information, including deadlines of assignment submission dates for all modules across all three years of studies, exchange and placements opportunities and the undergraduate assessment criteria.
  • Introduced the posting of the best three examples of coursework across all modules as best practice examples of what constitutes a fist class answer
  • Introduced the provision of a marking guide following the marking of coursework and examinations. This will be published on all individual module’s Moodle pages in addition to the generic assessment criteria. And in addition to comments on your individual work.
  • Piloted a change in third year exams, where open ended questions will be avoided, questions have increasing levels of difficulty and exams are divided in a way that helps students construct an answer as they move from answering the simple to the more complex parts of the question topic. In addition we will provide a clearer picture of how work was marked.

In 2015/16 we:

  • Created a role of Postgraduate Studies and Careers Co-ordinator within the Department specifically for our three undergraduate programmes
  • Started offering MATLAB surgeries in term two for postgraduate students
  • Provided accessible information regarding placements and exchanges in the Undergraduate Economics Student Common Room for all students
  • Increased the range of electives across all MSc programmes
  • Enabled students from less quantitative backgrounds to take more quantitative postgraduate programmes such as MSc Financial Economics and MSc Economics
  • Introduced a Literature Review Path to every postgraduate programme enabling students from a less quantitative background to opt for some less quantitative modules
  • Extended lecture time for the postgraduate Econometrics module and added an additional lab for Quantitative Methods module to help students develop a solid grounding in quantitative subjects during the first term
  • Enabled postgraduate students from the Economics department to attend any relevant careers events at City including ones at Cass Business School.

International Politics

"The extremely constructive comments we have received from our students on our undergraduate programmes, including teaching and assessment and a greater sense of a community of students, have been vital in helping us restructure our undergraduate programme and introduce new programmes. We strive to provide greater choice, diversify types of assessment and ensure our curriculum meets not only the highest standards of academic excellence but also reflects the intellectual diversity of a rapidly changing world."

Professor Inderjeet Parmar, Head of Department

In 2016/17 we:

  • Launched a new Micro-Placement scheme to offer our students opportunities to improve their employability skills
  • Designed standalone tutorials, discussing past essays to help students improve their writing skills and prepare for their coursework
  • Organised social events to foster an improved academic community
  • Rescheduled classes to make it easier for students to attend core modules
  • Introduced new modules to ensure a wider variety of modules are available to second year students.

In 2015/16 we:

  • Introduced Law electives to the 2016/17 academic year selection across MA International Politics, MA International Politics & Human Rights and MA Diplomacy and Foreign Policy programmes in partnership with the City Law School.
  • Started marking all written assignments anonymously with the exception of dissertations
  • Ensured there is a greater consistency with regards to the timeliness of assessment feedback by appointing a new Exams and Marking Officer who ensures students receive prompt and thorough feedback
  • Introduced new teaching sessions to teach the teachers best practice in this area
  • Introduced more specialist electives in International Political Economy course in years two and three
  • Successfully integrated quantitative methods building on first year Q-Step modules
  • Added electives to our programmes including IP2038 Analysing Economic and Political Data, IP2039 Advanced Principles of Economics, IP3033 Cultural Political Economy, IP3034 Political Economy of Global Inequality.

Journalism

"In the Department of Journalism postgraduate area we want our students to leave fully equipped to be successful journalists. It is crucial that we listen to what the industry wants and that we also listen to what our accrediting bodies recommend, but it is paramount that we respond to what students tell us they need, or where they think improvements could be made."

Professor Lis Howell, Director of Postgraduate Studies

In 2016/17 we:

  • Increased online tuition for MA Broadcast and MA TV
  • Increased engagement with industry in MA Magazine Journalism, including direct pitching of ideas to a number of media companies such as Hearst and Redwood Media
  • Introduced smaller seminar groups in our Ethics Module to improve discussion and allow students to engage across different pathways
  • Reduced and streamlined the number of summative assessments
  • Increased the software capacity and standardised the availability of software throughout the department and in centrally booked classrooms.

In 2015/16 we:

  • Introduced peer evaluation for teaching staff as a way of ensuring standards are consistent and remain at a high level
  • Explored ways of using Moodle more effectively and standardising Moodle pages across the undergraduate programme
  • Organised a Photoshop and InDesign Bootcamp for second year students
  • Added extra editing and technical clinics to the majority of our MA Journalism programmes
  • Reviewed and overhauled the software installation on all Macs and PCs
  • Implemented a major curriculum review with less popular modules being replaced with modules that are more appropriate
  • Extended deadlines for the Professional Project and Dissertation to the 1st September to give students more time during the summer to research and gather interviews for use in their project or dissertation. This meant they were able to obtain longer contracts of employment both in the UK and EU during that period
  • Introduced a wider module diet in response to a changing profession, including courses such as Introduction to Data Journalism, Advanced Data and Coding, Journalism and Social and Digital Journalism as part of the Erasmus Mundus in Journalism, Media and Globalisation.

Music

"Student feedback is vital in driving change in the Department of Music. We always listen to what you tell us and engage with you in conversation at all times to help us improve and develop your student experience."

Dr Laudan Nooshin, Head of the Department of Music

In 2016/17 we:

  • Introduced second year musicianship classes for BSc students
  • Supported additional musical skills in the areas of aural skills for BMus students, keyboard skills for BSc students and music theory for both
  • Introduced a Music therapy taster session in the spring term
  • Provided accompanists for compulsory performance workshops to ensure equity in musical support
  • Offered BMus students taking solo performance the option of splitting their lessons between two instruments
  • Broadened the range of modules available to BMus students by offering second year students the option of taking solo performance for only 15 credits.

In 2015/16 we:

  • Provided accompanists for all workshops and masterclasses, using a mixture of professionals and performance scholarship students
  • Employed a Performance Officer in September 2016 to manage the organisation and co-ordination of performance spaces
  • Introduced a new core module, Analysing Music, in September 2016 to help students prepare for writing a dissertation.

Psychology

"The Professional Doctorate in Counselling Psychology aims to develop reflective practitioners who are well-equipped and confident in bringing a broad range of knowledge and skills to the workplace. We have, with student feedback in mind, recently rolled out a revised set of Module Specifications, some of which are highlighted below."

Dr Susan Strauss, Programme Director

In 2016/17 we:

  • Introduced the module, Systems and Systemic Psychological Therapies in Counselling
  • Introduced additional Specialist Supervision modules, to enhance clinical experience
  • Streamlined our Research module assessments, to support students in completing research in a more timely fashion
  • Introduced the modules, Contemporary Developments in Psychological Approaches and Supervising, Consulting and Leading in Counselling Psychology, to increase students’ practical knowledge and competitiveness in the field
  • Revised our placement materials, to more clearly document and feature students’ clinical experience.

In 2015/16 we:

  • Increased the number of administrators focusing on undergraduate programmes, leading to a more efficient and effective service delivery
  • Refined our in-house Moodle training to give students clearer information on how to use this important virtual learning environment. This has enabled students to access and apply key information, complete tasks that maintain their academic progress and communicate easily with one another and the course team
  • Developed innovative techniques to support teaching and assessment activities. Including an app that allows students to test their knowledge and understanding of complex topics and tutors meetings to share best practices adopted across our modules.

Sociology

"Student feedback and satisfaction matter a great deal to us because we aim to build a department that delivers an inspiring educational experience, supported by research and creative teaching and is committed to our students' success. These values are reflected in our departmental ethos: sharing knowledge, success and kindness."

Dr Rachel Cohen, Head of Sociology

In 2016/17 we:

  • Included additional personal tutor sessions for final year students’ dissertations
  • Introduced a module choice and option day, to assist students with module selections
  • Increased the module choice in the third year
  • Integrated placement/exchange years into all programmes.

In 2015/16 we:

  • Introduced formal recorded personal tutor sessions for all students twice a term
  • Integrated BACCI into the Sociology department providing greater resources for students
  • Arranged bespoke Sociology Careers events throughout term time.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

In 2016/17 we:

For Economic Evaluation in Healthcare and Health Economics

"Student feedback is important to us to tackle any concerns as soon as these are identified. We aim to provide the right support to students during their MSc with the objective of enhancing their learning experience and paving the way for a successful career as Health Economists."

Victoria Serra-Sastre, Programme Director

  • Ensured all problems with lecture rooms, such as the conditions for students and lecturers, were addressed immediately and that adequate changes were implemented
  • Increased the use of lecture-capture across modules
  • Highlighted the importance for students to make use of staff office hours, and encouraged and enabled students that face challenges with the economic aspect of the course to meet with staff. Academics also stated their office hours on Moodle
  • Provided accessible sample exams, essay questions and completed coursework from previous years on Moodle to improve students’ understanding of coursework requirements.
For English
  • Started our own library in the Creative Writing office with donations from tutors (we receive free advance copies of many novels) and students
  • Introduced mid-term informal student evaluations for each module
  • Increased the depth and range of feedback on students’ written work
  • Introduced mini-breaks to all seminars
  • Provided clearer guidance on week-by-week learning goals for all modules on Moodle alongside course reading lists
  • Restructured the delivery of lectures, seminars and workshops to ensure clear linking of theoretical and practical aspects and provided space for practical application
  • Anonymised excellent student translations and provided examples across the range of languages and translation directions on Moodle.
For Politics courses

"Feedback from our students in the Department of International Politics is essential in helping us to identify areas of strength and to change things that are in need of improvement. This helps us to create an environment for our students to succeed both at City and beyond."

Dr Sandy Hager, Programme Director International Political Economy

  • Improved student understanding of coursework requirements by preparing and providing exemplary coursework examples from previous years on Moodle
  • Increased the use of lecture capture across modules
  • Encouraged staff to post office hours on Moodle, making it easier for students to meet with their lecturers
  • Addressed problems with lecture rooms early on in the term.

In 2015/16 we:

  • Started offering MATLAB surgeries in term two for Economics postgraduate students
  • Provided accessible information regarding placements and exchanges in the Undergraduate Economics Student Common Room for all students
  • Increased the range of electives across all Economics MSc programmes
  • Enabled students from less quantitative backgrounds to take more quantitative postgraduate programmes such as MSc Financial Economics and MSc Economics
  • Introduced a Literature Review Path to every postgraduate programme enabling students from a less quantitative background to opt for some less quantitative modules
  • Extended lecture time for the postgraduate Econometrics module and added an additional lab for Quantitative Methods module to help students develop a solid grounding in quantitative subjects during the first term
  • Enabled postgraduate students from the Economics department to attend any relevant careers events at City including ones at Cass Business School
  • Introduced Law electives to the 2016/17 academic year selection across MA International Politics, MA International Politics & Human Rights and MA Diplomacy and Foreign Policy programmes in partnership with the City Law School
  • Added extra editing and technical clinics to the majority of our MA Journalism programmes
  • Introduced a wider module diet in response to a changing profession, including courses such as Introduction to Data Journalism, Advanced Data and Coding, Journalism and Social and Digital Journalism as part of the Erasmus Mundus in Journalism, Media and Globalisation
  • Reintroduced Urban Ethnomusicology and Historical Musicology modules to ensure there is a greater range of electives available for postgraduate music students
  • Dedicated more time to City’s support mechanisms during the Welcome Week for postgraduate music students
  • Extended DVDs’ loan periods from one day to one week for postgraduate music students.

Postgraduate research students

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

In 2015/16 we:

  • Worked closely with City Students’ Union and the Student Centre to identify and design appropriate well-being support
  • Worked closely with City Students’ Union and the Student Centre to raise awareness of existing relevant provision for well-being support
  • Worked together with student reps to share tips on staff experience of managing an open plan workspace.

From 2012 to 2014 we:

  • Improved communication between Senior Tutors for Research, Divisional Administrators and Research students about space changes and moves
  • Provided regular doctoral colloquiums & workshops that addressed key aspects of doctoral study
  • Committed to continue the annual School of Health Sciences Doctoral Student conference
  • Appointed doctoral student representatives to improve communication between Senior Tutors for Research and doctoral students
  • Committed to resolve compensation claims for delays to some projects by summer 2015
  • Worked with the Divisional Administrator to resolve delays in expense claims
  • Reorganised the School's research infrastructure to foster collaborative working, enhance our strong interdisciplinary research culture, strengthen our research student community and provide research students with more opportunities for peer support and inclusion in our academic community
  • Worked with Library Services to improve provision for research. See the Library Services for Research section at the top of the page to find out more.

Cass Business School

Accounting and Finance

In 2016/17 we:

  • Re-introduced summer revision sessions for students taking resit exams. These were also recorded and made available online via Moodle. Most of these sessions focussed on reviewing the main exam paper, its solutions and marking guidelines to assist students with exam technique
  • Established a new partnership with Team Up
  • Increased the use of lecture capture across the programme
  • Introduced a department Facebook page to keep students updated on what’s happening across City
  • Introduced a monthly student newsletter to update students on Careers and other events, Course Office information and Your Voice actions
  • Updated the training available through SAM (Skills Assessment Manager).

In 2015/16 we:

  • Partnered with additional professional bodies to offer our students a wide range of professional exemptions
  • Actively promoted internship, placement and study abroad opportunities to increase students’ employability
  • Continued providing structured support for the Final Year Project including bespoke library support and data analysis sessions
  • Monitored teaching quality and took corrective action where necessary
  • Introduced improvements to the Drysdale student area, notably provision of a printer, driven by student demand.

Actuarial Science

In 2016/17 we:

  • Ran additional revision sessions and/or provided additional online revision materials and support for first year students taking resit exams for some Part 1 modules. This follows an initiative launched by the Cass Undergraduate School
  • Increased the use of lecture capture across the programme
  • Introduced a department Facebook page to keep students updated on what’s happening across City
  • Introduced a monthly student newsletter to update students on Careers & other events, Course Office information and Your Voice actions
  • Updated the training available through SAM (Skills Assessment Manager).

In 2015/16 we:

  • Moved the Statistical Reasoning, Communication and Ethics module to term one
  • Restructured the tutorial provision for the Mathematics for Actuarial Science module, which includes an exercise class and a surgery hour instead of tutorial groups
  • Encouraged more lecturers to adopt Lecture Capture for revision purposes
  • Collaborated with Properties and Facilities to fix broken plug sockets and improve ventilation on Level three and four of the library.

Banking and International Finance

In 2016/17 we:

  • Incorporated a core module on Business Skills, delivered by a practitioner to first year students. The module enables students to develop relevant skills that they will apply in their professional careers
  • Introduced support classes to help students be better prepared for the quantitative modules
  • Increased the use of lecture capture across the programme
  • Introduced a department Facebook page to keep students updated on what’s happening across City
  • Introduced a monthly student newsletter to update students on Careers and other events, Course Office information and Your Voice actions
  • Updated the training available through SAM (Skills Assessment Manager).

In 2015/16 we:

  • Introduced the formally-trained year tutor for all BIF and Finance students
  • Fine-tuned the Business Skills module in year one to enhance employability
  • Offered mentoring to several lecturers and visiting lecturers
  • Continued offering welcome back talks to all parts of the degree
  • Rolled out a restructured part one with double modules split into single modules and significantly reducing overlaps
  • Continued to expand the list of accreditation bodies
  • Ordered more copies of part one and two books where stock was deemed insufficient
  • Offered more tutorials and clarification sessions for core modules
  • Expanded the use of Lecture Capture by enhancing support to lecturers who wish to use it
  • Offered a revision class for the Financial Econometrics module at the end of the term.

Business Studies

In 2016/17 we:

  • Ran revision sessions during the summer for students taking resit exams
  • Introduced new processes to ensure students queries are dealt with satisfactorily within 48 hours
  • Increased the use of lecture capture across the programme
  • Introduced a department Facebook page to keep students updated on what’s happening across City
  • Introduced a monthly student newsletter to update students on Careers and other events, Course Office information and Your Voice actions
  • Updated the training available through SAM (Skills Assessment Manager)
  • Opened the Final Year Project early-bird scheme to Management & Business students so they can begin work on their projects and be allocated a supervisor over the summer.

In 2015/16 we:

  • Updated the Final Year Project topics to include a tailor-made list to suit the marketing stream students
  • Changed the structure of the accounting modules to avoid duplication of material
  • Increased the use of Lecture Capture
  • Provided additional Final Year Project workshops.

Finance

In 2016/17 we:

  • Increased the use of lecture capture across the programme
  • Introduced a department Facebook page to keep students updated on what’s happening across City
  • Introduced a monthly student newsletter to update students on Careers and other events, Course Office information and Your Voice actions
  • Updated the training available through SAM (Skills Assessment Manager).

In 2015/16 we:

  • Restructured the Security Analysis module
  • Provided additional tutorials
  • Increased the use of Lecture Capture.

Management

In 2016/17 we:

  • Introduced additional tutorial resources during revision periods, including revision for resit exams during the summer
  • Introduced online revision sessions at the start of the exams period
  • Offered tutoring services and additional Moodle resources
  • Increased the use of lecture capture across the programme
  • Introduced a department Facebook page to keep students updated on what’s happening across City
  • Introduced a monthly student newsletter to update students on Careers and other events, Course Office information and Your Voice actions
  • Updated the training available through SAM (Skills Assessment Manager)
  • Opened the Final Year Project early-bird scheme to Management & Business students so they can begin work on their projects and be allocated a supervisor over the summer

In 2015/16 we:

  • Gave more detailed briefings for the Final Year Project than in previous years
  • Increased the use of Lecture Capture for core modules
  • Helped second year students from the mentoring and coaching module act as mentors to first year students
  • Enhanced tutorial support for the Management Science module to provide greater support to students
  • Collaborated with the Careers Service to put more emphasis on careers in management and finance sectors
  • Improved the sequence of the term one content during the first year so students practise individual writing early on in their studies
  • Provided more opportunities for second and third year students to provide informal tutoring to first year students especially in quantitative subjects
  • Introduced improvements to the Drysdale student area, notably provision of a printer, driven by student demand.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

In 2012/13:

City was the most improved Higher Education institution in England according to the undergraduate National Student Survey (NSS). Although the results of the Postgraduate Taught Experience Survey are not currently published, your feedback is used in exactly the same way as NSS feedback to support on-going developments at City. In 2013 you let us know how positive you were about the improvements we made in support of your student experience. Your overall satisfaction, experience of teaching and learning, and experience of skills and personal development support all remained high, at over 70%. You were more satisfied in every area covered by the survey, in particular:

  • Your overall satisfaction increased by over 5% to 75%
  • Your satisfaction with learning resources increased by 8% to 69%
  • Your satisfaction with organisation and management increased by 6% to 61%
  • Your satisfaction with assessment and feedback increased by over 5% to 61%
  • Your satisfaction with support for career and personal development increased by 3% to 68%.

Postgraduate research students

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

In 2015/16 we:

  • Worked closely with City Students’ Union and the Student Centre to identify and design appropriate well-being support
  • Worked closely with City Students’ Union and the Student Centre to raise awareness of existing relevant provision for well-being support
  • Worked together with student reps to share tips on staff experience of managing an open plan workspace.

From 2012 to 2014 we:

  • Improved communication between Senior Tutors for Research, Divisional Administrators and Research students about space changes and moves
  • Provided regular doctoral colloquiums & workshops that addressed key aspects of doctoral study
  • Committed to continue the annual School of Health Sciences Doctoral Student conference
  • Appointed doctoral student representatives to improve communication between Senior Tutors for Research and doctoral students
  • Committed to resolve compensation claims for delays to some projects by summer 2015
  • Worked with the Divisional Administrator to resolve delays in expense claims
  • Reorganised the School's research infrastructure to foster collaborative working, enhance our strong interdisciplinary research culture, strengthen our research student community and provide research students with more opportunities for peer support and inclusion in our academic community
  • Worked with Library Services to improve provision for research. See the Library Services for Research section at the top of the page to find out more.

School of Health Sciences

BSc/PG Diploma in Adult Nursing (Pre-registration)

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Reviewed all assessment specifications (guidelines) ensuring that students were clear about what was expected and what was required (Assessment Forum)
  • Signposted students to the electronic resources available – particularly the library resources
  • Discussed and clarified feedback to ensure quality and consistency
  • Discussed with SSLC what type of information students felt would be helpful prior to commencing their course and introduced this for new starters.

In 2015/16 we:

  • Changed the format of HSM201 Engaging in Practice two and HS2002 Simulated Practice modules to discussion groups as students have already used them
  • Reviewed HSM201 Engaging in Practice two marking criteria and developed a rubric for the Postgraduate Diploma reflective and evaluation essays to ensure consistency
  • Changed the criteria for the HSM201 Engaging in Practice two module to critically reflect and evaluate two aspects of students performance to help them critically evaluate their work
  • Redesigned personal group timetables as part of HSM001 Relationship Centred Care module to make it bespoke for each student
  • Redesigned Moodle and uploaded content on a week-to-week basis to make it more manageable for students as part of HSM001 Relationship Centred Care module
  • Provided direct links to study material on the individual group timetables as part of HSM001 Relationship Centred Care module
  • Provided examples of writing from previous students related to HSM001 Relationship Centred Care Patchwork text essays
  • Reduced presentation time from 20 minutes to 15 minutes in the HSM001 Relationship Centred Care Patch presentation session to allow for more discussion time
  • Reviewed the HSM001 Relationship Centred Care timetable in early stages to reduce the total amount of days students attend during the week and to, where possible, reduce the times when students have only one session in a day
  • Included an Introduction to Group work session prior to the HSM001 Relationship Centred Care Patch presentation sessions to clarify the purpose and arrangements for the group work
  • Increased the reflective work in teaching and reading on reflection in HS1012 Relating Social Sciences to Health Communities
  • Introduced critique research skills into stage two of the programme to ensure students feel better prepared.

BSc/PG Diploma in Child Nursing (Pre-registration)

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Utilised an aptitude questionnaire developed by a service user as part of the selection criteria before students joined the programme
  • Offered placements at Great Ormond Street Hospital (GOSH)
  • Provided Practice Assessment Documents (PAD) helping students to demonstrate their achievement of field-specific practice competencies and record the number of hours of practice experience
  • Signposted English language classes by the Programme Directors
  • Reminded students of the services offered by Learning Success prior to an assessment submission
  • Included formative assessment in early modules to identify and provide for those who required extra support.

In 2015/16 we:

  • Worked closely with all our placement providers to produce placement information and upload welcome packages to Moodle
  • Considered new ways of improving communication to make sure students and their Link Lecturers are always available to respond to any queries
  • Created an Elective Placement Handbook for students
  • Organised new introductory sessions on elective placements
  • Published practical tips in a new elective space on HS2001 Engaging in Practice two Moodle space
  • Invited former students to undertake a short presentation of their elective experiences at the introductory session
  • Ensured a designated Learning Enhancement and Development (LEaD) lecture, which is facilitated by a member of staff from Learning Success, is included in the module timetable
  • Provided a full list of NHS Trusts in England and useful organisations abroad on the HS2001 Moodle space
  • Put students in touch with alumni to share experiences, help them identify placement contacts and answer any questions
  • Reviewed timetables to ensure teaching is spread over fewer days
  • Promoted the CityBuddy scheme by inviting second year students to join up as a CityBuddy and encouraging new students to sign up for the scheme
  • Engaged in plans for new ways of developing buddying opportunities in clinical practice
  • Reviewed the Academic Plan for the third year of the course to increase the first practice placement from six weeks to eight weeks to help students complete their PAD by the end of week 12.

BSc/PG Dip Mental Health Nursing (Pre-registration)

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Reviewed the provision of link lecturing and increased input across the three localities within East London NHS Foundation Trust
  • Arranged regular Link Lecturer visits to clinical placements
  • Strengthened the role of Personal Tutors in collaboration with the Mental Health team and Programme Director and identified extra areas of support
  • Introduced a placements management system to improve allocations and communication
  • Introduced a Day in Practice in January or February for BSc students prior to going on placement
  • Provided students with the opportunity to undertake short elective placements in different areas.

In 2015/16 we:

  • Added revision sessions and increased provision of learning resources on Moodle to prepare students for exams as part of HS2331 Core Biological Principles Relating to Pathophysiology and Therapeutics in Adult Nursing and HSM332 Experiencing Acute Care, Diagnostics and Treatment (Mental Health Nursing)
  • Piloted a new timetabling software called Scientia Publish with groups of students with a view to becoming available to all
  • Provided students with a weekly to-do list for HSM332 Experiencing Acute Care, Diagnosis and Treatment: Mental Health Nursing module to improve the structure of their self-directed learning
  • Arranged a session on mental health nursing as part of the HS1011 Foundations of Relationship Centred Practice module
  • Arranged a session on mental health awareness in Simulated Practice and evaluated and revised the workbook and content
  • Ensured module leaders provide clearer signposting to learning resources.

BSc/PG Dip Midwifery (Pre-registration)

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Developed a model of co-leadership for modules based on the principles of collaboration and mentoring peer support
  • Provided students with the opportunity to receive face-to-face feedback in addition to written feedback for assessments such as essays and OSCEs
  • Developed a system of practice buddying
  • Continued to develop a student centred, team approach to timetabling requests.

In 2015/16 we:

  • Took a student-centred and a team approach to timetabling requests, acknowledging the restraints of room and lecturer availability, to avoid long gaps between lectures and students travelling in for only one lecture, where possible
  • Used the weekly informal meetings, Midwifery huddles, to improve communication within the team
  • Ensured team members communicated availability as soon as possible to the Programme Director and Divisional Lead
  • Communicated changes and rescheduled lectures to the cohort as soon as possible through their set reps and their WhatsApp groups
  • Organised a pre-marking meeting by module leaders together with all markers and moderators to review the assessment criteria and agree the style and format of feedback
  • Implemented face-to-face Feedback Surgeries, which are available to students soon after the release of results on any assessment.

Foundation Degree in Ophthalmic Dispensing

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Reduced the number of Assessments and modified the written exam
  • Included tailored study skills sessions run by the University’s Learning Enhancement and Development team for FD01 and FD02 with a specific emphasis on Human Biology (the module that student tend to find the most challenging)
  • Arranged revision sessions, that included example questions, three weeks prior to the exams
  • Promoted generic revision skills workshops provided by both City and CIC.

In 2015/16 we:

  • Worked with graduate students to enhance teaching on the Quantative Methods module
  • Arranged peer teaching with a buddy system in place for Friday mornings following students’ Clinical Skills lab session
  • Arranged study skills sessions to be given by the Learning Enhancement and Development team at City
  • Arranged revision sessions three weeks prior to the exams where students are given example questions
  • Arranged an annual admissions talk following the success of the talk given in October 2015.

BSc Optometry

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Reduced the number of Assessments
  • Reviewed the policy for marking MCQ assessment
  • Broadened our teaching styles to include: blended learning, ECHO lecture capture system, personal response systems, problem-based learning, screencasts and evidence-based practice
  • Extended free practice times from one and a half to two days per week
  • Advertised free laboratory times on the doors of our CS laboratories (Tait L2) to promote use during free periods in the timetable
  • Introduced a visiting clinical tutor and buddy system for OV1004 and OV2021 modules
  • Introduced new equipment at City Sight and in the Clinical Suites
  • Used lecture capture recordings for all lectures
  • Allowed students to gain work experience in optometric practices in central locations in and around London e.g. Moorfields Eye Hospital, Vision Express and Specsavers.

In 2015/16 we:

  • Maintained the Clinical Skills timetable from 2015/16 so the labs are available for practice on Wednesday afternoons and Fridays. The dispensing lab is also open for practice outside teaching sessions in 2016/17. This enables students to practice during holidays and summer periods
  • Provided support in organising events such as pre-registration interviews
  • Maintained a close relationship with the Optometry Society to consider more events and to promote and support the society and the Eye Ball
  • Organised written exams and coursework during January and May exam periods. All resit exams will now take place during designated resit exam period. This will help students to plan extracurricular activities and holidays according to the published term dates
  • Sought to significantly reduce the amount of assessments and improve the timetable for all years as part of the Periodic Review (2017/18).

BSc Radiography

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Increased the regularity of communications to ensure students know their progress is being tracked and that staff are actively engaged with their progress
  • Used attendance and assessment result measures to identify issues early on, enabling bespoke supportive measures to be introduced
  • Promoted the involvement of service users and carers in the following aspects of the programme: programme monitoring, quality assurance, student selection, learning and teaching activities and feedback to students
  • Gave students greater insight into their own stage of learning, equipping them with effective strategies to move forward and prepare themselves for summative assessment elements
  • Liaised with practice placement staff to provide students with the opportunity to undertake a mock interview during clinical placements.

In 2015/16 we:

  • Offered all students who wish to take time off for religious festivals a flexible attendance pattern (providing this does not clash with assessments) ensuring that there is no detrimental impact upon clinical attendance or coherence of learning experience
  • Moved Cardiopulmonary resuscitation (CPR) and Manual handling sessions to April in year one and this form part of a newly enhanced preparation for clinical practice prior students’ first clinical placement
  • Published all module feedback dates on each Moodle module
  • Anonymised statistical data regarding spread of marks are made available for each module assessment component
  • Provided assessment feedback summaries as well as opportunities for all students to receive individual feedback on all assessments that are undertaken
  • Reviewed how students are allocated for each face-to-face assessments and ensured different staff are involved with mock assessments and final summative assessments.

BSc Speech and Language Science

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Increased the number of modules where lecture capture was used
  • Introduced more interactive lecturing, using technologies such as Poll Everywhere and Doodle Poll
  • Improved the availability of specialist equipment for the analysis of speech e.g. electropalatography and ultrasound
  • Explored how the City Micro-Placements Programme could improve your employability
  • Provided more opportunities for you to meet with peers, developing a stronger sense of community with both a Welcome Breakfast in September and a Welcome Back Lunch in January.

In 2015/16 we:

  • Reminded lecturers to specifically recognise the presence of Speech and Language Science students in classes
  • Introduced a partially separate induction at the start of academic year
  • Held regular cross-cohort tutorials to create a forum for Speech and Language Science students to support learning (e.g. focus on academic writing)
  • Offered a new elective module which focuses on the study of various aspects of the medium (speech, spelling, sign language)
  • Provided clearer guidance about the clinical nature of elective module.

BSc/PG Dip Speech and Language Therapy

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2016/17 we:

  • Provided BSc students with the opportunity to learn from cohorts further into their courses, e.g. which modules were particularly challenging and tips to do well in different modules
  • Created a more coherent curriculum and improved the learning experiences
  • Increased the number of modules where lecture capture was used
  • Introduced more interactive lecturing, using technologies such as Poll Everywhere and Doodle Poll
  • Improved the availability of specialist equipment for the analysis of speech e.g. electropalatography and ultrasound
  • Actively encouraged students to take part in the Professional Mentoring Scheme run by City Careers, which partnered individual students with mentors in a wide range of professions
  • Provided more opportunities for students to meet with peers, developing a stronger sense of community
  • Ensured that students were offered resit tutorial sessions before the resit exam period, where needed
  • Provided more of a focus on personal tutoring and encouraged staff to engage with the personal tutorial system
  • Continued to support the mentoring scheme for MSc students, which paired students with second year students
  • Granted MSc students access and support within the Division, School and University facilities
  • Provided additional placements and volunteering opportunities for MSc students to increase employability
  • Improved the availability of online MSc timetabling information.

In 2015/16 we:

  • Used innovative educational technologies such as Poll Everywhere and Doodle Poll in BSc teaching to improve students’ experience
  • Increased the number of BSc modules on which Lecture Capture is used
  • Included three development points in BSc feedback
  • Organised another informal BSc Welcome Breakfast and ensured all year groups could attend
  • Posted a link on the BSc Moodle space and email to a real-time page of IT resources at City
  • Flipped the delivery of two BSc sessions to give students more opportunities to link knowledge and skills
  • Provided a BSc session with someone who stammers
  • Introduced some extra BSc tutorials to give students the opportunity to discuss the topic in more depth
  • Moved a number of PG Dip assessments that were stored in the archives of the Library to the assessment cupboards at Myddelton Street. Assessments are now being made available more promptly through the SHS Student Helpdesk
  • Used Lecture Capture for PG Dip for the first time in 2015/16 and implemented it more widely
  • Increased the amount of information that is available to both PG Dip year groups on the Programme space in Moodle. This includes both years’ course plans, all key dates, deadlines for coursework and information on deadlines for feedback being returned to students.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

"Your feedback is essential to enable us to continue to be responsive, creative and innovative in the ongoing development and delivery of quality, learner focused, advanced academic and professional practice programmes. Please tell us about your experiences with us: your views and opinions really do matter."

Ursula Smith, Associate Dean Postgraduate Taught Programmes, CPPD and Workforce Development

In 2016/17 we:

  • Strengthened the Personal Tutor approach for postgraduate students to ensure all students can access tutorials face-to-face, online or via telephone
  • Offered students who are undertaking their dissertations additional sessions with staff who could guide them in their choice of topic and method and regular workshops, in addition to the support provided by their allocated supervisor(s)
  • Increased the number of modules that use Lecture Capture, enabling students to revisit presentations
  • Liaised with professional staff to further improve the management processes for modules and programmes
  • Used a range of technologies across the programmes and modules to further strengthen and improve the quality of teaching
  • Invited external professionals to facilitate sessions and share their experiences
  • Offered a choice of electives to support individual development plans and employability, where possible on a programme
  • Worked with representatives in Staff Student Liaison Committee (SSLC) meetings to facilitate a safe arena for innovation
  • Used social media to help promote some programmes and to share relevant information and events.
For MSc Adult and Mental Health Nursing
  • Signposted students to English language support classes
  • Reminded students of the services offered by Learning Success prior to assessment submission by your module leader
  • Included a formative assessment in early modules to identify those who required extra support
  • Reviewed all assessment specifications (guidelines) ensuring they are student friendly so students are clear about what is expected for each assessment
  • Continued to match students with personal tutors with an increased emphasis on career advice
  • Continued to work with Trusts and existing placement partners to ensure clinical skills provision matched students’ needs
  • Improved employer relationship management
  • Ensured the timetable considered students’ demands where possible, and that time at the University was used effectively.

In 2015/16 we:

  • Created clearer information about module choices and timetabling and clearer guidance about which modules are available or suitable
  • Offered more modules at postgraduate level to improve elective choices
  • Made inductions to programmes on the same day as the wider school induction programmes so students have access to key events and staff
  • Invited guest speakers who can share their career and work experience
  • Encouraged students to make contact with the module leaders and their course leader to share any concerns as they arise
  • Introduced innovative changes to customer service, the application process and registration process
  • Introduced anonymous marking
  • Strengthened administrative processes to provide greater coherence across all programmes
  • Developed relationships with alumni to help provide insights into careers paths into final destinations
  • Started developing communication spaces across different programmes on Moodle on some programmes so students on a programme or group of programmes can readily access information as part of a community of staff and students
  • Worked closely with programme student reps to address specific programme issues
  • Used innovative educational technologies, including increased use of lecture capture to improve student’s experiences
  • Worked closely with the Students’ Union and the Student Centre to raise awareness of existing provision for well-being and support.

For pre-registration postgraduate programmes and second registration programmes also refer to the improvements made on your respective programme above.

Postgraduate research students

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

In 2015/16 we:

  • Worked closely with City Students’ Union and the Student Centre to identify and design appropriate well-being support
  • Worked closely with City Students’ Union and the Student Centre to raise awareness of existing relevant provision for well-being support
  • Worked together with student reps to share tips on staff experience of managing an open plan workspace.

From 2012 to 2014 we:

  • Improved communication between Senior Tutors for Research, Divisional Administrators and Research students about space changes and moves
  • Provided regular doctoral colloquiums & workshops that addressed key aspects of doctoral study
  • Committed to continue the annual School of Health Sciences Doctoral Student conference
  • Appointed doctoral student representatives to improve communication between Senior Tutors for Research and doctoral students
  • Committed to resolve compensation claims for delays to some projects by summer 2015
  • Worked with the Divisional Administrator to resolve delays in expense claims
  • Reorganised the School's research infrastructure to foster collaborative working, enhance our strong interdisciplinary research culture, strengthen our research student community and provide research students with more opportunities for peer support and inclusion in our academic community
  • Worked with Library Services to improve provision for research. See the Library Services for Research section at the top of the page to find out more.

The City Law School

Law

"Excellence at City is about both your learning and the broader student experience. You are a partner of this institution and your feedback is vital to us. We can work together to build on our strengths, make improvements and strive to be the best. Your opinion matters so please tell us what you think today."

Sanmeet Kaur-Dua, Director of Student Experience

In 2016/17 we:

  • Introduced assessment feedback and support lectures in every module
  • Provided one-to-one feedback on assessments to help students improve their work
  • Provided revision sessions in all modules
  • Arranged additional study support skills sessions for exam preparation
  • Ran group and individual personal tutoring sessions to support students
  • Supported social events to promote community among our students.

In 2015/16 we:

  • Introduced full day revision sessions for all core modules
  • Provided extra provision for enhanced feedback
  • Introduced year tutors to help increase extra curricula activities
  • Gave graduate entry students access to Chambers evenings for career development
  • Encouraged lecturers to utilise lecture capture facilities.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

In 2016/17 we:

For the Bar Professional Training Course
  • Created an integrated BPTC LLM and LPC LLM, allowing students to complete an additional dissertation and obtain an LLM for no additional fee and which is eligible for postgraduate funding
  • Expanded the Centrally Set Assessment practice question banks
  • Expanded the schedule of Pupillage events, giving students even more opportunities to prepare for a career as a Barrister
  • Produced a Course Outline document for students, with interactive links to Moodle to assist students to navigate the course
  • Redeveloped the Landlord & Tenant optional module.
For the Legal Practice Course
  • Created an integrated BPTC LLM and LPC LLM, allowing students to complete an additional dissertation and obtain an LLM for no additional fee and which is eligible for postgraduate funding
  • Updated the assessment regulations to bring them into line with current market practice for the award of classifications
  • Redesigned the mock assessments to more closely replicate the experience of the actual assessments
  • Amended the assessment programme, to reduce the number of exams and improve the running order
  • Included media to supplement and support learning.
For the Master of Laws (LLM)
  • Created three new modules on the course
  • Arranged external sponsorship of several module prizes
  • Introduced scholarships for the January intake
  • Increased the number and variety of events on our Master of Laws (LLM) Lecture Series
  • Updated and enhanced our CLS list of internships
  • Significantly enhanced both our September and January Induction Programmes with an emphasis on London as a leading international legal centre, on careers & on extra-curricular opportunities
  • Introduced more centralised personal tutoring and dedicated office hours for students wanting one-to-ones with the LLM Director.

In 2015/16 we:

  • Provided more support and guidance for GDL students for their research coursework
  • Encouraged lecturers to utilise lecture capture facilities
  • Gave LLM students earlier access to reading lists
  • Scheduled more careers events and talks during the LLM Induction week
  • Introduced a new seminar on research methods for LLM students.

Postgraduate research students

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

From 2012 to 2014 we:

  • Installed a new dedicated PhD room
  • Introduced a new scheme enabling PhD students to educate undergraduate students
  • Re-designed our research training programme taking account of student feedback
  • Introduced more training for research students
  • Worked with Library Services to improve provision for Researchers. See the Library Services for Research section at the top of the page to find out more.

School of Mathematics, Computer Science and Engineering

Civil Engineering

"Feedback from students is crucial to the continuing process of improving the courses we provide. Understanding a student's experiences on their course enables us to generate ideas and initiatives that make the course more relevant, challenging and stimulating."

Dr Richard Goodey, Programme Director, Civil Engineering

In 2016/17 we:

  • Reduced the assessment requirements by removing the individual pass requirements for modules where coursework and examinations have very similar learning outcomes. Students now just need to pass the module overall
  • Provided additional revision sessions and opportunities to see first attempt examination scripts to ensure that committed students are given the best possible support to pass their resit examinations
  • Organised a Speed Networking event for second, third and fourth year students, with senior engineers from the civil engineering industry, enabling them to discuss such topics as job opportunities, types of work and employer requirements.

In 2015/16 we:

  • Arranged for key pieces of design work to be printed professionally at a greater than A3 size
  • Created pie charts to visually represent assessment weightings for each year to help students have a clear view of how overall marks are determined for modules and the year
  • Swapped lectures to make sure that the lecture rooms we are using are well-suited to the style of lecture being delivered.

Computer Science

"Computer Science is a discipline that is constantly changing. We recognise that student feedback is an essential part of the collaboration we have with our students to ensure that you are getting the best overall experience during your time at City. From your first day here, we gather information on what is going well and what we need to improve. Every year we make changes, be they small or large, to make things better. We frequently say 'tell us how things are going and we'll work with you to make things great'; you do and we respond."

Dr Eduardo Alonso, Head Of Department, Computer Science

In 2016/17 we:

  • Started offering a 4-year MSci in Data Science course from 2018/19
  • Introduced a personal tutorial scheme that helps improve our students’ presentation skills
  • Improved provision and recording of the graduation project supervision process
  • Changed the examinations cover page and marking information in the exam scripts for clarity
  • Changed the assessment diet of some modules to reduce assessment overload while still assessing the modules’ learning outcomes
  • Started using Lecture Capture more widely across the department
  • Organised intensive resit preparation sessions in the summer. This contributed to significantly improved overall progression
  • Made the Ada Lovelace space accessible by Computer Science students only, with a division between quiet and silent study spaces
  • Introduced pilot PASS sessions to provide extra support for Stage 1 students
  • Involved the Careers Service during the Supervisors Fair for final year students
  • Recruited Guest Lectures with industrial experience to collaborate in the Team Project module
  • Organised a Careers in Games event and hosted the Global Games Jam.

In 2015/16 we:

  • Created the Ada Lovelace Space, a new study space for Computer Science students which includes private meeting rooms, work benches, group working booths and a social area
  • Re-equipped room A219 with high specification PCs with dedicated graphics processors
  • Moved the default coursework hand-in times from Fridays to 5pm on Sundays
  • Changed the coursework/exam ratio for many modules towards coursework activity
  • Redesigned the Information Management module, now called IT for Business, by inviting guest speakers to allow students to build a much stronger link with industry-relevant computing issues
  • Restructured the Data Structures and Algorithms module in year two by introducing an open book exam, replacing multiple choice questions. This led to an improved pass rate and a higher number of students achieving a first class mark
  • Introduced the Coding Bootcamp as an intensive two-week introduction to Computer Science degrees
  • Introduced extra formative in-class assessments throughout term one with feedback on progress
  • Supported the student-led Tech Society in providing extra Java tutorials
  • Restructured the term one Java module to build on the Coding Bootcamp.

Electrical and Electronic Engineering

"We are committed to delivering academically excellent programmes to equip our students with the skills and experience to match the requirements of industry and the professions. We work in partnership with our undergraduate students using their feedback to improve the delivery of all modules and the further development of the curriculum. Our vision is to produce high quality graduates with a range of transferable skills that will be sought after by potential employers."

Dr Veselin Rakocevic, Head of Department, Electrical and Electronic Engineering

In 2016/17 we:

  • Introduced new modules in Digital Design, Embedded & Realtime Systems and Biomechanics & Biomaterials for the MEng Biomedical Engineering programme
  • Introduced new modules in Advanced Electronics and Telecommunication Systems and streamlined the elective modules for the MEng Electrical and Electronic Engineering programme
  • Continued to expand quizzes and online tests on Moodle across more modules
  • Organised a successful on site visit to the UK Headquarters of Draeger, an international leader in medical and safety technology, giving second year Biomedical students the opportunity to see what goes into the research, development and production of medical equipment
  • Organised August exam period revision classes for the Engineering Mathematics and Dynamics and Control modules.

In 2015/16 we:

  • Changed the feedback processes and introduced marks for the Preliminary Report and Poster Presentation of the Final Year Projects
  • Introduced programme amendments for MEng Biomedical Engineering, which included the introduction of modules in digital design, embedded and real-time systems, biomechanics and biomaterials.
  • We introduced new modules in Advanced Electronics and Telecommunication Systems and removed a number of old modules from the MEng Electrical and Electronic Engineering. This has given students a clear choice of streams to choose from when making a decision on elective modules
  • Organised extra tutorials as part of the Dynamics and Control module for the August exam period.

Mathematics

"Throughout the design and delivery of our programmes feedback from students is essential to ensure we provide a high quality and effective suite of degrees. Over the past four years the entire set of degree programmes have been reviewed and revised to better match our current intake and equip you for a successful career after graduation. Many of our changes are a direct response to suggestions students have made and we continue to look for ways to improve what we offer based on your comments and ideas."

Dr Anton Cox, Head Of Department, Mathematics

In 2016/17 we:

  • Developed a new employability skills module and an optional microplacement module, to support students in finding placements and graduate jobs
  • Introduced a new third year module on Game Theory to better cater to the interests of our students
  • Changed the requirements to pass individual Mathematics modules to improve student progression without compromising on academic standards.

In 2015/16 we:

  • Expanded the use of short regular class tests as a form of assessment to the majority of mathematics modules
  • Provided a clearer guidance at the start of each module on coursework assignments deadlines and how feedback would be delivered
  • Trialled the use of online videos to provide solutions to exercise sheets.

Mechanical Engineering and Aeronautics

"Over the years your feedback has been instrumental in shaping our programmes and improving your experience. We want to develop and improve and we need you to influence that process. Your experience is our prime concern so please express your views on good practice and also on what improvements you feel are needed to help you. Let your ideas shape the future of City."

Professor Jamshid Nouri, Head Of Department, Mechanical Engineering and Aeronautics

In 2016/17 we:

  • Appointed a new full-time academic staff member in Mechanical Design to support the undergraduate design project activities at all stages.
  • Advertised for another full-time academic staff member in structural Mechanics to support Aeronautical and Mechanical structure courses (to start in 2018). In Addition, we are planning to recruit a new technical apprentice in 2018 to support students’ practical activities
  • Installed a new diesel engine for use in the undergraduate Engineering Labs and for final year individual projects
  • Introduced new group and one-to-one personal tutoring sessions to discuss issues, receive specific feedback on work and to improve students’ engagement, participation and progression. The sessions are fully recorded on the online e-vision system
  • Continuously reviewed and purchased new specialised course-specific software to support and improve learning
  • Increased the number of scheduled sessions supervised by technical staff during students’ projects and increased the budget to cover required materials and other costs. This will further enhance timely support throughout projects and create an improved environment for practical work and learning
  • Introduced new remedial revision classes for resit exams before the August exam period, especially on more difficult topics.
  • Introduced scheduled sessions with all staff and students to go through exam papers
  • Reduced the number of students in laboratory groups by 50%, to seven or eight and increased the number of lab sessions to provide students with full support and to ensure they are fully engaged in practical engineering problems
  • Increased activities providing better support for placement and employment opportunities by creating more workshops, interviews, career fairs and industrial events through the City Career Service and the PLU.

In 2015/16 we:

  • Appointed a new full-time technical staff member in March to support the undergraduate group project activities. In addition, we are planning to recruit a new technical apprentice in 2017 to support students’ practical activities
  • Continuously reviewed and purchased new specialised software required for your courses to support and improve your learning
  • Doubled the number of licences for Design and Material selection, CATIA and ANSYS to 50
  • Increased the number of scheduled sessions supervised by our technical staff during students’ projects and increased the budget to cover for the required materials and other costs. This will further enhance timely support throughout students projects and create the right environment for students practical work and learning
  • Introduced new remedial revision classes for resit exams before the August exam period, especially on more difficult topics
  • Increased the number of tutorial groups from four to six in September. We also ensured there will be at least one leading member of staff and a tutor to provide students with full support in solving the problems in each session
  • Introduced scheduled Surgery Hour so that students can meet one-to-one with their module leaders and academics to discuss their problems and get specific feedback on their work
  • Increased the number of activities to provide better support for placement and employment opportunities by creating more workshops, interviews and industrial events through the department Work-based Learning Advisor.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

In 2016/17 we:

  • Introduced additional mathematics and programming sessions, where needed, for some programmes, including pre-term sessions, additional sessions during the term, tutorials and surgery sessions
  • Introduced workshops to enhance management skills and career planning on some modules
  • Introduced more invited lectures from industry and more field trips to industry for several programmes and introduced more industry members in programme advisory boards
  • Encouraged Research Centres to invite MSc students to research seminars, changing some seminar timings to suit MSc students’ timetables when required
  • Increased the number of elective modules available to students as well as providing a wider range of project dissertations across several programmes
  • Introduced more creative teaching and assessment methods in some programmes, including peer assessment, reflective blogging and arranging classes in a less formal setting
  • Provided further investment in the hardware and software available to MSc students.

In 2015/16 we:

  • Introduced programme amendments for MEng Biomedical Engineering, which included the introduction of modules in digital design, embedded and real-time systems, biomechanics and biomaterials.
  • We introduced new modules in Advanced Electronics and Telecommunication Systems and removed a number of old modules from the MEng Electrical and Electronic Engineering. This has given students a clear choice of streams to choose from when making a decision on elective modules.

Postgraduate research students

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

From 2012 to 2014 we:

  • Increased the number of research supervisors
  • Increased the number of academic staff undertaking 3* and 4* research
  • Modernised the office and laboratory space through the Tait regeneration project
  • Introduced the conference travel fund of £1,000 for each student
  • Encouraged Research Centres to organise regular seminars and student presentations
  • Held the inaugural City Informatics PhD Symposium, CIPS 2014, in May 2014. The event was organised by PhD students in Informatics (now Computer Science) for all students in the School
  • Appointed a member of staff in the Department of Computer Science to be responsible for all aspects of PhD student involvement in support of education (tutorial roles, training, contracts, support etc.)
  • Provided all Computer Science PhD students with access to all undergraduate and postgraduate modules on Moodle
  • Worked with Library Services to improve provision for Researchers. See the Library Services for Research section at the top of the page to find out more.