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Latest information for students and staff

Last updated: 20 Sep 2021 1:31pm

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

"We want our UG and PG students to leave fully equipped to be successful professionals in the area of economics and to succeed in securing employment, following the completion of their degrees. This means that they have a firm grasp of the relevant economic theories, they have acquired good quantitative skills and they are able to evaluate, interpret, analyse and represent data. The focus this year has been on the successful progression of our students and on enhancing their employability skills."

Spyros Galanis, Head of Department

In 2019/20 we:

  • Improved our induction week by including activities for students in all three years
  • Re-designed the Year 1 modules, such as Data Analysis 1, to emphasise group-based work on evaluating, interpreting, analysing and representing data
  • Implemented a unified approach to ensure more consistency in terms of coursework length and difficulty across all modules
  • Changed the assessment weights, especially in Year 3, so that more weight is placed on coursework, with less weight on exams
  • Recruited new academic staff with expertise in data analysis and applied economics
  • Organised several talks and networking activities with alumni and potential employers on the topics of health economics, competition and regulation and the economics of blockchain, to support our students’ employability in Year 3
  • Expanded the micro-placement programme, to give more students the opportunity to apply for a position in Year 2.

In 2018/19 we:

  • Re-designed induction enabling students to think like an economist from day one and included group activities centred on topical policy issues, such as climate change
  • Created the new role of Student Engagement Lead, to support the Economic Society create a vibrant Economics community at City
  • Introduced problem-based learning in core Y1 modules to help students understand what it is like to work as an economist
  • Increased contact hours for core modules in Y2 with tutorials now being led by academics
  • Introduced additional surgery sessions to foster student-led group activities
  • Split large core modules in Y1 into two separate cohorts to facilitate active participation and a stronger sense of belonging
  • Reviewed assessment strategies and introduced guidelines for a more homogeneous exam format across modules
  • Strengthened our support for second year students participating in the Micro-Placements scheme.

English

"In the department of English we want all our students to become confident and creative writers and thinkers. We aim to support you in your studies and help you develop the professional, creative and analytical skills you will need for the worlds of work and real life. We have a young, distinctive programme and welcome listening to and working with you to make it one of the most outstanding English degrees in the UK."

Dr. Edward Paleit, Programme Director, BA English

In 2019/20 we:

  • Worked as a department to timetable an extra seminar group (thus reducing their size) into our second term of online teaching, as you asked for smaller seminar groups in live sessions
  • Ran academic skills workshops on topics ahead of key assessment deadlines, as you asked for academic support with referencing and the department's assessment criteria
  • Ran open mic nights, quizzes, and set up an online film night for the second term, as you asked for more online social events.

In 2018/19 we:

  • Opened a new Common Room for staff and students in the English Department
  • Improved our induction timetable, adding sessions on lectures and study skills
  • Increased the amount of supervision support we offer students undertaking final year major projects, from three to five hours
  • Increased the length of final year major projects from 5,500 to 7,000 words, to give students more room to demonstrate their flair and understanding.

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 2019/20 we:

  • Created the opportunity for students to apply to take a micro-placement as a credited module
  • Improved how information about the different modules and the assessment is presented on each Moodle page
  • Improved the consistency in our assessment of essays and exams by removing the inconsistencies in the length of different pieces of assessment
  • Designed new modules to embed the teaching of core study skills and quantitative data analysis skills more directly into subjects related to the core themes of the BSc IP, BSc IP & Sociology, BSc IPE and BSc Politics
  • Expanded the Welcome Week so it now includes social and informative sessions for all year groups
  • Created new initiatives such as a departmental blog, podcast and IP Common Room to remain connected to the life of the department and your peers
  • Introduced a new booking system to make it easier for you to meet your teacher and personal tutor during their office hour.

In 2018/19 we:

  • Expanded the range of optional modules across programmes, including modules from Sociology, Journalism, English and Psychology
  • Introduced language modules for second year and third year students
  • Introduced innovative teaching in different modules – two projects of which received prizes in the SASS Learning and Teaching Awards
  • Introduced scattered deadlines at the end of the term to limit the number of same-day deadlines
  • Introduced a new Moderation Form to ensure greater consistency in assessment across and within modules
  • Introduced a workshop on Diversity and Inclusion Training for the Classroom, focusing on diversity and how to facilitate groups made up of diverse individuals
  • Introduced a module choice session and created a Moodle page to assist students with module selections.

Journalism

In 2019/20 we:

  • Provided remote access Adobe Creative Cloud accounts for all undergraduate students enabling them to work on print and broadcast work at home
  • Brought in more industry professionals for masterclasses in digital storytelling for third year students preparing their final projects
  • Set up an African Caribbean Journalism Network to improve support for students from BAME (Black, Asian and Minority Ethnic) backgrounds
  • Provided extra Adobe InDesign sessions, editorial style conferences and more focus on market research skills for students preparing final year magazines.

In 2018/19 we:

  • Opened our new multimedia teaching space, AG33
  • Improved access to the journalism department video server from 76 to 317 computers
  • Appointed two digital ambassadors to improve communication between staff and students
  • Harmonised assessment criteria for undergraduate practical journalism assignments
  • Merged the print/online and broadcast projects, giving students the option to produce multimedia projects.

Music

“In the Department of Music, we consider very seriously every bit of feedback we receive from you, whether through module evaluations, submissions to the Staff Student Liaison Committee, informal meetings with student reps and others and of course through the YourVoice and NSS surveys. We are committed to providing the best learning experience we can for you and are continuously revising and hopefully improving this in light of your feedback. We are acutely aware of the manifold difficulties which students in the department have experienced over the last years, with a combination of industrial action and the pandemic, necessitating a shift to online learning and have been trying all we can to mitigate these circumstances.”

Dr Ian Pace, Head of the Department of Music

In 2019/20 we:

  • Improved liaison and communication with Visiting Lecturers, producing a Guidance document, instituting regular meetings of VLs with the Head of Department and integrating them into the wider running of the department
  • Worked on explaining the assessment criteria and the marking process more clearly to students, through module leaders and personal tutors and explained why it takes three to four weeks for feedback to be received
  • Worked with the Course Office to ensure smoother scheduling processes and communications to students
  • Worked on standardising the format of Moodle pages
  • Communicated more regularly with students and their representatives, providing evidence of how we act on student feedback, providing periodic emails to this effect and instituting an HoD forum where these can be presented to students
  • Consulted openly with students on course changes
  • When the pandemic struck, worked very quickly to institute new teaching and assessment processes in a limited time, even for the deeply challenging situation with performance assessments
  • Paid very close attention to the situation of all students during the early stages of the pandemic, to offer as much help and support as possible (including practical support for those in need of equipment and resources) for those encountering difficulties.

In 2018/19 we:

  • Introduced smaller class sizes for Sound Recording and Studio Techniques 1 and Sound Recording and Studio Techniques 2
  • Provided accompanists for performance workshops and masterclasses
  • Introduced year 2 musicianship for BMus students and improved the delivery of the musicianship ensemble
  • Changed the assessment of ensembles from pass/fail to a percentage
  • Provided two new pre-production suites
  • Improved the layout and clarity of Moodle pages
  • Offered more elective module choices from outside the Music Department
  • Made first-year reading groups one hour long
  • Held a joint social event for all three undergraduate years during Welcome Week
  • Organised a live performance art project with Gina Southgate and the Experimental Ensemble
  • Improved communications around assessment criteria
  • Re-established the Head of Department Forum.

Psychology

“Our undergraduate degree provides an essential foundation in contemporary Psychology research and practice, as well as a broad range of transferrable skills. Our expert academics are dedicated to providing excellent teaching, individual research supervision, and support for student learning and career development. We continually adapt our provision in response to students’ feedback and have recently rolled out a series of enhancements to our programme to support online learning and teaching.”

Dr Elliot Freeman, Programme Director

In 2019/20 we:

  • Developed a range of asynchronous materials and made them available in multiple formats such as PowerPoint slides and short videos to make them easier to study
  • Helped students manage workload by starting to delineate more clearly the readings, materials and activities that are essential from those that are desirable or optional
  • Provided more examples of sample assessments and developed marking exercises for students
  • Responded to the request for more one-to-one tutorials which will be scheduled with tutors
  • Introduced a structured approach to student support with a dedicated Personal Tutor Lead and an Education Lead within the department
  • Adjusted the level of preparation work for modules with more time available within sessions for collaborative work.

In 2018/19 we:

  • Recruited lecturers to cover a broader spectrum of theory and practice in contemporary psychology
  • Recruited new academic staff with expertise in research methods and statistics, for intensive small-group practical study
  • Conducted an extensive review of our assessment to support the development of both academic and professional skills
  • Recruited a new employability officer who provides regular careers events and a new system of internships for work-experience (Psychology Research Excellence Programme)
  • Created Quodl, a new app for delivering classroom quizzes and personal performance tracking
  • Introduced tutors who oversee student welfare, monitor quality standards across modules and share good practice.

Sociology

“Student feedback is essential to how we make decisions about designing and implementing improvements to our programmes. We listen carefully to what you say because we know that we’re not perfect, but we want to do everything we can to support our students to achieve success at University and beyond. Every year we work with our students so that together we can build a department that delivers an inspiring educational experience. That means providing content that is sometimes challenging, always interesting and that builds skills and pushes City Sociology students to produce their best work.”

Dr Rachel Cohen, Head of Sociology

In 2019/20 we:

  • Adjusted assessment expectations (especially for Year 3) to take account of the constraints experienced because of Covid-19 and used live Q&As and online forums to provide additional support and information on how to do well
  • Introduced an online booking system to make it easier to meet with academic staff for personal tutoring, essay planning or dissertation supervision. This has increased the efficiency and take up of ‘office hour’ appointments
  • Improved personal tutoring and dissertation supervision to better support students, with regularly scheduled group slots to make check in easy, as well as individual slots for more personal discussion
  • Developed the curriculum to reflect your interests
  • Responded to requests for more Criminology, with new modules at all levels including: Contemporary Criminological Controversies (Year 1), Victimology (Year 2) and Criminal Justice in Crisis (Year 3)
  • Reintroduced and revamped Sociology in Action (Year 1), giving it a contemporary approach to ensure all incoming students understand what doing and studying Sociology involves
  • Increased access to practical modules for Media, Communication and Sociology students, including Creative Technologies
  • Gave all students access to Social Action Project (Year 2) and the opportunity to work with community groups beyond the University and gain valuable skills.

In 2018/19 we:

  • Provided support so Year 3 dissertations could be started earlier, with a series of road-markers to map the way: annotated bibliography, ethics submission, workshops, scheduled Supervisor meetings and two Dissertation Day presentations in November and February
  • Ensured that module choices were confirmed in the early summer and that seminars were scheduled before the start of term
  • Worked with the Course Office to provide more information in advance and ensure emails were answered more promptly
  • Provided advance information and summer reminders to ensure students knew about and were able to attend induction events
  • Asked all lecturers to spend time during classes to clarify assignment criteria and answer questions
  • Simplified the first year, providing more core modules and additional Criminology, Sociology and Media modules
  • Introduced the Academic and Professional Practice module for Year 1, to support academic studies and promote early thinking about career development
  • Supported Year 3 Student Representatives to organise a successful Graduation Party.

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 2019/20 we:

For MSc Business Economics / MSc International Business Economics
  • Introduced a second term module in applied econometrics
  • Incorporated more focus on the functioning of the European Union and issues raised by Brexit
  • Introduced more group coursework and chances for students to collaborate with one another
  • Widened our assessment techniques to include a wider range of assessments including presentations and group work
  • Strengthened our training in research methods to allow students to complete the Bloomberg certificate.

"For the postgraduate programmes we continue to focus our efforts on increasing students’ employability and their ability to enter the labour market with a good, applied knowledge of economics. Our main objective remains to ensure that our graduates have an ability to gain employment in well paid jobs that reflect their investment in their postgraduate studies.”

Keith Pilbeam, Director MSc Business Economics & MSc International Business Economics

For MSc Clinical, Social and Cognitive Neuroscience
  • Provided clear signposting of the required materials to meet the learning objectives for each module, so that students can prioritise those each week
  • Provided summaries of the recorded materials in the synchronous sessions
  • Increased the number of weekly clinic hours for the programming module
  • Created informal social gathering opportunities for students to get to know staff and each other better.
For Economics Programmes
  • Implemented a unified approach to ensure more consistency in terms of coursework length and difficulty across all modules
  • Organised three events with speakers from the industry to support students’ employability. The topics were: health economics, competition and regulation and the economics of blockchain
  • Added several electives to enhance the curriculum, such as PEM102 Cognitive and Economics Science of Rational Choice and IPM106 Political Economy of Global Finance
  • Replaced ECM171 Asset Pricing, which is more abstract and theoretical, with ECM168 Financial Derivatives, which is more applied
  • Changed the assessment weights in some modules, such as Applied Econometrics, which now has a 100% coursework assessment.
For MA English
  • Launched a new MA award in English
  • Ensured that all MA English modules offer clear and detailed guidance on preparation and assessment
  • Began to offer MA English students weekly drop-in tutorials with the Programme Director
  • Shared elective modules and social events between different departmental MA programmes to foster a sense of community.
For International Politics programmes
  • Improved how information about the different modules and the assessment is presented on each Moodle page by introducing a Moodle template
  • Improved our online resources so that every course page has more information and more electronic resources
  • Changed how students can book appointments with staff, so that appointments can be made instantaneously
  • Improved the consistency in our assessment by strengthening the way the scripts are moderated by a second member of staff and by reducing the inconsistencies in the length of different pieces of assessment.
For Journalism programmes
  • Provided remote access Adobe Creative Cloud accounts for all postgraduate students enabling them to work on print and broadcast work at home
  • Improved clarity over assessment deadlines by collating these centrally to provide an overview of all assessment deadlines in one document
  • Improved online learning provision providing more revision materials for postgraduate students studying Media Law
  • Improved scheduling and format of copy clinics and broadcast sessions for students studying for the MA Investigative Journalism
  • Set up two alumni panels and a guest lecturer to provide help with long-form writing to help Erasmus Mundus students preparing dissertations.
For MSc Organisational Psychology
  • Provided opportunities for students to stay online with staff after formal teaching to chat more informally
  • Opened Zoom rooms prior to the start of teaching to allow students to meet and interact socially with each other
  • Encouraged students to attend virtual writing retreats to meet and work together outside of formal teaching
  • Offered all students opportunities to meet individually with the Programme Director.
For MA Publishing Programmes (Publishing, International Publishing, Creative Writing and Publishing)
  • Hosted fortnightly drop-in sessions for the Publishing MA programmes
  • Doubled the tutorial times available to students which are taken up enthusiastically
  • Provided additional small group classes but have responded to student concerns about over-teaching by reducing the number of these following feedback.
For Sociology Programmes
  • Students requested more live lectures, so we increased the available delivery options to staff
  • Students requested more support with assessment, so we created online Q&A sessions to create opportunities for support
  • Introduced an online booking system to make it easier to meet with academic staff for personal tutoring, essay planning or dissertation supervision. This has increased the efficiency and take up of ‘office hour’ appointments.

In 2018/19 we:

For Sociology Department Programmes

  • Standardised module assessments to ensure that no 30-credit module was reliant on a single point of assessment
  • Standardised module assessments to ensure assessments across modules were approximately equivalent in size
  • Worked with module leaders to create more time for presentations, visits and other interactive learning-activities within 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

In 2019/20 we:

For Counselling Psychology Doctorate Programme
  • Fine-tuned the content and frequency of small group breakout sessions for specific modules
  • Helped students manage workload by clarifying the readings, materials and activities that are essential from those that are desirable or optional
  • Added additional resources to Moodle pages to support learning and teaching
  • Created greater opportunities for large group discussions
  • Clarified assessment details and highlighted coverage of relevant material within the programme
  • Modified the frequency of some tutorial sessions with a slight reduction based on student feedback.
For PhD Economics
  • Formalised and simplified the rules for transfer to the PhD from MPhil
  • Designated a member of staff to whom students can talk to for health and personal issues
  • Started informal PhD seminars, where students can present their work at any stage and get feedback from other students and academics
  • Divided the Macroeconomics course into two parts, so that students now have the option to replace the second half with another course offered by any Department of Economics at the University of London.
For PhD English
  • Launched a new PhD award in English
  • Created a departmental Moodle site with key information for doctoral researchers
  • Began to offer doctoral researchers weekly drop-in sessions with the Senior Tutor for research
  • Introduced a comprehensive new School-level PhD handbook
  • Offered doctoral researchers opportunities to audit taught modules in the department.

In 2018/19 we:

For PhD Economics

  • Updated current and past student lists and linked them to new student profiles
  • Created a webpage with the Job Market Candidate list
  • Organised an information session on the economics academic job market
  • Supported Job Market candidates’ travel to European Job Market
  • Reviewed and improved the Annual Progress Review procedure.

Business School

Accounting and Finance

In 2019/20 we:

  • Reviewed the balance of elective modules across semesters to provide more flexibility
  • Changed the tutorial selection system to improve stability and organisation.

In 2018/19 we:

  • Introduced degree-specific email inboxes to improve students’ response times from the Course Office
  • Supported Programme Representatives to plan and run social events for Stage 3 students
  • Changed the Early Exam period so students did not have to return to University immediately in the New Year
  • Enabled access to graded exam scripts for Stage 3 students to improve and expand their assessment feedback
  • Updated the exam regulations so students are required to achieve a pass mark for the whole module, rather than pass each component individually
  • Introduced Refresher Mathematics sessions for all Stage 1 students
  • Introduced a talk from the Course Director on understanding options for postgraduate study
  • Introduced the option to select a preferred tutorial group for certain modules
  • Improved the structure of the Micro-Placement scheme to allow short-listing of preferred firms and an increased focus on success at assessment centres.

Actuarial Science

In 2019/20 we:

  • Reviewed the balance of elective modules across semesters to provide more flexibility
  • Changed the tutorial selection system to improve stability and organisation.

In 2018/19 we:

  • Introduced degree-specific email inboxes to improve students’ response times from the Course Office
  • Supported Programme Representatives to plan and run social events for Stage 3 students
  • Changed the Early Exam period so that students did not have to return to University immediately in the New Year
  • Enabled access to graded exam scripts for Stage 3 students to improve and expand on their assessment feedback
  • Updated the exam regulations so students are required to achieve a pass mark for the whole module, rather than pass each component individually
  • Introduced Refresher Mathematics sessions for all Stage 1 students.

Banking and International Finance

In 2019/20 we:

  • Reviewed the balance of elective modules across semesters to provide more flexibility
  • Changed the tutorial selection system to improve stability and organisation
  • Made the Applied Research Project the default option for all students on the Finance cluster
  • Brought the Final Year Project process forward so that students can be notified of their supervisor at the start of the academic year.

In 2018/19 we:

  • Introduced degree-specific email inboxes to improve students’ response times from the Course Office
  • Supported Programme Representatives to plan and run social events for Stage 3 students
  • Changed the Early Exam period so students did not have to return to University immediately in the New Year
  • Enabled access to graded exam scripts for Stage 3 students to improve and expand on their assessment feedback
  • Updated the exam regulations so students are required to achieve a pass mark for the whole module, rather than pass each component individually
  • Introduced Refresher Mathematics sessions for all Stage 1 students
  • Introduced a talk from the Course Director on the Final Year Project and Applied Research Project at the end of the second year
  • Created a series of videos allowing the Course Director to speak about the key issues for students to consider as they progress through the degree.

Business Studies

In 2019/20 we:

  • Reviewed the balance of elective modules across semesters to provide more flexibility
  • Changed the tutorial selection system to improve stability and organisation
  • Brought the Final Year Project process forward so that students can be notified of their supervisor at the start of the academic year.

In 2018/19 we:

  • Introduced degree-specific email inboxes to improve students’ response times from the Course Office
  • Supported Programme Representatives to plan and run social events for Stage 3 students
  • Changed the Early Exam period so students did not have to return to University immediately in the New Year
  • Enabled access to graded exam scripts for Stage 3 students to improve and expand on their assessment feedback
  • Updated the exam regulations so students are required to achieve a pass mark for the whole module, rather than pass each component individually
  • Introduced Refresher Mathematics sessions for all Stage 1 students.

Finance

In 2019/20 we:

  • Reviewed the balance of elective modules across semesters to provide more flexibility
  • Changed the tutorial selection system to improve stability and organisation
  • Made the Applied Research Project the default option for all students on the Finance cluster
  • Brought the Final Year Project process forward so that students can be notified of their supervisor at the start of the academic year.

In 2018/19 we:

  • Introduced degree-specific email inboxes to improve students’ response times from the Course Office
  • Supported Programme Representatives to plan and run social events for Stage 3 students
  • Changed the Early Exam period so students did not have to return to University immediately in the New Year
  • Enabled access to graded exam scripts for Stage 3 students to improve and expand on their assessment feedback
  • Updated the exam regulations so students are required to achieve a pass mark for the whole module, rather than pass each component individually
  • Introduced Refresher Mathematics sessions for all Stage 1 students
  • Introduced a talk from the Course Director on the Final Year Project and Applied Research Project at the end of the second year
  • Created a series of videos allowing the Course Director to speak about the key issues for students to consider as they progress through the degree.

Investment and Financial Risk Management

In 2019/20 we:

  • Reviewed the balance of elective modules across semesters to provide more flexibility
  • Changed the tutorial selection system to improve stability and organisation
  • Made the Applied Research Project the default option for all students on the Finance cluster
  • Brought the Final Year Project process forward so that students can be notified of their supervisor at the start of the academic year.

In 2018/19 we:

  • Introduced degree-specific email inboxes to improve students’ response times from the Course Office
  • Supported Programme Representatives to plan and run social events for Stage 3 students
  • Changed the Early Exam period so students did not have to return to University immediately in the New Year
  • Enabled access to graded exam scripts for Stage 3 students to improve and expand on their assessment feedback
  • Updated the exam regulations so students are required to achieve a pass mark for the whole module, rather than pass each component individually
  • Introduced Refresher Mathematics sessions for all Stage 1 students
  • Introduced a talk from the Course Director on the Final Year Project and Applied Research Project at the end of the second year
  • Created a series of videos allowing the Course Director to speak about the key issues for students to consider as they progress through the degree.

Management

In 2018/19 we:

  • Introduced degree-specific email inboxes to improve students’ response times from the Course Office
  • Supported Programme Representatives to plan and run social events for Stage 3 students
  • Changed the Early Exam period so students did not have to return to University immediately in the New Year
  • Enabled access to graded exam scripts for Stage 3 students to improve and expand on their assessment feedback
  • Updated the exam regulations so students are required to achieve a pass mark for the whole module, rather than pass each component individually
  • Introduced Refresher Mathematics sessions for all Stage 1 students.

In 2017/18 we:

  • Offered tutorial group choices for all Stage 1 students
  • Ran a Quantitative Maths Refresher course throughout Term 1 to assist Stage 1 students with quantitative modules
  • Ran introductory group meetings for personal tutorial groups to meet each other and their tutors
  • Improved processes to enable easier recording of attendance at lectures
  • Hosted a graduation party after the ceremony and reception
  • Created a dedicated email address for students to contact the Course Office to improve response time to queries
  • Offered a heavily-subsidised computer programming (Python) e-learning course.

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 2017/18 we:

  • Implemented a new contract for postgraduate research students who are teaching, meaning they are paid for teaching in addition to any scholarship they receive
  • Introduced new Establishing a Teaching Persona training, created by LEaD, to help with practical skills for postgraduate research students who are teaching
  • Distributed over £30k from the Worshipful Company of Saddlers and University of London as conference travel bursaries.

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.

School of Health Sciences

BSc/MSc 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 2019/20 we:

  • Increased the transparency of formative assessments within modules
  • Included marking rubrics alongside marking criteria to improve clarity of assessment criteria
  • Changed OSCE's from summative assessments to formative assessments.

In 2018/19 we:

  • Ensured OSCEs occurred closer to simulated practice in the 2019 curriculum
  • Increased the face-to-face learning time in the 2019 curriculum modules
  • Spread out assessment submission dates for the 2019 curriculum.

BSc/MSc 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 2017/18 we:

  • Facilitated two full days of Simulated Practice in October/November ahead of the start of placement in Part 2 of the Programme and included acute skills within them
  • Ensured the assignment guidelines were made clearer for module HS2043 and gave students the opportunity to submit a formative assessment to the module lead prior to summative submission
  • Arranged the nursing session for HS2132 module (acute care) to fit with the complementary HS2231 (biology) sessions wherever possible
  • Developed additional materials to explain the assignment for HS2232 including a video explaining the critical discussion forum (where the engagement is part of the marking criteria) and voice-over of the preparation for assessment presentation for more clarification and guidance on revision
  • Delivered a session for dissertation support in July 2018 and made the resources available over the summer period via Moodle
  • Allocated dissertation supervisors early to coincide with the start of the module.

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.

BSc Health and Social Care

In 2019/20 we:

  • Continued to offer monthly programme drop-in sessions on MS Teams (First Friday Forum)
  • Arranged an additional drop-in session with the programme director at the start of PRD2
  • Arranged one further on-campus teaching session for HS3004.

In 2018/19 we:

  • Developed and delivered an alternative module to the Life Span Studies module, titled Human Development Across the Life Course
  • Allowed students to vote on whether to move one of the second-year exams to the spring term, so they were not all concentrated in the summer
  • Delivered an additional citation and referencing workshop in the first year.

BSc/MSc in 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 2019/20 we:

  • Strengthened the role of the Personal Tutor, as well the early monitoring of attendance. Personal tutors are now required to document their contact with personal students (eVision). Students are now contacted regularly by their Personal Tutor so there is greater opportunity for an early identification of any difficulties and appropriate referral of students to university support services in a timely way
  • Introduced the rubric for the dissertation module which has been received positively by markers and students. The assessment process for the dissertation has become easier and transparent and has enabled students to see exactly how their marks are allocated for each section of their dissertation
  • Ensured all students continue to be clearly signposted to Learning Support if they are struggling with academic work. A new development in the School has been to monitor attendance. Previously, poor attendance was not as closely monitored and students with poor attendance were often identified as having difficulties.

In 2017/18 we:

  • Instructed module leaders to be as precise as possible in individual feedback when marking essays
  • Organised feedback surgeries, after results were released, for module leaders to be available to answer questions and provide feedback to students if required
  • Ensured module leaders were clear at the beginning of modules about the assessment criteria and what should be expected from students
  • Reminded students to access support sessions with Learning Success for help with drafts and essay writing
  • Consolidated the process for academic out of office replies, to include contact details of alternative academic staff including the Student Help Desk contact number
  • Agreed the protocol of academic staff arranging group meetings for personal students once a term and individually where required. Staff were reminded to reply to personal students and other student emails or queries, where possible, within two working days
  • Delivered a session for dissertation support in July 2018 and made the resources available over the summer period via Moodle
  • Allocated dissertation supervisors early to coincide with the start of the module.

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 2017/18 we:

  • Developed the Link Lecturer role and set minimum standards for link lecturers so that they were visible to students in the clinical area
  • Coordinated feedback surgeries for assignments and OSCEs
  • Completed practice evaluations at each campus-based skills day to gain evidence of the student experience.

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.

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 2019/20 we:

  • Developed a new absence and lateness policy which was rolled out across the programme
  • Included formative assessments for every module within optometry to improve progression.
  • Provided group feedback following summative assessments to all students and individual feedback to students who fail any assessments, including summer exams
  • Provided an opportunity to engage in extracurricular activities, including career talks and career engagement with employers
  • Helped students gain their pre-registration position by enrolling in our Personal development plan (PDP) module. PDP allows students to build up their portfolio, showcasing skills that will make them stand out to employers.

In 2018/19 we:

  • Ensured every module for each year now has formative assessments
  • Introduced that as a minimum, all modules provide summative feedback at the end of every assessment including summer exams
  • Offered revision sessions to all students who fail an assessment.

BSc/Grad Dip/PG Dip/MSc Public Health (District Nursing, Health Visiting and School Nursing)

In 2019/20 we:

  • Attended the student experience committee enabling students to be informed by wider University student issues and encouraged them to build a City Community based on their experiences
  • Signposted and encouraged students to attend Learning Success workshop on the use of Turnitin
  • Delivered learning session to students on reflective account writing in the Professional Practice Module
  • Provided teaching sessions to SPTs on how to support reflection and reflective writing
  • Linked visits to practice placements allowing reflective accounts to be discussed.

In 2017/18 we:

  • Organised more sessions for practice teachers on recognising and teaching more skills-based material
  • Set up all ‘turnitin’ points on modules to display originality reports
  • Reiterated all reflections on practice would be covered on the Professional Practice module
  • Confirmed the number of hours on PH3005/PHM009 Community Practitioner Nurse Prescribing (V100) no longer needed to be counted
  • Facilitated School nurse master classes to sustain and develop the identity of the School nurse students.

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 2019/20 we:

  • Increased the clarity of signposting of information about the programme and for available assessment feedback
  • Upgraded the Varian Eclipse dosimetry planning system workstations and software
  • Increased further the range of employability development support available to students
  • Introduced prize giving for Practice Partner sites awarded by nomination and voting by students.

In 2018/19 we:

For Radiotherapy and Oncology:
  • Introduced one-to-one peer training sessions in the clinical skills suite, so students can share learning, learn from peers and develop clinical competence
  • Expanded the clinical placement opportunities with the new practice partner, The Royal Marden Hospital Trust
  • Implemented online clinical assessor training to ensure clinical staff are up to date and ready for assessments in clinical settings
  • Strengthened the explanations of the assessment and marking process and the feedback received for each assessment
  • Ensured all assessment components include at least one formative assessment, to support preparation for summative assessments
  • Introduced more radiotherapy image review and matching sessions in the clinical skills suite to support learning in practice
  • Introduced compensation between two assessments in a challenging first year module
  • Further developed employability support, including preparation for applications and personal statements and more interview practice.

For Diagnostic Imaging:

  • Communicated assessment criteria at the start of the module and made them available via Moodle
  • Continued to provide advice and guidance to students, making this public on Moodle, to allow all students to benefit from it
  • Provided formative feedback on individual work to support students preparing for assessment, e.g. mock exams for VIVAs.

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 2017/18 we:

  • Successfully delivered 100% of student progression on the programme
  • Created cross-cohort modules between BSc1/BSc 2 and BSc 3 which created excellent opportunities for students across all years to work together and get to know each other and improved communication to provide learning support
  • Continued to roll out the new curriculum with improved learning experiences
  • Increased the number of modules where lecture capture was used
  • Continued to increase the use of more interactive lecturing, using technologies such as Poll Everywhere and Doodle Poll
  • Continued to support more opportunities for students to meet with peers, developing a stronger sense of community
  • Continued to promote a focus on personal tutoring and encouraged staff to engage with the personal tutorial system
  • Ran ‘Personal and Professional Development groups’ to enhance support to students alongside placements
  • Provided additional placements and volunteering opportunities, including new overseas opportunities for BSc students to increase employability
  • Won the award for clinical team of the year!

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.

BSc 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 2019/20 we:

  • Initiated a student mentorship programme for all BSc cohorts
  • Adapted the programme to be delivered remotely due to COVID-19. Some of the practices have worked so well, we are taking them forward into our standard programme
  • Introduced “Welcome Back” talks across the cohorts to reiterate how students can access central university support should they need it
  • Held BSc Programme team meetings with the student representatives for each cohort regularly to facilitate any immediate changes required by the students.

In 2018/19 we:

  • Provided students with the option to move to the 4-year Integrated MSc in Speech and Language Therapy (MSLT) programme
  • Made use of lecture capture across all lectures
  • Provided formative assessment opportunities across all modules
  • Continued to build on the use of interactive lecturing, using applications such as Poll Everywhere and Doodle Poll
  • Continued to provide social opportunities for students to network with staff, including lunches and a project submission day party for final year students
  • Delivered pre-course content to BSc1 students to introduce them to studying at university
  • Extended personal tutoring to include Personal and Professional development Groups (PPDGs) from BSc1 & 2
  • Provided opportunities for students to reflect on their clinical practice
  • Provided additional placement and volunteering opportunities, including new overseas opportunities for students to increase employability.

Introduction to Health Sciences

In 2019/20 we:

  • Reviewed the timing of assessments to ensure that they were spaced out to avoid more than one coursework submission in a single week. Provided additional opportunities for feedback on written assignments and presentations prior to submitting them to help students obtain the best mark
  • Made sure there were different types of assessments across all the modules to allow students to excel and develop academic skills
  • Offered additional social events with staff at the start and end of each term to help students feel a part of the City community
  • Liaised more regularly with student representatives to ensure that the learning experience at City is of high quality and responded to feedback to make continual improvements as soon as it was received
  • Raised the profile of the personal tutor support and actively encouraged pastoral support to enhance student confidence in academic skills and progression onto the BSc programmes
  • Increased the amount of information on how to progress onto BSc programmes at City.

Nursing Associate programme

In 2019/20 we:

  • Reviewed and created new content of GIS weeks
  • Reviewed and adapted the structure of induction week
  • Following programme team feedback, for consistency of online teaching, only used MS Teams.

Primary Practice Nursing

In 2019/20 we:

  • Increased student engagement and satisfaction with being part of the community by inviting Students’ Union representatives to the programme university induction day
  • Promoted student participation in the Staff Student Liaison Committee (SSLC)
  • Included additional MS Teams meetings for students to provide support for their programme and assignments
  • Advised students to contact the module leader for support and guidance about their module, particularly when assessment guidance was required
  • Surveyed students to ascertain their preferred ways of engagement by the programme director and module leaders.

Return to Practice (Nursing) programme

In 2019/20 we:

  • Taught the Managing Patients with Deteriorating Conditions session earlier on in the programme
  • Provided clinical support by allowing flexibility in undertaking clinical practice hours in a Trust
  • Ensured the validation of the RTP programme was re-approved according to new NMC standards.

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 2019/20 we:

For MSc in Speech Language and Communication (Advanced Practice in Health and Social Care)
  • Introduced two new 30 credit modules that enable students to study Acquired Language Impairments and Developmental Language Disorders in increased depth
  • Revised the Audiology module to place a greater emphasis on clinical applications and lab-based work
  • Changed the name of the programme to MSc in Speech Language and Communication (Advanced Studies). This aims to avoid confusion with the Advanced Practitioner role in clinical practice.
For PG Dip and MSc Conversion Nursing Programmes (post-registration)
  • Changed the timing of modules to fit in with students’ studies and professional commitments
  • Even before the lockdown, facilitated students attending Staff Student Liaison Committee (SSLC) by having online participation
  • Re-structured a core module (APM001) to concentrate on professional challenges in family care.
For MSc Health Policy
  • Students taking HPM003 Health Policy in Britain asked for additional opportunities for formative feedback on the written assignment for the module. We included further opportunities in the form of individual written feedback on essay plans and a drop-in session to provide face-to-face feedback on the assignment
  • Students taking HPM006 Health Economics said they would like to see it cover a broader range of general issues within economics. We introduced sessions on economic evaluation methods and the use of economic evaluation in decision making, which are key topics within health policy.
For MSc Magnetic Resonance Imaging
  • Increased number of VLs to get different lectures (such as cardiac, paediatric, MR breast), but reduced hours from other lecturers to compensate cost
  • Run lots of manufacturer roadshows to ensure students had the chance to network with industry
  • Spaced out the lectures more for the physics RDM017 module, so students could spend time understanding complex concepts.
For MSc Speech and Language Therapy
  • Reduced the asynchronous workload
  • Provided new, chunked asynchronous lectures and reduced the use of old lecture capture recordings
  • Provided multiple, easily accessible Zoom links to synchronous sessions
  • Continued to support the mentoring scheme for MSc students, which paired students with second year students
  • Worked with practice partners through the challenges presented by the pandemic, to provide both telehealth and face-to-face placements for final year students.

In 2018/19 we:

For MSc Medical Ultrasound
  • Introduced formative group mock VIVAs, with individual feedback sheets (RCM021)
  • Changed the format of the RCM021 assessment to enable shared learning of clinical case presentations
  • Shared case studies of how experts in ultrasound became advanced and consultant sonographers
  • Further developed the 'experts by experience' session
  • Provided first year students taking RDM032 with a second-year buddy to help integration of the groups.
For MSc Radiography (Medical Magnetic Resonance and Computed Tomography)
  • Separated the deadlines for assignment submissions, to give students more time to prepare
  • Introduced formative feedback for all modules
  • Confirmed plans to introduce new modules, such as Introduction to artificial intelligence, Patient-centred care in medical imaging and Cardiovascular MRI techniques and applications
  • Introduced processes for clinical mentors to be made aware of any challenges or successes of their students, ensuring they can support them in their learning
  • Introduced an online student forum one month before the submission deadline for students to ask the module leader questions
  • Organised networking and training events for students and staff to help with employability and to create a community of practice within the programme
  • Introduced a department newsletter to celebrate student and staff successes
  • Updated the website to make entry requirements and fees more transparent for students
  • Introduced new academic performance sponsor-funded awards to help motivate students and reward excellence
  • Supported student attendance at national and international conferences, through our research fund, funded by staff consultancies
  • Introduced standardised responses for generic questions so students receive quick feedback from the programme team.

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 2017/18 we:

  • Implemented a new contract for postgraduate research students who are teaching, meaning they are paid for teaching in addition to any scholarship they receive
  • Introduced new Establishing a Teaching Persona training, created by LEaD, to help with practical skills for postgraduate research students who are teaching
  • Distributed over £30k from the Worshipful Company of Saddlers and University of London as conference travel bursaries.

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.

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 2019/20 we:

For undergraduate LLB
  • Increased opportunities for students to engage in formative assessments
  • Increased the number of tutorials from four per term to five per term
  • Created new social events (e.g. LLB Staff Moot) designed to improve the community of staff and students
  • Implemented and rolled out our new programme assessment (RACER) and module assessment criteria to improve the fairness and transparency of marking
  • Created new social media channels to improve the community of staff and students
  • Created new digital Welcome Week and Welcome Back Moodle pages and associated events for our new and returning students
  • Created new Student Cafés for each year of LLB to increase the opportunity for students to give feedback to the LLB programme team.

The LLB programme is committed to hearing students’ feedback and taking appropriate action to ensure the highest quality educational experience.

For Graduate Entry LLB
  • Increased the number of tutorials to five per term
  • Implemented and rolled out our new programme assessment (RACER) and module assessment criteria (MAC) to improve the fairness and transparency of marking
  • Created new social media channels to improve the community of staff and students
  • Created a Welcome Week Moodle Page and organised an online Induction Week and a Welcome Back event for our new and returning students which specifically accounted for the needs of our GE LLB international students
  • Created new Student Cafés to increase the opportunity for students to give feedback to the GE LLB programme team.

The GE LLB programme continues to provide a high-level postgraduate degree in law and has smoothly adapted to its students' needs during the pandemic providing them with opportunities for blended learning.

For Graduate Diploma in Law (GDL)
  • Introduced take-home final examinations for the first time
  • Introduced a class on British history and constitution for overseas students
  • Expanded the access of GDL students to careers support, particularly around those seeking pupillages.

Despite all the difficulties posed for our students this past year, we have worked with them to ensure their experience has been as good as it can be. The shift towards take-home examinations removed an unnecessary source of pressure, while enabling students to show their true abilities in legal reasoning.

In 2018/19 we:

  • Revised our programme assessment criteria
  • Introduced new module assessment criteria
  • Created a new feedback sheet
  • Updated our Welcome Week for LLB1 students
  • Created assessment and feedback handbooks for LLB/GELLB 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

In 2019/20 we:

For Bar Professional Training Course
  • Addressed questions, queries and suggestions raised by student representatives in the regular Staff Student Liaison Committee (SSLC) meetings, relating to the way the BPTC was run. Where immediate changes were possible, they were implemented straight away. Most related to details on individual exercises and approaches students should take in preparing for classes and participating in class activities
  • Following one of the summative assessments, there was a detailed discussion in the SSLC with student representatives over the level of difficulty in the paper. The programme director discussed these concerns with the module leader and subsequently the external examiner, both of whom agreed that the level of difficulty needed to be, and was, addressed by adjusting the approach on marking students' scripts in the module.
For Legal Practice Course
  • Introduced the first employer-sponsored Property Law & Practice competition, with an internship and cash prize as the award
  • Redesigned the Professional Conduct and Regulation course so that appropriate sessions were taught in proximity to when the applicable learning would be required in the Core Practice Area and introduced the new SRA Code
  • Updated and integrated the revised SRA Solicitors Accounts Rules introduced after the course commenced and as delivery progressed, ensured that students were taught current and up to date regulation.
For Master of Laws (LLM)
  • Improved the guidance and support for students choosing dissertation topics
  • Completed a successful periodic review with an action plan to be implemented over the next few years
  • Reviewed and expanded on our marking criteria and ensured all those marking coursework and dissertation were aware of the changes
  • Introduced acknowledgement letters of module audits (for law modules only).

In 2018/19 we:

For the Bar Professional Training Course
  • Brought forward individual feedback deadlines to three working weeks after submission
  • Introduced the Clinical Legal Education module as an alternative to the dissertation on the LLM route
  • Developed a new CLS suite of Bar training programmes (Bar Vocational Studies programmes) to replace the BPTC in September 2020.
For the Legal Practice Course
  • Ran employer recruitment events to support student employability following completion of the course
  • Introduced the first employer-sponsored research competition, with an internship as the award
  • Ran additional one-to-one skills feedback sessions to further prepare students for assessment
  • Redesigned the integrated Will and Administration of Estates and Interviewing and Advising assessment to further emulate practice.

For the Master of Laws (LLM)
  • Consolidated the number and variety of events on our Master of Laws (LLM) external speaker programme
  • Enhanced Induction programmes with an emphasis on careers, extra-curricular opportunities and on London being a leading international legal centre
  • Held a well-attended welcome reception at Gray’s Inn, as part of induction
  • Successfully increased support for students with placements and internships.

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 2019/20 we:

  • Improved the provision of information about events organised in the context of other programmes open to our PhD researchers
  • Improved the communication of information about the activities of CLS Research Centres and encouraged our PhD researchers to participate
  • Improved training about post-PhD employment and included sessions on how to publish a PhD thesis and how to publish in academic journals
  • Improved communication with PhD researchers by introducing regular informal meetings between the course officer and the PhD student representative
  • Changed our training programme to include a session on mental health
  • Encouraged and funded more social interactions between the PhD researchers to foster their sense of community.

The PhD programme is committed to hearing researchers’ feedback and taking appropriate action.

In 2017/18 we:

  • Offered students who teach the additional opportunity to teach LLB tutorials
  • Added sessions to our PhD Research Training Programme that focus specifically on career development and employability, such as how to get an academic job, how to publish, how to get funding
  • Introduced a Research Fund specifically for Law PhD Students in order to support them participating in a variety of research activities
  • Implemented a new contract for postgraduate research students who are teaching, meaning they are paid for teaching in addition to any scholarship they receive
  • Introduced new Establishing a Teaching Persona training, created by LEaD, to help with practical skills for postgraduate research students who are teaching
  • Distributed over £30k from the Worshipful Company of Saddlers and University of London as conference travel bursaries.

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 2019/20 we:

  • Organised extracurricular activities with guest speakers from industry to bring the professional Civil Engineering practice closer to students
  • Supported the Civil Engineering Society to organise social events for students to strengthen the sense of community
  • Organised in liaison with our work-based learning advisor a network event to introduce key people from industry to students
  • Created an email wire to communicate success stories of Civil Engineering students and staff
  • Organised a site visit related to the MEng 4 Design Project.

In 2018/19 we:

  • Transformed a new communal space in the lab area at CLG01
  • Introduced a two-stage assessment of the final year project, including independent peer marking by two staff members before a joint, oral VIVA assessment
  • Introduced well defined assessment forms to ensure a consistent and fair assessment of projects.

Computer Science

“The Department is committed to providing high quality education for all its students. The opinions from students play an important part in the monitoring and improvement of our teaching. Most of the changes that we implement are in direct response to student feedback. This year is no different.”

Dr Ilir Gashi, Head of Computer Science

In 2019/20 we:

  • Organised several events for students to inform them of the module choices, placement opportunities, employability etc., as well as to facilitate an informal setting for socialising with other students and teaching staff. An example is the end-of-term celebration in December 2019 in Ada Lovelace
  • Moved the teaching and assessments online with one weeks’ notice due to Covid-19. This was a tremendous effort from staff and greatly appreciated by the students
  • Invested significant staff time and resources to design our teaching to make it possible for students to continue their degree study without the need to attend face-to-face at City, employing learnings from the rapid move to online teaching. In other words, we created a fully online set of teaching resources and interactions with staff in a very short time
  • Secured a record number of student internships: 34 summer and 69 virtual internships, which combined make up an increase of 86% compared to the last year.

In 2018/19 we:

  • Introduced a new programming module
  • Developed professional lectures to assist final year project work and career development
  • Organised a field trip to a Transport for London Rail depot and signalling centre
  • Organised a final year project poster session, providing the opportunity for students to meet alumni and industrial professionals
  • Offered research-based, voluntary summer internships that provided students with an opportunity to gain professional experience
  • Created a new Personal Tutorial programme for Year 1, incorporating computational thinking, ethical issues in computer science and employability
  • Updated the curriculum to offer JavaScript in Year 1
  • Split the Networks and Operating Systems module into two separate modules: Operating Systems (in Year 1) and Computer Networks (in Year 2) to enable wider coverage of these topics
  • Restructured Software Engineering study by incorporating relevant content into the Object Oriented Analysis and Design (OOAD) and Team Project modules
  • Updated the Year 3 curriculum, offering several new Artificial Intelligence modules (incorporating Python), delivered jointly to undergraduate and postgraduate students
  • Organised several career help sessions, in the Ada Lovelace room, with careers advisors providing advice on employability issues
  • Organised several information and social events with a focus on module choice, placement opportunities, employability and socialising with other students and academics
  • Improved the quality of assessment and feedback which was acknowledged by our two external examiners in their annual report.

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 2019/20 we:

  • Organised guest speakers from industry to supplement the teaching on our modules
  • Held several staff-student social events to foster a community spirit across the department
  • Worked with the Professional Liaison Unit to hold a dedicated Electrical and Biomedical speed networking event
  • Introduced industrial based design projects in our Design modules
  • Ran MENG4 Group Design Projects that were mentored by experts from BT.

In 2018/19 we:

  • Introduced a new programming module
  • Developed professional lectures to assist final year project work and career development
  • Organised a field trip to a Transport for London Rail depot and signalling centre
  • Organised a final year project poster session, providing the opportunity for students to meet alumni and industrial professionals
  • Offered research-based, voluntary summer internships that provided students with an opportunity to gain professional experience.

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. This has been particularly important this year, as we have had to make significant amendments to our delivery due to the COVID-19 pandemic. Over recent years all of our degree programmes have been reviewed and revised to provide you with a rewarding educational experience and to equip you for a successful career after graduation. Many of our changes are a direct response to suggestions made by students and we continue to look for ways to improve what we offer based upon your comments and ideas."

Professor Mark Broom, Head of Department, Mathematics

In 2019/20 we:

  • Introduced our new start of term "boot camp" to prepare you for the coming year
  • Produced a new extensive range of videos and other support materials on all modules to aid your learning
  • Introduced new easy to use induction material for new students
  • Introduced a range of new tutorials to support your studies
  • Introduced personalised timetables for all our students
  • Improved our communication through regular course update messages and short surveys to respond quickly to your concerns; this led to a new series of tutorials for one module and a reorganisation of other support tutorials in response to your comments.

In 2018/19 we:

  • Opened a new student common room
  • Provided additional opportunities for students to meet their Personal Tutors
  • Introduced a new employability and professional development module as a follow on to the existing employability skills module.

Mechanical Engineering and Aeronautics

"Our main aim is to provide a healthy and fruitful academic environment for all our students and staff. This needs continuous and transparent communication across the board and we listen to your feedback and modify the programme accordingly. Your experience matters to us and the whole University. This is reflected in the changes that have been implemented and the decisions that have been made. Please express your views on the programme and help us improve the future of City.”

Dr Mohammad Omidyeganeh, Programme Director, Mechanical Engineering and Aeronautics

In 2019/20 we:

  • Adapted our programme to a new online delivery mode. To this end, we peer reviewed all the modules and adjusted the contents, contact hours, type of communications with students and assessment types and weightings. We can now guarantee that the learning outcomes have not been affected
  • Added new channels for student feedback to the programme and reported action plans and their progress to all students on Moodle, Student Hub and via emails
  • Managed to extend our accreditation by the Royal Aeronautical Society for another year. The new round of joint accreditation meeting with IMechE will be held in April 2021
  • Held several social events, including career events, to improve employability, visibility and placement opportunities for students. The highlight of these activities was the poster event with about 20 alumni attending from industry
  • Peer reviewed individual projects to guarantee sophistication, consistency and resourcefulness for all students.

In 2018/19 we:

  • Established a closer attendance monitoring system to help identify issues that cause students to disengage. This has shown further interaction between students and their Personal Tutors could resolve some of these
  • Held regular forums with students and their representatives, including social events to help students become more familiar with City staff
  • Peer reviewed exams through a specialised panel to streamline the assessment towards learning outcomes, as outlined in module specifications
  • Held career related events, including a speed-networking event, to help improve the employability of students
  • Improved the distribution of exam times to more uniform spacing
  • Improved the student experience of tutorials by reducing the number of students per session.

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 2019/20 we:

For all postgraduate taught programmes
  • Increased use of quick surveys and Staff Student Liaison Committees (SSLCs) to collect your feedback and make changes to help your learning.
For MSc Business Systems Analysis and Design
  • Streamed elective into three themes: information, systems and technology, providing examples of how these electives inform job roles such as systems analyst, business analyst and e-commerce developer.
For MSc Data Science
  • Responded to the class representatives’ excellent online surveys and in advance of the Staff Student Liaison Committees (SSLCs), made changes to the structure of the online labs, forming larger breakout groups and trying longer labs
  • Improved lectures due to feedback from the class representatives.
For Library Information Science
  • Moved our After Hours series of seminars to an online format, so that students can continue to benefit from practical insight offered by leading practitioners.

In 2018/19 we:

  • Reduced the number of assessments on the MSc HCI Design degree, while still assessing students on the key knowledge, skills and values that are important for employability in the UX industry
  • Introduced a new module for the MSc Renewable degree on supply chain management for the power generation sector.

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 2017/18 we:

  • Launched an Engineering Journal Club led by and for research students
  • Held School-wide events to foster a sense of community across the entire PhD student community, including induction sessions, a welcome party, the 3 Minute Thesis Competition and a summer party
  • Provided additional kitchen equipment (fridges, etc.) in CG41, the PhD, post-doctoral and research visitor’s open plan space
  • Continued to provide dedicated Teaching Support Co-ordinators to look after all matters related to research students and teaching
  • Implemented a new contract for postgraduate research students who are teaching, meaning they are paid for teaching in addition to any scholarship they receive
  • Introduced new Establishing a Teaching Persona training, created by LEaD, to help with practical skills for postgraduate research students who are teaching
  • Distributed over £30k from the Worshipful Company of Saddlers and University of London as conference travel bursaries.