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Last updated: 03 Apr 2020 12:30pm

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 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. Similarly, the rigours of studies means that our UG students are ready if they wish to continue their studies at postgraduate level at any university they wish, including LSE, Cambridge, etc. The focus this year has been on the successful progression of our students and on enhancing their employability skills."

Xeni Dassiou, Undergraduate Studies Programme Director

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.

In 2017/18 we:

  • Increased the number of students we sent to Professional Mentoring from our second year, third year and PG students – the largest group applying to this programme was from the Economics department and the title of the best mentee was awarded to an economics student
  • Introduced micro-placements for our UG second year students in 2018-19
  • Reduced and streamlined the number of exams by which we assess our students
  • Introduced rules for providing our students with first class feedback in their assignments and exams including best practice examples of work by their colleagues and information on the distribution of marks and comments by the marker.

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 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.

In 2017/18 we:

  • Integrated new modules on post-colonial literature, women’s writing, representations of London, and the literature of place and space
  • Invited world-renowned speakers to the department such as Chimamanda Adichie, Nawal el Sadaawi and the London-based poet Caleb Femi
  • Ran a successful module fair advertising options to take in years 2 and 3
  • Ensured we assess exactly the same amount (2,500 words or equivalent) across all 15 credit modules, except final year projects
  • Introduced standardised feedback and assessment and moderation processes across all modules.

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 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.

In 2017/18 we:

  • Diversified the range of modules, increasing the number and subject of modules available on the UG programmes
  • Diversified the range of assessment types beyond the traditional essay to test a broader range of employability skills, e.g. policy reports, political risk analysis reports and presentations
  • Embedded employability in the curriculum by introducing a new module ‘Practical Politics’, which is taught alongside the Careers team and includes numerous guest speakers
  • Supported student-led initiatives such as the Politics Society and collaborated with the Society to organise an event
  • Organized a series of five one-hour skills sessions during the first five weeks of term to provide students with key skills that are important to succeed in university life, such as essay writing and referencing
  • Expanded the third year Mentors Scheme following positive feedback from students
  • Adopted a new set of categorical marking criteria designed to ensure that the full spectrum of grades is used and outstanding essays and assessment are properly rewarded
  • Took steps to limit as much as possible the presence of overlapping deadlines during and at the end of the term.

Journalism

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.

In 2017/18 we:

  • Piloted lecture capture on Journalism BA
  • Simplified and re-organised the Journalism BA timetable
  • Offered English BA modules to Journalism BA students
  • Progressed plans for an exciting state-of-the-art multimedia studio, launching in April 2019
  • Made more scholarships available to students
  • Improved our excellent employability ratings, demonstrated through DHLE figures.

Music

“Student feedback is very important to us in the Department of Music. We always listen to what you tell us and engage with you in conversation to help us improve and develop your student experience.”

Dr Laudan Nooshin, Head of the Department of Music

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.

In 2017/18 we:

  • Introduced a new sandwich year option for BMus and BSc students, in which students can spend a year on a work placement during their degree
  • Increased the number of full-time teaching staff
  • Provided more external performance opportunities for students, including Chamber Choir trip to Paris, fundraising carol singing under the Christmas tree in Trafalgar Square, performances at the contemporary music venue IKLECTIK and at St Giles Cripplegate in the Barbican Centre
  • Increased studio technical support to two full-time staff
  • Ran the Walls on Walls composition and mural project
  • Installed a new SSL recording studio and mix room
  • Introduced a study abroad option for BSc students (already available to BMus students)
  • Appointed a member of full-time staff as industry liaison with whom students can arrange individual meetings to discuss placement opportunities and sandwich year
  • Provided mindfulness sessions for students in the spring term to help with stress management
  • Promoted a number of community activities, including an alumni gathering at the London Coliseum (English National Opera) in March 2018 for all final year students and a graduation lunch for graduates and their families in July 2018
  • Launched the new industry speaker series, with a number of high-profile speakers coming in to talk to students about different aspects of the music industry
  • Inaugurated the annual Distinguished Lecture series, with prominent film composer Michael Nyman presenting the first lecture in May 2018
  • Arranged a department photograph session in May 2018
  • Produced a department newsletter
  • Arranged a department trip to the opera exhibition at the Victoria and Albert Museum.

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.”

Dr Elliot Freeman, Programme Director

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.

In 2017/18 we:

  • Created the position of Employability Officer to promote careers events and increase awareness of career pathways and opportunities for Psychology graduates
  • Reviewed and streamlined the number of summative assessments.

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 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.

In 2017/18 we:

  • Required all lecturers to use Moodle to record attendance in lectures
  • Created the new role of Widening Participation Officer, to provide additional support to students from disadvantaged backgrounds
  • Diversified the type of assignments (with new project and report-writing assignments) to increase skill acquisition
  • Provided additional programme-specific careers events
  • Provided additional support to Visiting Lecturers to ensure that all your instructors would be more available to you in office hours and by email.

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 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.

In 2017/18 we:

For MA International Politics
  • Implemented more methods training in the dissertation module
  • Organised more career events specifically related to international politics and advertised relevant Careers Service events in lectures and via email to students
  • Diversified the number of assessments on offer in various modules
  • Organised more social events for MA students to promote group cohesion
  • Introduced new modules in history, expanding our geographical focus to places like Russia and East Asia.
For MSc Behavioural Economics
  • Increased additional support provided by teaching assistants across modules, for example by offering additional revision sessions
  • Organised an alumni event for the first time.
For Sociology
  • Introduced training in research methods that comprised a core module in research design plus a specialism of the student’s choice.

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 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.

In 2017/18 we:

For Professional Doctorate in Counselling 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 increased our staff provision and also continued to refine and enhance our course content, in order to ensure best practice and give our students a competitive edge."

Dr Susan Strauss, Programme Director

  • Converted several visiting lecturers to permanent lecturer posts, in order to better serve our students' needs
  • Added a full-time equivalent Placement Coordinator in order to significantly enhance our placement provision
  • Increased the presence of neuropsychology in our curriculum, notably within our Psychopathology and Contemporary Developments modules, as well as Psychometrics A and B
  • Added small research groups to the curriculum in order to enable students to better prepare for their research and receive more in-depth and specialised learning
  • Added a Safeguarding workshop to the curriculum, complementing learning already provided via module and placement experience
  • Realigned content of Year 2 Psychopathology and Contemporary Developments modules and altered Psychopathology assessment, in order to make requirements more manageable
  • Provided a workshop on Research Analysis in order to further support students' research learning within modules
  • Provided a DPsych Portfolio session in order to clarify final submission expectations and process to students
  • Revised our timetable for our Year 1 modules to better accommodate our students.
For PhD Economics
  • Updated the PhD Handbook
  • Finalised the PhD Upgrade and Annual Progress Review procedures, to be more rigorous and help students progress
  • Shared PhD teaching across City, Birkbeck University, University of London and Royal Holloway, University of London. This has improved the quality of teaching and increased the size of the peer group for first year PhD students
  • Started informal meetings between the PhD Programme Director and PhD students
  • Updated the PhD Programme website
  • Intensified recruitment efforts for SeNSS scholarships.
For PhD Sociology
  • Maintained high quality of research supervision and the levels of expertise amongst academic staff
  • Fostered a strong sense of community within the postgraduate research students, with highly engaged and active students, enhanced by the new dedicated working space
  • Continued procedures for monitoring the progression of PGR students and the equal recognition of first and second supervision in the workload model
  • Joined the University of London, the Bloomsbury Postgraduate Skills Network (BPSN), South East Network for Social Sciences (SeNSS) and Economic and Research Social Council - Doctoral Training Partnership (ESRC DTP), presenting exciting opportunities for raising the profile of the Department
  • Adopted a transparent Graduate Teaching Assistant (GTA) model to enhance the PGR sense of community
  • Received contributions from various members of staff to the new PG Sociology workshop series (eight sessions) for our MPhil/PhD students (2018/19) - four workshops in Term 1 and four workshops in Term 2.

Cass Business School

Accounting and Finance

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.

In 2017/18 we:

  • Introduced a micro-placement module
  • Celebrated student success by offering the top 10% of students on the degree the opportunity to visit the ICAEW’s Chartered Accountants’ Hall
  • Offered tutorial group choices for all 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.

Actuarial Science

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.

In 2017/18 we:

  • Introduced a micro-placement module
  • Introduced an optional Actuarial Employability module to help Stage 2 students discover more about suitable careers
  • 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.

Banking and International Finance

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.

In 2017/18 we:

  • Improved study abroad options so students can now take a replacement term abroad
  • 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
  • Welcomed students back for Stage 2 and 3 with a Course Director talk about continuing to make the most of their studies.

Business Studies

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:

  • Rearranged the support provided for the FYP module and introduced extra lectures on research and academic writing
  • Made new elective modules available to increase module choice in Stage 2
  • Improved study abroad options so students can now take a replacement term abroad
  • 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.

Finance

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.

In 2017/18 we:

  • Improved study abroad options so students can now take a replacement term abroad
  • 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
  • Welcomed students back for Stage 2 and 3 with a Course Director talk about continuing to make the most of their studies
  • 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.

Investment and Financial Risk 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
  • 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.

In 2017/18 we:

  • Improved study abroad options so students can now take a replacement term abroad
  • 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
  • Welcomed students back for Stage 2 and 3 with a Course Director talk about continuing to make the most of their studies
  • 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.

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/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 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.

In 2017/18 we:

  • Reviewed and clarified the assignment guidelines for modules HS2043 and HSM043 and gave students the opportunity to discuss the assessment in seminars
  • Arranged the nursing session for HS2132 (acute care) module to fit with the complementary HS2231 (biology) sessions wherever possible
  • 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 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 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 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/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 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.

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.

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 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.

In 2017/18 we:

  • Gave extra support to first year students at the induction through icebreaker events with help from second and third year students
  • Recruited new third year students to organise clinical ‘City buddies’ practice sessions to foster the links between all Optometry years. This peer-mentoring scheme was received well by all students involved.
  • Included a new formative assessment for every module in first year to aid revision.

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

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 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.

In 2017/18 we:

  • Created additional opportunities for students to obtain individual feedback on academic progress and to identify specific ways to improve on their performance on future assessments
  • Embedded the use of learning technology across the programme to help students to learn clinical and academic skills, such as the use of new and updated equipment in the radiography clinical skills suite and the use of ‘Poll Everywhere’
  • Encouraged students to make informed choices to customise learning. For example, during practice placement via electives and regarding the focus of final year research review on aspects of radiography of interest
  • Expanded the range of clinical learning sessions specific to students’ discipline, thereby increasing the opportunity for students to explore their understanding and apply it to current practice. For example, image matching in Therapeutic Radiography and additional access to the Skills Suite and image evaluation in Diagnostic Imaging
  • Supported students with preparation for employment to increase confidence when applying for their first radiography job. This included guidance on writing applications and having the opportunity to participate in mock interviews.

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 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.

In 2017/18 we:

  • Received 90% satisfaction rate on the NSS
  • Extended personal tutoring to include Personal and Professional Development Groups (PPDGs) which provide a space for students to reflect on their clinical practice
  • Arranged several social opportunities for students and staff – a Welcome Breakfast and a Welcome Back Lunch, as well as a post NSS completion party and a project submission day party for final year students
  • Continued to roll out the new curriculum with improved learning experiences
  • Increased the number of modules where lecture capture was used
  • Arranged for the BSc1 year leader to meet with incoming BSc1 students to deliver some pre-course content to introduce them to university teaching
  • Developed additional study skills sessions to support students’ whilst on the course
  • Continued to build on the use of more interactive lecturing, using applications 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!

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 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.

In 2017/18 we:

For MSc Adult and Mental Health Nursing (pre-registration)
  • Prepared and delivered a session on the Dissertation module (HAM052) in advance, to introduce the module specification and recommenced reading
  • Facilitated better communication on the programme by setting up termly Programme Director surgeries for each cohort
  • Organised Student Staff Liaison Committees (SSLC) for the MSc cohort to create a defined identity
  • Brought forward one of the Part 2 assessments to spread the assessments more evenly.
For MSc Medical Ultrasound
  • Changed the title of two modules to make them more transparent and assist when applying for work overseas
  • Amended the weighting of assessments in response to student feedback
  • Developed projects for students to engage with for their MSc;
  • Provided support for lunch time Skills Suite ‘drop in’ sessions and Practice Scanning sessions
  • Introduced a peer support system for the abdominal ultrasound module, to support new students integrate with current second year students
  • Set up an interactive service user session to increase student engagement with ‘experts by experience’.
For MSc Nursing and MSc Advanced Practice in Health and Social Care
  • Altered the sequence of modules to reduce the workload of PRD2 in the first year for part time students
  • Enhanced the induction arrangements for overseas students to allow for adjustment to programmes
  • Gave more support to students preparing for the Pathophysiology module assessment to address challenges with biology and exam techniques.
For MSc Speech and Language Therapy
  • Invited second year MSc student representatives to deliver a talk at the start of the academic year to share experiences, tips and answer questions from new MSc1 students
  • Continued to support the mentoring scheme for MSc students, which paired students with second year students
  • Provided additional placements and volunteering opportunities, including new overseas opportunities for MSc students to increase employability.

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 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.

In 2017/18 we:

  • Refreshed the programme to provide a better educational experience for students
  • Introduced more diversity in assessment methods and design
  • Provided students with personalised timetables
  • Appointed a dedicated Student Welfare Officer to support students throughout their learning journey
  • Supported student societies and social events to promote student community
  • Offered comprehensive advice on career choices including advice on alternative careers to practising in law
  • Arranged additional legal writing support sessions.

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 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.

In 2017/18 we:

For the Bar Professional Training Course
  • Ran an integrated BPTC and LLM, which gave students the opportunity to complete an additional dissertation and obtain an LLM for no additional fee, which was eligible for postgraduate funding
  • Introduced the use of laptops in Opinion Writing and Drafting Assessments
  • 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
  • Brought forward individual formal feedback deadlines to three working weeks after submission
  • Introduced the Clinical Legal Education module as an alternative to the dissertation on the LLM route.
For the Legal Practice Course
  • Ran an integrated LPC and LLM, which gave students the opportunity to complete an additional dissertation and obtain an LLM for no additional fee, which was eligible for postgraduate funding.
  • Updated the assessment regulations to bring them in 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
  • Integrated TCAS with Central Careers to help improve student employability.
For the Master of Laws (LLM)
  • Created a new module in Low Carbon Energy and significantly amended the existing Energy modules to create a career focussed LLM in International Energy Law and Litigation
  • Arranged external sponsorship of several module prizes
  • Increased the number and variety of events on our Master of Laws (LLM) external speaker programme
  • Significantly enhanced both our September and January Induction Programmes with an emphasis on London as a leading international legal centre, on careers and on extra-curricular opportunities
  • Introduced weekly office hours for the Programme Director at Gray’s Inn Place.

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:

  • 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 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.

In 2017/18 we:

  • Continued to invest in laboratory and workshop facilities
  • Continued to invest in software tools and training
  • Introduced new PC labs and PC-based teaching
  • Produced more compact timetables across all cohorts
  • Offered more social functions
  • Offered more placement opportunities
  • Offered more employability support to help students prepare for their future careers
  • Reduced the size of tutorial groups and increased the number of classes; introduced new design projects and timetabled personal tutor sessions for years 1 and 2
  • Streamlined project reporting requirements for years 3 and 4.

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 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.

In 2017/18 we:

  • Created the Ada Lovelace space and a dedicated lab with high-specification PCs (A219)
  • Created the Coding Bootcamp
  • Changed the coursework/exam ratio for many modules to coursework only.

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 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.

In 2017/18 we:

  • Continued to invest in laboratory and workshop facilities
  • Continued to invest in software tools and training
  • Introduced new PC labs and PC-based teaching
  • Produced more compact timetables across all cohorts
  • Offered more social functions
  • Offered more placement opportunities
  • Offered more employability support to help students prepare for their future careers
  • Reduced the size of tutorial groups and increased the number of classes; introduced new design projects and timetabled personal tutor sessions for years 1 and 2
  • Streamlined project reporting requirements for years 3 and 4.

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 five 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."

Professor Joseph Chuang, Head of Department, Mathematics

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.

In 2017/18 we:

  • Introduced new employability and micro-placements modules to help students prepare for their future careers
  • Sponsored several events for the new student Mathematics Society
  • Changed how modules are assessed to improve student progression.

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 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.

In 2017/18 we:

  • Ensured module specifications and delivery schedules were to be published on Moodle in advance and required module leaders to clearly specify weekly lecture topics, tutorials and coursework submission requirements, weightings and deadlines to help students with time management
  • Implemented a series of course amendments and allowed termly delivery of some modules and their exams to take place in January for half of Stage 3 and 4 modules
  • Introduced use of quizzes and student video presentation competitions in a number of lectures to improve student interaction and engagement, well received by students
  • Made extensive use of field trips, such as Jaguar, Land Rover and RAF Hendon museum visits and formula car and flight simulators to complement our teaching and help students relate scientific principles to real life examples of engineering
  • Introduced extra teaching sessions on Solidworks and integrated these into our Stage 2 design teaching
  • Required all module leaders to publish assessment marking criteria for all assignments and encouraged students to inform lecturers when the required information was not available on Moodle in advance.

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 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.

In 2017/18 we:

  • Introduced additional mathematics and programming sessions as required by certain programmes such as pre-term sessions, additional sessions during the term, tutorials and surgery sessions. Some programmes introduced workshops to enhance management skills and career planning.
  • Introduced more industry-led lectures, more field trips to industry in several programmes and appointed more industry members in programme advisory boards
  • Moved the timing for some seminars to suit MSc students’ timetables when they were invited to research seminars by research centres
  • Increased the number of elective modules available to students as well as a wider range of project dissertations in several programmes
  • Introduced more creative teaching and assessment methods in some programmes such as peer assessment, reflective blogging and holding some classes in a less formal setting
  • Continued to invest in hardware and software available to MSc 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 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.