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 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.

In 2016/17 we:

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

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 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 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.

In 2016/17 we:

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

Journalism

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.

In 2016/17 we:

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

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 at all times to help us improve and develop your student experience."

Dr Laudan Nooshin, Head of the Department of Music

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.

In 2016/17 we:

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

Psychology

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

Dr Susan Strauss, Programme Director

In 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.

In 2016/17 we:

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

Sociology

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

Dr Rachel Cohen, Head of Sociology

In 2016/17 we:

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

In 2015/16 we:

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

Postgraduate taught students

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

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

In 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.

In 2016/17 we:

For Economic Evaluation in Healthcare and Health Economics

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

Victoria Serra-Sastre, Programme Director

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

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

Dr Sandy Hager, Programme Director International Political Economy

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

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:

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.

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.

Cass Business School

Accounting and Finance

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.

In 2016/17 we:

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

Actuarial Science

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.

In 2016/17 we:

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

Banking and International Finance

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.

In 2016/17 we:

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

Business Studies

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.

In 2016/17 we:

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

Finance

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.

In 2016/17 we:

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

Investment and Financial Risk Management

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 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.

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

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/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.

Foundation Degree in Ophthalmic Dispensing

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

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

In 2017/18 we:

  • Tailored additional study skills sessions for the Biology module and arranged one-to-one feedback sessions following assessments
  • Organised lab practice sessions for students and invited third year mentors from the Optometry BSc to help in these sessions
  • Delivered a talk about the admissions process to the BSc Optometry programme within the first three weeks of term by the Admissions Tutor and Admissions Officer, with the opportunity for students to ask individual questions.

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

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 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!

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

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

Postgraduate research students

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

Professor Ken Grattan, Dean, City Graduate School

In 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 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.

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

Mathematics

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

Dr Anton Cox, Head Of Department, Mathematics

In 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.

In 2016/17 we:

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

Mechanical Engineering and Aeronautics

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

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

In 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.

In 2016/17 we:

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

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 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.

In 2016/17 we:

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

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.