We encourage all of our students within the Faculty of Science and Technology to tell us what they think about the University, Faculty and their courses. Their comments ensure we are continually improving our service and below are some of the actions we have taken in response to student feedback.

If you have any comments, compliments or concerns you would like to tell us, please get in touch.

Student Services You Said, we did page

2012

You Said	We Did
The Computing Research Methodologies module in Year 2 wasn't very productive....covered very little about of what the final project required which could have been covered so that we could be more prepared for the Final Project. (C&T)	In response to student feedback we have revised the content of the module to make it even more applicable to the final year project.
Feel that more could be taught with regards to the technical aspects of Architecture. (EBE)	Several of the modules that are part of the course are delivered via other course groups, with much of the technical aspects of the subject undertaken within these modules. It is our intention to create more alignment with the modules, and in particular, the reorganisation of the core module in year 2 - Architectural Design Studies II, which should assist in this aim. The module has been completely revised both in terms of its staffing and its design structure. There are now three separate and new design exercises. The distinct briefs have been selected to stimulate creativity, develop design and communicative skills whilst having regard to technological and environmental implications.
Would like to have a more hands-on process with animals. Would learn more, maybe a week placement somewhere or more trips to see and work with animals. (LS)	We are planning a new field trip for Animal Behaviour and Animal Behaviour and Welfare students, to Italy, to look at a range of animal welfare issues.
Would have been good to have more lectures, only have 3 hours a week of lectures and 1 1/2 of seminars. Doesn't seem like a lot for the amount the course costs. (PSY)	We have increased the number of hours of lectures for all our first and second year modules, so for example, first year students in the first semester now have 8 hours of lectures a week, plus a seminar, practicals and departmental research seminars.
There is lack of consistency between supervisors in the clinic. Advice given is often contradictory to what other supervisors say regarding the same issue. There is lack of consistency between supervisors in the clinic. Advice given is often contradictory to what other supervisors say regarding the same issue. (VHS)	Every effort is made to ensure that there is consistency in how students are informed and assessed and how they receive feedback. Clinic supervision is provided by both full time staff members and part-time hourly paid clinical supervisors. There are no universally accepted ways of carrying out the different Optometric procedures. Training meetings are held at the beginning and during the semester to ensure uniformity. Even where there are slight differences in personal preference for methodology, the end results in terms of clinical outcomes and management are usually the same and supervisors are encouraged to explain the principle underpinning their preference. Starting from this semester, clinical assessment has been changed from a mark-based to a competency-based format with very clear assessment criteria which have been made available to the students in the module guide.
As a computer science student, I was required to use specialist software and networking tools, which were only available in one building, they should be updated more often. (C&T)	We have instigated a project to look at making more of our specialist applications available via the University virtual student desktop.
Hardly anyone knows how to use the Apple Macs in the Architectural Studios effectively! Familiar Windows PCs would have made the computers a massive amount more usable & helpful. (EBE)	This particular query was discussed during the Course Group Committee with student representatives, with a positive response to the provision of iMac computers in the Architecture Studio (it should be noted that alternative computers are accessible by students in the computer suites). The aim of providing the iMacs in the Architecture Studio is to afford students with an opportunity to experience using mac computers, which are prevalent in architecture practices.
Some lecturers would have been better if the students were involved more rather than just sitting and listening. I did not understand the conservation biology at all. I understand that we needed to do our own research, but for someone who does not have any background in genetics, it was very difficult to learn. (LS)	We have changed the teaching on conservation biology to include more introductory material for those students who do not have any background in genetics.
Socials for particular courses for students to bond would be good. (PSY)	Our students have revived the Psychology Society, which will have a full programme of social events and activities chosen by psychology students for psychology students. We also wanted to have more opportunities to meet informally with our students. So we have increased opportunities for students to meet with staff at social events. For example, we have tea after our research seminars each week when students can meet informally to chat with the speaker and staff in the department.
Clinical optometry 3 (second year, second semester) had awful timetabling. The official timetable had us running 0900 to 1600 without a break for lunch, and this was remedied by starting at 0830 instead. (VHS)	The Department works very hard with timetabling to ensure that courses are timetabled for efficient utilisation of available resources. However, we are aware that it may not always be possible to timetable all modules to the satisfaction of all students and staff. This is more of a resource issue.
Should be a form of common room for computer scientists to go to work on computers as I always found myself looking for an empty classroom. (C&T)	The University has provided the new open access space on the first floor of Lord Ashcroft Building which has social space which computing students are able to use.
Poor and last minute organization of some elements, such as the site visit and detailed breakdown of what is to be submitted. (EBE)	Organization is receiving particular attention, and our processes are much improved. For site visits arranged by the Architecture and Planning Course Group for studio modules, an itinerary is issued with detailed assessment criteria provided within the module guides.
Some subjects/studies are too specific to a certain animal, need to give other animals as other examples. (LS)	We think this comment is about horses! In future, we will be teaching the Equine students separately from the Animal Behaviour students, so there will be less focus on horses and more on a range of animal species.
If there has to be something negative in my experience, I don't think it will be connected with the university per se. What mostly got on my nerves were actually the students who were always talking during the lectures and seminars, making it really difficult to concentrate and listen to the lecturer. Although some attempts have been made, and some lecturers are actively trying, those people just do whatever they want regardless of the lecturer's remarks. (PSY)	We have agreed on rules for all those who attend teaching sessions to follow, which are guided by the student charter. We remind students of the importance of respecting others and our expectations about behaviour in teaching sessions.
Assessment could be a bit more structured, for example split assignment due dates (i.e. one mid-semester and one end of semester). (VHS)	Assignment due dates are scheduled so that undue pressure is not imposed on students and staff. The usual practice is for the course work to be submitted during the later part of the semester and the final exam is conducted during the exam week.
Some modules steer too much toward Computer Science and IT, which I'd prefer were more specific to games industry relevant skills. (C&T)	We have changed the Computer Gaming Technology degree so that it is much more focused towards the gaming industry with a specific focus on indie gaming.
I do feel some money could have been spent on other facilities such as a networking lab for computer science students. (C&T)	We have upgraded the equipment and resources in the existing Cisco Networking lab in the Mellish-Clark Building.
Feedback period for the first 2 assignments was appalling. When finally given was simply a percentage and no feedback form whatsoever. (EBE)	The Department has revised its procedure for providing feedback and introduced checks by Course Leaders to ensure proper feedback is provided.
Would have liked to study DNA in more detail with more practical hands-on experience in techniques that are used in forensic science such as sequencing. (LS)	We already offer a demonstration of DNA sequencing and have invested in training for our Forensic Science staff so that they can include more hands-on experience for students in this area of the course. We plan to have additional opportunities available to our students.
The funding and equipment for Biomedical scientists is lacking. (LS)	We have just spent more than £50,000 on new microscopes.
The first year general biology module Core Biology has limited relevance to Biomedical Science. (LS)	We are reviewing Core Biology to make it more relevant to Biomedical Science students.
I am really pleased with my course and department, but other students from other departments are not treated the same way and they were not really happy with their feedback, help and lecturers, so I guess it will be better if every department is as great as the Psychology Department and all students can benefit from that. Also, it will be great if we would have more modules to choose from, although I understand this might be a difficult thing to do. (PSY)	We are glad that you have been happy with your experience! We have added an additional optional module in the third year and are currently seeking the views of our students about optional topics that they would like to be offered.
Not knowing how much each exam contributes to the module i.e. a slide test in clinical Optometry 4 module. (VHS)	Every module guide and MDF includes all forms of assessments and their weighting relative to the total mark awarded for the module. Module guides contain information on assessments, marking scheme and submission dates for course work. Module leaders cover the important areas such as assessments, within the module guide with the full-time students at the start of module. The Distance Learning students are engaged on the same issue through the VLE, module guide and during the residential weeks.
Lack of laboratory practicals in third year. (LS)	We have introduced new laboratory practicals for the third year Biomedical Science students, including an exciting new post-mortem practical and additional extra-curricular practical employability skills workshops to practice specialist skills learnt throughout the duration of the Biomedical Science course.
Quality of the rooms, sports students are given for lecturing is lacking in quality compared to the quality of other rooms in university. (LS)	We agree. There has been considerable investment over the past year in upgrading lecture rooms, and we are also making more use of the brand new lecture theatres in the Lord Ashcroft Building for teaching Sports Science and Sports Coaching.

You Said...

Excellent teaching. The Architectural Studios are a great learning environment. (EBE)

It is a nice experience and I have had the best time of my life. I know that there are too many things to do and there's a lot of thinking, but this is the great thing about university. (EBE)

Learnt many skills from this course that I could use in the future e.g. using CAD software.(EBE)

The tutors have a good knowledge, and have experience within the industry to help us learn what we need to know to gain the opportunities. (C&T)

Many of the modules are very useful for my professional life after graduating.(C&T)

Overall, I have learned a lot of interesting things, I have met interesting new people and the course has helped me to focus on my future employment. (C&T)

Enjoyed working using UDK, and volunteer work with Sony. Regularly was presented via email with opportunities outside of my modules to improve my skills and career prospects, e.g. volunteering for Develop in Brighton conference. (C&T)

The rooms are big bright and clean, the computer monitors in Sawyers are really good, and this helps as the screens are clear and big. (C&T)

I have always been helped and supported with my work.(LS)

Experiments in the lab are fun and appropriate to get a hands-on experience. Modules are obviously different but they also inter link with other modules, which is handy. The library and the VLE are excellent.(LS)

The staff pushed us to think for ourselves. The staff really tried to get us participating and doing things we might end up doing for work in the future.(LS)

Availability of specialised laboratories, and appropriate supervision, for work involved undergraduate project. Good enthusiasm from lecturers and support in all areas when requested.(LS)

We get lots of opportunities to learn more, especially with various people from different professions coming in to lecture us. This variety makes learning more interesting.(LS)

Good career advice from tutors and other staff. Good work experience opportunities to boost CV and gain experience.(LS)

Some inspirational lecturers who obviously enjoy their subject make learning interesting, make you look at things differently. Group work is interactive and helpful. (PSY)

I've always received help whenever I needed it, especially from my personal tutor. (PSY)

Great communication via email. Course essays are explained. (PSY)

One-to-one time with the supervisors during clinic time has been very useful. With a small class, the practical learning has been great. (VHS)

Lecturers are very enthusiastic and helpful at all times and very prompt with their email responses.(VHS)

How we were able to communicate with the public, and just working with the public. It prepares us really well for the real world.(VHS)

Notes and written supportive material provided in good form and in plenty of time. (VHS)

We said thank you!

2011

You said	We did
More computers and more rooms. (PSY)	We now have at least 25 more dedicated Psychology computers which can be used to aid teaching and personal study, plus new labs will soon be opened.
I did not like that it was a bit like a building site for 3 years because of all the construction that was going on and they did not tell us this when we applied. (PSY)	Building was essential to improve capacity and the Student Experience. All construction completed and campus is fully operational.
Academic staff and more information on what they actually want/expect from different assignments (more guidance). (PSY)	All Module Guides revised to accommodate such needs identified.
As a mature student with children, earlier timetabling would be beneficial to assist in childcare arrangements. (PSY)	Timetabling process has been reformed to enable early release of timetables.
More connection to the relevant industry and industry experts would be helpful. (C&T)	JAMES industry accreditation has been achieved for the pathways BSc (Hons) Audio and Music Technology and BSc (Hons) Audio Engineering courses.
Listen more to the student's suggestions and act upon the ones that affect the learning experience for the majority. (C&T)	Student Reps now play a central role in shaping Faculty response to student demands.
Not fair marking of our work. (C&T)	Submission, assessment and feedback are being overhauled, with participation in a pilot online submission scheme as well as development of in-house Assessment Feedback software offering both formative and summative feedback.
I would have liked more practical workshops. (VHS)	New laboratories are being built and kitted up, to accommodate more practical workshops.
No feedback on exam results. Limited feedback on coursework. (VHS)	Submission, assessment and feedback are being overhauled, with participation in a pilot online submission scheme as well as development of in-house Assessment Feedback software offering both formative and summative feedback.
Timetabling could be improved. (VHS)	Timetabling process has been reformed to enable early release of timetables.
IT support very poor at responded to enquiries when off site. (LS)	Virtual Learning Environment (VLE) is now supported by newly appointed Learning Technologist, with improved off site access.
Don't always get our work back which we've handed in. (LS)	Stricter deadlines are now in place for timely return of marks and marked work.
There is never enough books for the recommended reading. (LS)	New automated system of book ordering has now been implemented which trigger a purchase once several requests are made by students or staff.
When contacting some of the staff members by email, and trying to find them onsite can be sometimes difficult with certain staff members. (EBE)	An availability / whereabouts board has been installed in the lobby of the BE area to assist students with access to their tutors.
My work was lost once, I had my receipt and they lost it. It was a mess. (EBE)	We are moving towards an online system of submission, feedback and assessment, with a pilot being implemented in 2011/2012.
Collecting works/marks normally takes quite a while. (EBE)	Stricter deadlines are now in place for timely return of marks and marked work.
The VLE is a waste of time, should have kept WebCT instead. (EBE)	Virtual Learning Environment (VLE) is now supported by newly appointed Learning Technologist.
You said	We didn't
A broader selection of module choices. It often felt like we were forced down certain pathways whether it's where we wanted our future to be or not. More choice is always going to encourage better quality work and engage more with the students. (C&T)	Educational research and experience suggest that a cluttered programme with too many modules is not always conducive to good student experience. Instead, our effort has gone into broadening the learning base within existing modules and ensuring a higher quality teaching experience by focussing our resources into a smaller number of better modules.
Have a student bar during the day. (C&T and others)	The emphasis has been on providing additional quality spaces for students and staff. Student Union could not afford to run bars on campus, and the local areas near campus are well served in this regard.

You said...

• The facilities available are great with a wide range of equipment necessary to the course. The lecturers have been brilliant, explaining things clearly & taking the time to make sure that the class is keeping up. They also allow you to feel confident. (VHS)
• Some excellent outside speakers were brought in to give various talks. (VHS)
• The tutors were exceptional. The work was a challenge; I get bored easily so that really helps. And it helped with my career. The course was fantastic and I would recommend it to everyone. (VHS)
• Brilliant department. Tutors very dependable and approachable. (PSY)
• Excellent teaching and assessments. (PSY)
• The teaching staff at Anglia Ruskin are all researchers in their fields so this makes sure they are at the top of their game and always have a scientific opinion. (PSY)
• I felt very supported with aspects concerning my personal development. (PSY)
• It was a well-structured course. (PSY)
• Teaching staff have excellent knowledge. (LS)
• The course is very interesting and interactive. Given me the opportunity to do a work-based placement. (LS)
• Extremely good facilities including the university library. Excellent resources. (LS)
• A large choice of modern equipment, Music Department is amazing, campus is very modern and well-equipped with everything required, teachers are always ready to help. (C&T)
• Learnt about new and different technologies available to me. Thanks to tutors, many opportunities have presented themselves to me in advancing my career options. (C&T)
• You are able to get hold of the lecturers quickly by email which is pretty efficient. The online resources are good. (C&T)
• Just meeting new people. Just the way full-time and part-time was mixed. Part-timers feel welcomed. (EBE)
• Well structured lectures, good levels of communication and very good facilities in new campus. (EBE)
• A rewarding experience offering me life-changing opportunities. (EBE)

We said thank you!