Student Feedback on "student-driven" (gathered by ECSU)

Student Feedback on "student-driven" (gathered by ECSU)

by klundteigen -
Number of replies: 0

(This feedback was gathered by ECSU at two sessions that included ECSU board directors, student representatives on University Committees, Graduate students, and Foundation year and other students. Including it here verbatim.) KL

"The ECSU prefers to use the term ‘student-centred’ as opposed to ‘student-driven’ because the latter focuses the responsibility of growth and initiative onto the student. Student-centered reflects that there are power imbalances and barriers that must be removed from other stakeholders in order to place student learning at the centre.

We heard that in order for the University to be student-centred, students would appreciate for the following to occur in their classrooms:

  • At the beginning of the semester, instructors ask students about their expectations for the class and where they’re located (academics and practice) in their current studies. This would provide instructors with information about how to tailor the content to meet expectations and provide useful lessons regarding the various practices in the room.
  • The first day of classes is currently under-utilized and should be transformed into a “How to engage with the University” conversation with the students. Often students do not realize how the various channels of the school operate, such as how to contact their Dean or how to contact the Students’ Union.
  • Normalize student agency by allowing for more self-direction and creativity in projects. Students should be allowed to take more direction in assignment prompts.
  • Studio courses feel restrictive based on the instructor teaching the course
  • Foundation-specific: Create space for more experienced/mature students to not be limited by the current Core curriculum.
  • There is a gap between ‘real world’ learning and what is taught in classrooms.

Beyond the classroom, students would like to see an increase in directed project opportunities. There was a consensus that directed projects encourage student-driven work, but it is difficult to find a faculty member who can support a student to do one. Students would also like to be able to engage in other disciplines besides their major so that they can create multidisciplinary work.

There was agreement and acknowledgement that although the University should prioritize student-centred learning, students may not have all of the answers themselves, but they should still be provided with an opportunity to contribute to the general direction of their degree curriculum and any proposed changes to their programs."

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