Mechanisms used by the TEIs with the highest MEQ response rates include:

• Providing a clear feedback loop, allowing students to see clearly, and early on, that previous rounds of feedback have made a difference. Frequent, positive and timely communication with students and student reps is key
• Using specific 'you said; we did' initiatives, such as posters
• Providing time to complete MEQs at the end of class, followed up with diligent reminders by tutors or administrative staff
• Adding an evaluation tab to all modules in the VLE
• Offering incentives such as gift certificates
• Use of online tools such as the Moodle questionnaire tool or Microsoft Forms

Module questionnaire rates - much higher response rates are achieved when the students can be invited to fill in the surveys in person with an edible reward as incentive (they use doughnuts)

Time was given over at a residential event to allow a summary of student feedback to be presented along with comments on how it has been responded to. The session also allowed informal voicing of any concerns current amongst the student body. Similarly, a summary of themes emerging from the CASS, and the responses to them, was circulated to all students.

The introduction of a timetabled Students with Disabilities Group, which gives students the opportunity to meet either in person or online to feed back on their experience, resulting in a pastorally positive network of support.

LKC held a day long ‘Assignment Writing Bootcamp workshop ’ which was very well received and appreciated by students. The workshop was timed prior to a significant submission point and was entirely based in practice rather than theory, supporting students to try out different strategies, alone and in pairs or groups, to explore what helped them find motivation, overcome blocks, break down tasks, find new ways of getting from ‘mind to paper’ etc. It was a development of the prior year’s neurodiversity support intervention but was made available to all students with a key emphasis on difference and diversity and needing self-understanding and openness to find individual routes to achievement and fulfilling potential. Students frequently refer back to specific skills they took from that day and now use regularly in different aspects of their study. 

When a notice/announcement appears on Moodle, the first person to see this adds a message to their cohort WhatsApp group. 

The TEI developed a student-friendly document that discusses common issues faced in assessment. This includes topics such as late submissions, overlong essays, and the extenuating circumstances process. The document is intended to support the formal policies which we find are often not so student friendly.

SEI’s Administrator offers a one-on-one ‘Introduction to Moodle’ opportunity for each student as s/he begins at SEI. This is a confidence-builder for the new students. It is helpful to those returning to study, as well as to those whose studies used other VLEs. It also allows the core staff, via the Administrator, to be aware of individual student needs.