аЯрЁБс>ўџ 9;ўџџџ8џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС` №П§bjbjц‡ц‡ .(„э„э§џџџџџџЄЈЈЈЈЈЈЈМ„ „ „ „ ,А МІўа а а а а Ћ Ћ Ћ %''''''$Єh ТKЈЋ Ћ Ћ Ћ Ћ KЈЈа а л`э э э Ћ šЈа Ја %э Ћ %э э ЈЈэ а Ф ~š…uгЫ„ E э %v0Іэ ЮO ”Юэ ЮЈэ 8Ћ Ћ э Ћ Ћ Ћ Ћ Ћ KKу Ћ Ћ Ћ ІЋ Ћ Ћ Ћ МММФ€МММ€МММЈЈЈЈЈЈџџџџ American History 2 Staff Student Liaison Meeting - 10 November 2010 Present: Sandy Chapman, Adam Dudzinski, Dr Mark Newman, Lindsey Flewelling, Malcolm Craig, Deb Banerji, Kamilla Kvinge, Greg Bianchi, Angela Creery, Mark McLay, Robbie Maxwell, Dr Adam Burns, Amy Parr, Natasha Callin, Ruth Nicol (taking minutes). Apologies: Dr Robert Mason, Kirsty Irving, Ruth Hand, Dr Paul Quigley. Introduction: MN asked the students to elect a chair and then, whilst staff left the room, to formulate their own agenda. Deb Banerji volunteered to be Chair. General Feedback on the Course: Students commented that the course was very well run, with a wide range of topics available to study. They found the content of and the lectures themselves to be interesting. Tutorials and Tutorial Journals: Some students had experienced difficulties in writing five-hundred word pieces in journal format. MN responded that students could see tutors during their office hours for additional guidance beyond that already given in feedback on the practice journal, in tutorials, and in the coursebook. He added that students needed to be challenged in order to develop new skills and that writing a succinct journal was an important transferable skill to learn. Some students said that they would prefer to have deadlines for each journal, with feedback following afterwards. MN responded that because of the large numbers on the course, this would not be possible administratively. He explained that the aim of the current method is for students to prepare their journals each week ahead of the tutorial, then, after the topic discussion, to go back and alter/improve their journals. KK reported that her tutor gave feedback on each week’s journal, and that this was felt to be very helpful. MN responded that any informal feedback is not expected to be detailed, but that tutors could to give generic feedback to the whole group. MN agreed to investigate any written feedback that was given on journals (before the formal marking process) to ensure that it did not stray into the realm of actual marking. Subsequent investigation by MN confirmed that the tutor in question was not giving individuals oral or written feedback but was, as permitted, collecting journals on a weekly basis to make sure that the work was being done. NC then suggested that tutors give informal feedback at some point during the semester. MN responded that tutors were available every week during their office hours, and that students could get informal feedback at these. AB expressed a concern that students could become increasingly dependent on being given instructions, rather than developing autonomous study habits. Some students expressed dissatisfaction about the inconsistency of tutorial format across the groups, and any effect this would have on the non-written skills marks. MN responded that tutors have discretion (within guidelines) as to how they structure their tutorials and that there were many different ways of delivering a good tutorial and ensuring student participation. Tutors then described the ways in which they each tried to give their tutees opportunities to develop their non-written skills, to encourage class discussion, and to find out where their groups’ historical interests lay. Any Other Business: Students found it very helpful that many of the tutorial readings were on JStore. MN acknowledged that with so many enrolled onto the course, it was good to have much of the material available, but he also stated that students should not neglect reading books and journals held in the library. In answer to a query, MN confirmed that students would remain with the same tutor throughout the year for the sake of continuity. 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