A Short Survey on Various Mechanisms in Some NUS Faculties

Before registering for their exams, all NUS students must fill up computerised on-line forms and evaluate both course curriculum and staff. The results are then released to relevant staff for review and action. Besides this mandatory university-wide exercise, different faculties have other ways of gathering student responses. CDTLink looks at some of these practices:

Meetings with the Deanery/Heads of Schools/Department Representatives

The School of Building & Real Estate (BRE) holds Student Liaison Meetings at least once every mid-semester when problems have become evident but are not yet irreparable. Each meeting comprises the Head of BRE, course leaders, student representatives (from each year and tutorial group), and the President of the Building & Management Society. Owing to large number of student representatives, two separate meetings are held, with Levels One and Two together, and then Levels Three and Four. Some common issues include course content, student workload, pace of work, and adequacy of equipment and physical amenities. The School then takes action where possible, explains policy considerations when suggestions cannot be acted upon, and advises students on matters of conduct.

The Dean and Vice-Deans of the Faculty of Dentistry (DEN) meet student representatives once during each of the four terms in the dental course. The student representatives, made up of two representatives from each class and the President of the Dental Society, bring up academic, clinical or other problems encountered in the students’ daily work (e.g. laboratory support, tutors, workflow problems etc.). Action is taken immediately by the Deanery where possible. Otherwise, the problems arising are channelled to the relevant parties to sort out.

The Faculty of Medicine (MED) holds face-face meetings between the Dean/Vice-Deans and student representatives a few times a year to elicit curriculum feedback. For social affairs, a Vice-Dean is assigned as an advisor to the Medical Society & Club. The Department of Electrical Engineering (EE) also convenes a Staff-Student Liaison meeting once every semester; the Department Head and key faculty appointment holders meet student leaders from the EE Year 1 – 4 cohorts and representatives from the larger MSc classes.

At the Department of Chemical Engineering (CE), the Chemical Engineering Student Society committee calls for welfare meetings at the beginning and end of each semester. This committee voices student problems pertaining to any course/teacher/issue that affects their performance on campus to faculty advisors who then convey these problems to the Department for necessary action. Similarly at the Faculty of Business Administration (Bizad), all students are free to give feedback on all matters mainly via the regular meetings held between student leaders of the Bizad Club and Bizad Society and the Dean’s Office. The Sub-Dean (Student Matters) counsels academically weak students, students with other problems, as well as students going on overseas exchange programmes to see to their needs and prepare them for the programme.

In contrast, the feedback channel between the Deanery and students at the Faculty of Law (LAW) is very informal. The academic secretary of each Year and of the Law Club can approach the Sub-Deans at any time about academic issues, and occasionally, welfare matters too. Social interaction between staff and students is carried out through frequent coffee sessions organised by the Law Club during which problems can be voiced. At least once a year, EE also organises tea sessions for staff members to mingle with the undergraduate students from each year cohort.

Meetings with Course Facilitators

Each MED department has at least one staff member who liaises several times a year with class representatives on academic matters. DEN course co-ordinators keep a record of student progress and meet with respective students to discuss their performance every term. When their module is completed, some DEN staff also conduct their own course appraisals. For instance in the Problem Learning module, both students and staff carry out both verbal and written feedback on their performance as teacher and learners. As small group teaching is the norm in DEN, feedback is often obtained informally within these small groups.

At EE, Year 1 – 4 student leaders and MSc class representatives regularly consult the EE Year 1 – 4 Co-ordinators and MSc Program Managers respectively when they encounter problems. Student bodies (e.g. Innovators’ Club and Electronics Club) also meet with staff members regularly to plan activities that enhance students’ self-learning (e.g. robotics competitions and courses by student instructors for fellow students).

Mentor Programme

All MED students are assigned personal mentors who are staff members; mentors meet their students as frequently as desired. In DEN, each staff is a mentor to about 6 students. Mentors meet their students regularly and submit a report of each student every term. They keep track of student progress and counsel them on academic, and sometimes personal, problems.
Not only is student welfare seen to, but staff can also impart the dental school’s mission and goals to the student.

Introduced in 1986, the Personal Tutor Scheme (BRE’s mentor programme) provides an in-house counselling facility for students who need help, and to build up sufficient cumulative records of every student’s progress in character and capability from the beginning of his/her studies at BRE. Each staff member is assigned a number of students or tutees whom they will meet twice a semester or when the need arises.

Bizad has instituted a mentor scheme for all first year students. While the Faculty arranges for the initial meetings of mentors with their students, students are free to approach their mentors throughout their course of study for advice in all matters. Consequently, almost all staff members, especially those teaching first-year modules, the Vice-Dean (Academic
Matters) and the Sub-Dean (Student Matters) play active roles in getting student feedback.

Every EE student is assigned a Personal Tutor whom he meets on a regular basis to discuss activities for the EE1000 module on Independent Study. The Personal Tutor will also take such opportunities to raise other issues like feedback on teaching programmes, career guidance, student’s progress and welfare, etc. In addition, CE has a mentor scheme in which a few students are allocated to each staff member for guidance in both academic and personal problems.

Some Responses to Recent Student Feedback

Due to student initiative, the LAW student lounge was created with help supplied from the Sub-Deans in the provision of a room and some furniture. In addition, both faculty and students now collaborate to promote LAW to potential applicants by meeting interested parties to discuss various aspects of law school life and learning. During recent Student Liaison Meetings at BRE, action taken on student comments ranged from clarifying the scope of demanding projects to adding more chairs in lecture rooms to accommodate the exceptionally large First Level intake during this academic year.

At MED, the Curriculum Review Committee responded to concerns of information overload during Year 1 & 2 by reducing the curriculum. A revamped clinical skills foundation course was started in 1998; based on feedback from the students, certain lectures will be modified and more exposure to clinical, procedural and communication skills will be included in the next course beginning April 1999. Two years ago, student feedback showed they were very stressed during the March final examination due to the number of disciplines covered. Based on this, the final examination in Obstetrics and Gynaecology was brought forward to September.