You Said, We Did
How your voice has made a difference
This page provides an opportunity to see the valuable feedback received from students across a wide range of communication channels, and to see what the OU has done in response.
Choose a topic from the drop-down list below to see how students can have an impact on their university experience and be empowered to help shape the University. Next time you are asked to give your opinion, you know that the OU is taking this feedback seriously and will respond.
You said...
For more than half of students, their overall study aims were career-related
We did...
Our EEES Employability Lead is working with the Careers and Employability Service to connect students with employers and resources. Employability is now embedded in the design process for new modules.
Environment, Earth and Ecosystem Sciences
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You said...
Accreditation for degrees was valuable, enhancing both employability and credibility.
We did...
In November 2020 we gained CIWEM accreditation for 6 of our Environment qualifications; we have also applied for IES accreditation for 4 of these same degrees.
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You said...
Learning outcomes are most useful when they are related clearly to specific assessment questions or tasks.
We did...
We held 2 discussion meetings on marking practices in EEES in 2021, including tutor and student views. We have rewritten the degree learning outcomes for Q52 Environmental Science so that they are more concise. We have also written degree learning outcomes in the same style for M05 Master of Environmental Science and R53 Geology.
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You said...
You value single honours, named degrees and would welcome a new named degree in Geology/Earth Science
We did...
The BSc Geology (R53) was formally approved earlier this year and students may already sign up for it (or transfer across from their current qualification).
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You said...
Some teaching materials were presented with a distinct male gender bias and a lack of ethnic diversity.
We did...
We reviewed the module in question, setting actions to redress some specific instances of bias. We also instigated a Boards of study-wide audit of our teaching materials to identify elements of bias and plan how to rebalance them.
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You said...
Students with caring responsibilities find it difficult to attend field days or residential schools
We did...
We are exploring, with several partners organisations, how accreditation schemes might evolve to avoid disadvantaging some students. Depending on the outcomes of these discussions, policies may be developed for those students unable to attend.
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You said...
More information on what is involved in field schools was needed to clarify expectations, which will allow students to prepare and plan ahead.
We did...
We will review the quality of information on our field schools and how it is delivered, from registration opening onwards with a view to improve our communications and the information we provide.
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You said...
Students observed and experienced patronising, overbearing or unfair behaviour on online forums that in some cases betrayed gender bias
We did...
We will investigate what training for moderators we can offer that will ensure more effective recognition of such issues and policing of forums. Our online forums should foster a welcoming, collegiate environment for all students.
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You said...
Add links to modules on the new Science and Environment Websites
We did...
Included a list of modules on the Science website (under the ‘Plan’ tab), as well as module tasters under the ‘Discover’ tab.
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You said...
Add links to student groups and external organisations on the new Science and Environment Websites.
We did...
Provide links to student societies and external organisations in the ‘beyond the OU’ section under the ‘Discover’ tab of the Science website, and to professional bodies under the ‘Succeed’ tab.
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