In higher education, meaningful interactions between students and professionals are key to bridging the gap between classroom learning and real-world applications.
The MSc Spatial Engineering programme at UT faced a challenge: students visiting professional organisations were often underprepared, resulting in missed opportunities for productive discussions and a deeper understanding. To address this, a new approach was designed, emphasising clear success criteria, structured feedback, and student engagement with the feedback process.
The intervention
A targeted intervention was implemented to improve students’ preparation and feedback literacy. Instead of presenting predefined guidelines, students and teachers collaboratively developed criteria for successful visits. This process ensured clarity and increased student commitment to meeting these standards.
A meta-dialogue introduced students to the four levels of feedback: task, process, self-regulation, and self. Emphasis was placed on effective feedback practices, helping students understand how to give, receive, and use feedback constructively. Students presented their preparation plans, receiving peer and teacher feedback using a straightforward format: what worked, what needed improvement, and what sparked curiosity. This structure encouraged actionable and balanced critiques.
Results and insights
The intervention demonstrated several positive outcomes:
- Improved feedback quality: Both students and teachers provided more feedback, with an increased focus on process and self-regulation levels, which are more effective for deeper learning.
- Enhanced engagement: Students appreciated being part of the criteria-setting process and felt more ownership of their learning.
- Scalability: The approach is adaptable to other educational settings, offering a low-effort yet impactful way to improve feedback practices.
Interestingly, the process also influenced teaching staff, who began offering more thoughtful and targeted feedback despite their prior experience.
Challenges and lessons learned
Adapting to a small cohort size and the impact of the COVID-19 pandemic posed challenges in drawing comparisons across cohorts.
Broader implications
This study highlights the value of co-created success criteria and structured feedback in education. By involving students in defining expectations and fostering feedback literacy, educators can enhance learning experiences and outcomes. The method’s adaptability makes it a promising model for improving teaching and learning practices across disciplines.
