The Faculty of Science and Technology brings together students, staff and programmes from subjects including psychology, sport science, biomedical science, computer science, design engineering, computer engineering and mathematics.
Bringing together leading academics, the Faculty encourages students to challenge thinking and formulate approaches that are fit for purpose in our modern world.
We have started a Bulletin to keep students up to date on programme level Information. There is also a section that provides a link to the Computer Science employment series lectures and an update and links to university services.
We will publish news to all students concerning Student Voice actions.
Final year students wanted more help with projects and to meet with staff to discuss possibilities of topics. These meetings are currently being arranged by the Module Leader.
Students said they were unclear about the assessment strategies, so all staff are explaining how students are assessed in lectures and seminars. Students also requested printed material of the tasks (SOBs). This is now provided to all first year students.
We have ensured that lectures are now aligned closely to the practical sessions.
Students wanted more technical skills in the programme so we have integrated Tableau across all years. They also requested more practical activities in the first year and we have introduced GOALs, a system that helps students participate in 3-hour role play sessions once a week.
Students needed more help with the final year project. We have revised the second year module focusing on the proposal writing skills and how to analyse data. New feedback mechanisms were introduced including the use of podcasts and vodcasts in which students record live feedback. Students also required more consistent help with final year projects and the new Module Leader has introduced additional workshops for key topics.
The overlap between first year modules in teaching ERD and DFD was eliminated by replacing three modules with one. There were also requests to revise the contents covered in the second year for Maths and we revised the module.
Engineering students reported problems with ordering components for their individual projects. The process is now streamlined and more staff are able to order components.
Students had some problems hearing the lab tutor in the Engineering labs of the Ritterman Building. Industry standard wireless ear-pieces using DECT technology are now available during these sessions enabling continuous audio contact with the lab tutor in any of the bays.
Students reported bottlenecks in getting access to industrial robots. An additional industrial manipulator (ABB) and two top end ROS based collaborative robots (UR10) with multiple end effectors are now installed in the labs for immediate use.
Students have asked for employability related talks. Two additional talks have already taken place and more have been scheduled in collaboration with MDXworks.
Students have asked for an increase in Electronic Engineering content. A new module has now been validated and is incorporated into the current second year of the programme while the course is undergoing an overall review and revalidation.
Students asked for a better balance of networks and computer systems in the coursework assignment. This has been addressed and the overall course is being reviewed and revalidated to ensure it is fit for purpose.
Students asked for additional CAD support workshops. Three drop in sessions on three different days have now been scheduled.
Students asked to reconsider assessment deadlines across the programme so that they are more manageable. We now have a consistent deadline policy on all modules, including setting deadlines at 7pm instead of midnight to help manage students’ time.
Students also wanted to have more social interaction between the different years on the course. We now have a fun quiz session at the start of the year, as well as student-led sessions in our weekly Engaging with Mathematics hour.
Students requested more in-depth content so we have formally requested additional e-books to accommodate their needs.
We are ensuring that Personal Tutors are following up with students after their personal tutor sessions.
We're looking to implement a video on module pages explaining working and studying at home.
The University is now trialling a scheduled coach service for students to help them get between Hendon campus and the Allianz Park site.
Class sessions are now spread out over a longer period to allow students more time/opportunity to come in, rather than a long consolidated day or two of study. Students in Year 1 and 2 are able to come in for three days instead of two and Year 3 students are able to come in for two days instead of one.
Students asked for more opportunities for gaining industry recognised qualifications in areas such as safeguarding, mentoring and first aid alongside their degree. Suitable courses, and with reasonable costs, have been identified and a list will be released to students.
Online and interactive teaching will be provided.
Students on the Biomedical, Pharmaceutical Chemistry and Biochemistry courses wanted more laboratory experiences using high tech equipment. As a result, we have timetabled more sessions in the laboratory spaces to utilise this equipment and further enhance employability through enabling access to cutting edge equipment.
We have provided more field trips for our Biology, Environmental Health and Occupational Health students as well as more visits and access to external professionals to enhance the experience for our students.
The Professional Practice and Dissertation modules have variable deadlines to help students juggle their workload. They have very few exams, and even fewer from next year with the new level 6 modules coming on stream.
Positive feedback about the way deadlines are being done for Mental Health, Wellbeing and Consciousness with having a few different submission dates that students can pick between as it gives the option to spread deadlines and exams out a bit more.
Students wanted more coverage of, and courses in, therapeutic psychology as well as more opportunities to undertake qualitative research projects. We have hired more staff with expertise in clinical/counselling psychology and psychological therapies, and in qualitative research methods.
BSc Psychology with Neuroscience students wanted final year teaching that was more focused to their pathway so we created a new module in Applied Clinical Neurophysiology.
Our first year students wanted more psychological context and examples when learning study skills so we completely revamped our Year 1 module on preparing for academic success. The module integrates study skills with psychological strategies to improve self-efficacy and manage workload, and helps students to apply Psychology to personal and professional development.
