Course Feedback Review

Course Feedback Review

With the semester drawing to a close, it is time to review and retrospect. When it comes to reviewing academics, the NITR administration has been at its toes since the REC days. Presently, it uses a system of online feedback to gauge the effectiveness of the teaching process and evaluate the academic curriculum every semester. The students can grade the subject on the basis of its relevance and also the teachers, based on their teaching methodology and sincerity.

While the spirit behind obtaining feedback is to include the students in the decision making aspects of the academic framework and capture their experience to refine the learning process, but the effectiveness of the system's implementation is what matters the most at the hour. In this article, MM takes a closer look at the mechanism behind the process, bringing out the loopholes in the system and inviting suggestions to better achieve the purpose behind it.

The Mechanism

A summary of the feedback obtained from students is submitted to the concerned teacher which also includes a compilation of the subjective suggestions. A copy of the same is also submitted to the Director, Dean (Academics) and Heads of Departments. The general notion is for the teachers to self-assess their performance and make the necessary changes in their teaching methodology. However, in certain cases, the concerned authorities may also pitch in to help improve the process. As a last resort to maintain the quality of teaching, teachers for certain subjects can be changed.

To list some of the significant changes that have been brought about based on the feedback provided, Prof. B. Majhi, Dean (Academics), cites the revised distribution of credits for certain computer lab courses in the first year – the total 3 credits allotted for the course have been redistributed to accommodate an hour of tutorial class. There are also plans to reduce the class strength in the first year sections to allow better student-teacher interaction.

However, the process continues to be plagued by the lack of seriousness on part of the students, part of which can be attributed to lack of trust on the system. It has to be understood that acting upon the feedback is a slow process and the changes will take time to bring about visible impacts. That said, a sincere and honest feedback can go a long way in improving the curriculum and the overall teaching process.

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