Psychology Response to Student Feedback

PY2106 Developmental Psychology

• Remove video watching from tutorials.
• Cut down the lecture content and number of slides.

PY3102 Social Psychology

• Better alignment between lecture, tutorial and assessment materials so that content builds on one another. Response: To be reviewed when revising subject for new learning activities  allocations in TR2 2025.
• Request for consultation time during tutorials. Response: To be added to tutorials for TR2 delivery.
• More timely scheduling of classes. Response: Calendar to be reviewed when preparing TR2 subject outline.

PY3108 Personality Psychology

• Exam moved to on course assessment so that timing occurs shortly after intensive learning weeks.

PY4404 Foundations of Research Methods and Statistics

8 responses. No negative feedback to address. Positive feedback includes:

• The professor's way of teaching is interesting and professional, which is very appealing to me.
• everything is good.

PY5414 The Diagnostic Process

Only 2 out of 9 possible responses. Mixed feedback with positive and negative comments.

• Positive included in-depth detail, transdiagnostic information and information clearly delivered.
• Negative included too much detail and felt overwhelming; mindful of releasing assessment details earlier in study period. Response: Aim to condense information and provide more practical activities in the later modules; Review timing of releasing assessment case studies and information.

PY1101 Exploring Psychology 1

A comment from your Associate Dean:
Thankyou all for your feedback. I regret that we do not have a Subject Coordinator allocated yet to this subject for next year, so it is not relevant to provide a response from the previous coordinator. However, we can still address concerns raised in the survey responses. Once they are allocated to the subject I will be requiring the new coordinator to action the following points before the next subject delivery:

• review of the nature and scope of the assessment tasks and timing in relation to the study period and other assessment in other subjects,
• if the critical literature review remains as an a assessment item, provide more supporting information to assist students with preparing this assignment
• provide lectures online as shorter podcasts instead of having live lectures,
• review the amount of detail and relevance of content,
• ensure that feedback and assessment is returned within 10 university working days,
• provide practice questions for the exam.

We are also looking into scheduling options for the face to face and online tutes so that students have flexibility in attending classes, this is a work in progress and we are liaising with Scheduling Services about tutes.

PY1103 Critical Thinking in Psychology

• Assessments to be due at midnight instead of 4pm. Response: This will be implemented in the next delivery of the subject.
• More quizzes to prepare students for the exam. Response: Quiz activities are currently provided with most lecture recordings. However, additional quiz questions will be provided near the end of the trimester to better prepare students for the exam.

PY2101 Behavioural Neuroscience

• Assessment weighting has been redistributed for the quizzes/exams.
• Tutorial and lecture material has been re-designed to enhance engagement and learning.
• Practice exam materials have been developed to aid in assessment preparation.
• Written task has been better scaffolded to improve understanding.
• Clearer links have been made between the content and the assessment topics.

PY2103 Introduction to Scientific Approaches in Psychology

• The organisational structure concerning the weekly learning materials within the LearnJCU subject site will be updated for clarity and usability.
• Structure of (and emphasis on) tutorials will continue.

PY2111 Learning Processes, Behaviour and Performance

• Practice papers for the exam could be provided to students. Response: Quiz activities are currently provided with each lecture recording. However, additional quiz questions will be provided near the end of the trimester to better prepare students for the exam.
• To have more practical activities during tutorials. Response: The "Design a Case Study" activity will be implemented across both campuses. This activity allows students to apply PY2111 concepts introduced in lectures.
• To provide PowerPoint slides as a whole, rather than breaking them up into smaller parts. Response: The PowerPoint slides will be provided as a whole on the next delivery of the subject.
• To release each week's content a week in advance. Response: This will be implemented in the next delivery of the subject.

PY3102 Social Psychology

• Further information could be provided in subject outline about assessment. Response: Subject outline will be reviewed to ensure that it is comprehensive for the next delivery.
• Briefing report could be better scaffolded. Response: More information will be provided next delivery.
• Assessment due near public holidays. Response: Assessment due date was latest available date within LTA policy but public holidays will be checked for next delivery.
• Tutorial slides could be made available. Response: Tutorial slides will be made available.
• Lecture could be more in-depth. Response: Lecture will be reviewed for opportunities to provide more in-depth knowledge.
• Tutorial discussion about assessment could be better timed. Response: Tutorial schedule will be reviewed to ensure timely discussion of assessment.
• Students did not have an opportunity to ask questions in weeks when tutorials was not held. Response: Students were encouraged to ask questions before/after lectures and attend weekly office hours which were advertised via LearnJCU. This will be reiterated to students in the next delivery.

PY3109 Cognitive Neuroscience

• Students appreciated the anatomy lab session and the use of iPads during the tutorials. Students reported tutorials were very well put-together, using the apps on the iPads also developed understanding of how the brain worked and were very helpful. Assignment was really enjoyable and furthered understanding of cognitive neuroscience. We aim to continue next year if we can get access to these resources again.
• Suggested including more practice short-answer questions for the final 5 tutorials, which will be implemented for next year.

PY3201 Applied Psychology Internship

• I would have liked the beginning of the placement to be a little less rushed - I enrolled in the class in January and had missed important information. Response: We will be running information sessions in TR3 of the previous year to help students interested in placement become more aware of due dates and timings.
• The timing of assessments wasn't the best as 2 of them were due less than a week apart. Response: We have now modified the due dates between those two assessment items.
• The subject could be better organised. Response: We have created a diagrammatic flow chart that includes all the key dates across the Trimester for students to have a clearer understanding of when placement starts, check in points, and assessment due dates occur.

PY4113 Design and Analysis for Professional Psychology

• Students did not realize how the choice they make in Assignment 2 implicates Assignment 3. We now explain the links between Assignment 2 and 3 more thoroughly, and also discuss the implications of the choices they make in Assignment 2 on their Assignment 3, so that they can make a better-informed decision.
• Changes will be made to the assessment guidelines to assist with clarifying the components and expectations.

PY4201 Social Psychology

• Learning content has been updated with new information and resources.
• The weekly pop-quizzes remained in the content as this appeared to be favourable to student and enhanced subject learning.
• More explicit scaffolding of weekly materials toward the relevant assessment item/s.

PY4205 Psychological Disorders and Interventions

• Based on feedback about excessive content coverage and lengthy chapter readings, the information online has been streamlined with differentiation of examinable content and supplementary information.
• Quiz questions have been reviewed and rephrased for readability where relevant.
• The description for written assessments and the marking rubric have been reviewed and rephrased for clarity, where relevant.