
LTSE Evaluation & Feedback Survey Reports and Data
Survey Reports and Data
- Courses
- Future Students
- Current Students
- Research and Teaching
- Partners and Community
- About JCU
- Celebrating 50 Years
- ALTAR
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre
- Living on Campus
- Advanced Prawn Breeding Research Hub
- Advanced Analytical Centre
- Applying to JCU
- Alumni
- AMHHEC
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Australian/NZ Students
- Australian Lions Stinger Research
- Boating and Diving
- ATSIP
- Australian Tropical Herbarium
- Careers at JCU
- Association of Australian University Secretaries
- Careers and Employability
- Australian Quantum & Classical Transport Physics Group
- CITBA
- Centre for Tropical Bioinformatics and Molecular Biology
- Chancellery
- CMT
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- WHOCC for N&M Education and Research
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- COVID-19 Advice
- Centre for Disaster Solutions
- CSTFA
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- Diploma of Higher Education
- Discover Nature at JCU
- Division of Research and Innovation
- Division of Services and Resources
- Division of Student Life
- Division of Tropical Environments and Societies
- Division of Tropical Health and Medicine
- Economic Geology Research Centre
- eResearch
- ERC
- Estate
- JCU Events
- Financial and Business Services Office
- Fletcherview
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- GetReady4Uni
- Give to JCU
- Governance
- Information for JCU Cairns Graduates
- Graduate Research School
- Graduation
- JCU Ideas Lab
- Indigenous Education and Research Centre
- Indigenous Legal Needs Project
- IsoTropics Geochemistry Lab
- IT Services
- International Schools
- International Students
- JCU Connect
- JCU Contact Information
- JCU Eduquarium
- JCU Global Experience
- JCU Motorsports
- JCU Prizes
- JCU Sport
- JCU Turtle Health Research
- Language and Culture Research Centre
-
LTSE
- Teaching@JCU
-
Online Teaching Tools
- About LearnJCU
- Accessibility in LearnJCU
- Access to Subjects
- Activity Data
-
Assessment Tools
- Assessing Group Work
- Assessment Case Studies
- Assessment Methods
- Filter Grade Centre
- Inline Marking
- Grade Centre Setup
- Group Assessment Tools
- Marking and Feedback
- Multiple Choice Questions
- Peer Review
- Respondus Secure Online Exams
- Respondus FAQs
- Safe Assign
- Submission Receipts
- Test Reponse Download
- Test Settings
- Timezones
- Video Assessment
- Blended & Online Subject Design
- Breakout Groups
- Create Studio
- Collaborate Rooms
- Communication Tools
- Computations
- External Users
- Exemplars in LearnJCU
- Filter Grade Centre
- Fix Your Content Day
- GoSoapBox
- Grade Centre Setup
- Group Work Online
- H5P in LearnJCU
- Intro Videos
- Known Issues
- Learning Glass
- LinkedIn Learning
- Managing Content
- Marking and Feedback
- Media Resources
- Mobile Learning Apps
- Open and Licensed Resources
- Org Sites - Editing Users
- Padlet in LearnJCU
-
Panopto Video Capture
- Video Capture Guidelines
- Access Panopto in LearnJCU
- Add a copyright notice
- Add video to content area
- Add video quiz to content area
- Ad-hoc Lecture Capture
- Create video in subject folder
- Copy/move videos
- Deploy auto captions
- Download Panopto Desktop Recorder
- Embed video into Ultra Doc
- Finding and Relinking Videos
- Lecture Capture Enabled Rooms
- Lecture Capture for Learning
- Link subject folder in content area
- Low-touch Lecture Capture
- Share videos
- Using Panopto outside of Learning and Teaching
- Video Assessment
- Peer Review
- PebblePad ePortfolios
- Planning Sessions
- Polls in Collaborate
- Progress Tracking
- Release Conditions
- Respondus Secure Online Exams
- Safe Assign
- Splashscreens
- Staff Roles
- Student Netiquette
- Subject Site Banners
- Subject Site Setup
- Submission Receipts
- Subscribe to the Learn Lowdown
- Support - Ask LearnJCU
- Teach with Tech Ebook
- Test Reponse Download
- Test Settings
- Tips for Teaching Online
- Ed Tech Zone
-
Assessment@JCU
- Designing Alternative Assessment
- Assessment Methods
-
Assessment Tools
- Assessing Group Work
- Assessment Case Studies
- Assessment Methods
- Filter Grade Centre
- Inline Marking
- Grade Centre Setup
- Group Assessment Tools
- Marking and Feedback
- Multiple Choice Questions
- Peer Review
- Respondus Secure Online Exams
- Respondus FAQs
- Safe Assign
- Submission Receipts
- Test Reponse Download
- Test Settings
- Timezones
- Video Assessment
- Assessment Case Studies
- Multiple Choice Questions
- Assignment Authorship
- Learning Data@JCU
- About LTSE
- Student Success
- Transitions & Retention
- Evaluation & Feedback
- Awards & Citations
-
Policies & Frameworks
- Subject Outline
-
Inherent Requirements
- Diploma of Health (Nursing Pathway)
- Bachelor of Health Science (Physician Assistant)
- Postgraduate Biomedical Sciences
- Postgraduate Medicine and Dentistry
- Postgraduate Midwifery
- Postgraduate Nursing Science
- Postgraduate Psychology
- Postgraduate Public Health and Tropical Medicine
- Postgraduate Veterinary Science
- Bachelor of Clinical Sciences (Honours)
- Graduate Certificate of Aeromedical Retrieval
- Postgraduate Rehabilitation
- Bachelor of Psychology (Honours)
- Graduate Diploma of Rural Generalist Practice
- Master of Clinical Exercise Physiology
- Special Consideration
- Subject Lifecycle
- Subject Review Tool
- Professional Development
- LearnJCU
- Library
- Mabo Decision: 30 years on
- MARF
- Marine Geophysics Laboratory
- New students
- Off-Campus Students
- Office of the Provost
- Office of the Vice Chancellor and President
- Virtual Open Day
- Orpheus
- Outstanding Alumni Awards
- Parents and Partners
- Pathways to university
- Planning and Performance
- Planning for your future
- Placements
- Policy
- PAHL
- Publications
- Professional Experience Placement
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- RDIM
- Researcher Development Portal
- Safety and Wellbeing
- Scholarships
- Contextual Science for Tropical Coastal Ecosystems
- Staff
- State of the Tropics
- Strategic Procurement
- Student Equity and Wellbeing
- Student profiles
- SWIRLnet
- TARL
- TESS
- TREAD
- TropEco
- TQ Maths Hub
- TUDLab
- Unicare Centre and Unicampus Kids
- UAV
- VAVS Home
- Work Health and Safety
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
National reports
YourJCU Subject and Teaching Survey reports
Historical reports
University Experience Survey (UES)
The Student Experience Survey (SES) was previously known as the University Experience Survey (UES).
- 2014 Institutional Report (PDF, 182 KB)
- 2013 Institutional Report (PDF, 636 KB)
- 2012 Institutional Report (PDF, 396 KB)
Australian Graduate Survey (AGS)
The Australian Graduate Survey (AGS) was the national census of newly qualified higher education graduates. Conducted annually between 1972 and 2015, the AGS surveyed new graduates from all Australian universities, and a number of higher education institutes and colleges, approximately four months after they complete the requirements for their awards.
The AGS comprised a Graduate Destination Survey (GDS) and, depending on the graduate, either the Course Experience Questionnaire (CEQ) or Postgraduate Research Experience Questionnaire (PREQ).
JCU institutional CEQ and PREQ reports are available for download below.
Please refer to the AGS Code of Practice (PDF, 533 KB) before using any AGS data.
- 2013 CEQ Report (PDF, 5853 KB)
- 2012 CEQ Report (PDF, 8661 KB)
- 2011 CEQ Report (PDF, 8169 KB)
- 2010 CEQ Report (PDF, 7876 KB)
- 2009 CEQ Report (PDF, 2262 KB)
Beyond Graduation Survey (BGS)
The Beyond Graduation Survey (BGS) was conceived by Graduate Careers Australia (GCA) as a detailed investigation into the activities, outcomes and experiences of graduates from Australian higher education institutions several years after the completion of their studies.
The BGS, which resurveyed respondents to the Australian Graduate Survey (AGS) three years after course completion, represented the first ever large-scale longitudinal study of higher education graduates in Australia.
JCU institutional reports are available for download below.
- 2014 JCU Summary Report (PDF, 564 KB)
- 2013 JCU Summary Report (PDF, 879 KB)
- 2012 JCU Summary Report (not available)
- 2011 JCU Summary Report (PDF, 260 KB)
- 2010 JCU Summary Report (PDF, 175 KB)
In 2013, the SFS and SFT were replaced by the YourJCU Subject and Teaching Survey.
Historical SFS and SFT reports are available through Staff Online.
SFT University Average Reports
- Semester 2, 2012 (PDF, 14 KB)
- Semester 1, 2012 (PDF, 80 KB)
- Semester 2, 2011 (PDF, 37 KB)
- Semester 1, 2011 (PDF, 37 KB)
- Semester 2, 2010 (PDF, 37 KB)
- Semester 1, 2010 (PDF, 38 KB)
- University Average by Questions, 2003-2006 (DOC, 122 KB)
SFS University Average Reports
SFS Questions 2001-2007
- The quality of the learning experiences in this subject was
- The interest level generated by this subject was
- The explanations given by staff in this subject were
- The organization and structure of this subject was
- The quality of information provided about assessment requirements was
- The quality of comments on assessed work was
- The specification of criteria used to assess work was
- Staff interest in assisting students to learn in this subject was
- The level to which we accomplished the aims of the subject was
Response key
- Completely Unacceptable
- Unacceptable
- Acceptable
- More than Acceptable
- Outstanding
SFS Questions 2009-2012
- The teaching staff of this subject motivated me to do my best work
- The teaching staff worked hard to make this subject interesting
- My lecturers were extremely good at explaining things
- The staff made a real effort to understand difficulties I might be having with my work
- The staff put a lot of time into commenting on my work
- The teaching staff normally gave me helpful feedback on how I was going
- The staff made it clear right from the start what they expected from students
- The assessment requirements and criteria were clearly specified
- The teaching and learning experiences of this subject were well organised
- This subject helped me develop my ability to work as a team member
- This subject sharpened my analytical skills
- This subject developed my problem solving skills
- This subject improved my skills in written communication
- As a result of this subject, I feel more confident about tackling unfamiliar problems
- This subject helped me to develop the ability to plan my own work
- Good learning resources (LearnJCU, web, labs, other) were provided to help me learn in this subject
- The Library provided good access to all of the books, journal articles and other media I needed in this subject
- Overall, I am satisfied with the quality of this subject
- Overall, I am satisfied so far with the quality of the degree course I am undertaking
Response key
- Strongly Disagree
- Disagree
- Neither Disagree or Agree
- Agree
- Strongly Agree
SFT Questions 2001-2009
- The quality of this teacher’s explanations was
- This teacher’s interest in assisting students to learn was
- The structure of this teacher’s presentations was
- This teacher’s accomplishment of the aims of the subject was
- The information about assessment requirements provided by this teacher was
- This teacher’s understanding of the subject was
- The level of feedback provided by this teacher was
- This teacher’s effort to motivate students was
- The level of interest generated by this teacher was
- How this teacher clarified the subject’s expectations of students was
- This teacher’s organization was
- This teacher’s use of teaching aids was
- This teacher’s punctuality was
- This teacher’s availability to students was
- This teacher’s use of email and the world wide web was
- Overall, the quality of this staff member’s teaching was
SFT Questions 2010-2012
- This teacher is well organised e.g. Shows good planning, has material prepared on time, is punctual and structures activities in ways that help learning
- This teacher communicates clearly e.g. Is good at explaining concepts and assessments clearly
- This teacher is approachable e.g. Is available, within reason, for students seeking help
- This teacher provides useful feedback e.g. Provides timely and helpful feedback so you can learn
- This teacher appears knowledgeable in this subject area e.g. Seems to have a good understanding of the subject area
- This teacher is enthusiastic in teaching this subject e.g. Conveys their enthusiasm for the subject area
- This teacher makes the subject interesting e.g. Makes the relevance of the subject clear, makes it sufficiently challenging
- This teacher involves students e.g. Encourages active participation
- This teacher assesses fairly e.g. Uses clear criteria for marking and sets assessments which are relevant and achievable
- This teacher makes good use of available information communication technology e.g. Uses LearnJCU effectively
- This teacher is an effective teacher. e.g. Overall, helps you to learn successfully
Scoring 2001-2010
- Completely Unacceptable = 0
- Not Really Acceptable = 1
- Acceptable = 2
- More Than Acceptable = 3
- Outstanding = 4
Scoring 2011 onwards
- Strongly Disagree = 1
- Disagree = 2
- Neither = 3
- Agree = 4
- Strongly Agree = 5