Current Students Feedback and complaints YourJCU Subject and Teaching Survey Constructive Feedback
YourJCU Subject and Teaching Survey
- Aboriginals and Torres Strait Islanders in Marine Science
- Courses
- Future Students
-
Current Students
-
Enrolment
- Enrol online
- New students enrol
- Course Enrolment Planners
- Change course (Variation to Study)
- Return to study (Variation to Study)
- Transfer campus (Variation to Study)
- Withdraw from subjects or your course
- Applying for Credit
- Student Centre and Enrolment Team Contacts
- Enrolment Terminology
- Class Registration
- JCU Flex FAQs
-
Fees & Financial Support
- Domestic undergraduate subject fees
- Financial support
- Defer your fees
- Pay your fees
- Student Services and Amenities Fee (SSA Fee)
- Postgraduate subject fees
- Refunds and withdrawal under special circumstances
- Penalties for unpaid fees and late withdrawals
- Incidental & Administration Fees
- Eligibility Conditions for Commonwealth Assistance
- Unique Student Identifier (USI)
- Assessment and results
- Support
- Academic Calendars
- Student Life
-
The Learning Centre
- Taking Online Exams
- Services Available
- Getting Started
- Peer Assisted Study Sessions
- Assignments
- Academic Integrity
- Develop Your English
- Maths and Statistics
- Exams
- Short Courses and Workshops
- Downloads and Module Booklets
- Bookings (Peer Advisor)
- Learning in a Virtual Environment
- Learning Online
- Orientation for Intensive Courses
- Services for Academic Staff
- Forms
- Safety
-
Enrolment
- Research and Teaching
- Partners and Community
- About JCU
- Reputation and Experience
- Celebrating 50 Years
- Academy
- Anthropological Laboratory for Tropical Audiovisual Research (ALTAR)
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre
- Living on Campus
- Advanced Analytical Centre
- Applying to JCU
- Alumni
- AMHHEC
- JCU Aquaculture Solutions
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Association of Australian University Secretaries
- Australian/NZ Students
- Australian Lions Stinger Research
- Australian Tropical Herbarium
- Australian Quantum & Classical Transport Physics Group
- Boating and Diving
- JCU-CSIRO Partnership
- Employability Edge
- Career Ready Plan
- CASE
- Careers at JCU
- Careers and Employability
- Chancellery
- Centre for Tropical Bioinformatics and Molecular Biology
- CITBA
- CMT
- 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
- Centre for Disaster Solutions
- CSTFA
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- Discover Nature at JCU
- Research Division
- Services and Resources Division
- Education Division
- Economic Geology Research Centre
- Elite Athletes
- eResearch
- Environmental Research Complex [ERC]
- Estate
- Fletcherview
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- General Practice and Rural Medicine
- GetReady4Uni
- Give to JCU
- Governance
- Information for JCU Cairns Graduates
- Art of Academic Writing
- Art of Academic Editing
- Graduate Research School
- Graduation
- Indigenous Education and Research Centre
- Indigenous Engagement
- Indigenous Legal Needs Project
- Inherent Requirements
- IsoTropics Geochemistry Lab
- IT Services
- International Schools
- International Students
- Research and Innovation Services
- JCU Eduquarium
- JCU Events
- JCU Global Experience
- JCU Ideas Lab
- JCU Job Ready
- JCU Motorsports
- JCU Prizes
- JCU Sport
- JCU Turtle Health Research
- Language and Culture Research Centre
- CEE
- LearnJCU
- Library
- Mabo Decision: 30 years on
- MARF
- Marine Geophysics Laboratory
- New students
- Off-Campus Students
- Office of the Vice Chancellor and President
- Virtual Open Day
- Orpheus
- Outstanding Alumni
- Parents and Partners
- Pathways to university
- 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 for Staff and Students
- 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
- Clinical Psychedelic Research Lab
How to give constructive feedback
The YourJCU Subject and Teaching Survey includes open-ended questions that enable students to provide constructive feedback about their learning and teaching experience.
Effective feedback is supportive, tangible, user-friendly (inoffensive) and actionable.
Be specific
Use examples to demonstrate the point you wish to make, for example:
“The feedback on my assignment helped me understand how to improve my writing."
“The comments on my assessment were detailed and of use to me."
“I really enjoyed this subject, the content was relevant, up to date and well presented."
Concentrate on observable behaviour
Use examples to support your observations, for example:
“There should be more consultation times. The available times clashed with other lectures and made it hard for me to see my lecturer."
“My tutor encouraged me to develop my ideas through discussion in the tutorials."
Don't use personalised or emotional wording
The aim of the survey is to collect constructive feedback on JCU's learning and teaching experience.
Rather than being personal or emotional, try using examples of incidents and behaviours that did or did not support you.
Feedback should describe the effect of the teacher's behaviour, so they can experience it from a different perspective, for example:
“When jargon is used, I don’t understand what is being said and can’t take good notes."
Useful feedback offers alternatives to the behaviour being criticised, for example:
“When using jargon, it would be useful to me if it was written on the board so I know what it means."
“When using technical terms, please write the terms on the board so we can write them down."
“When using new terms, please write them on the board so I can make sure I spelled it correctly."
What's good, what's bad
Feedback should point out the good and the bad.
By giving praise and showing understanding in your feedback, you can help the receiver of the feedback to be proactive, rather than reactive and defensive.
Adapted from Svinicki, M.D. (2001) Encouraging Your Students to Give Feedback. New Directions for Teaching and Learning (87) 17-24.