Overall, the responses from students studying HSS Horizons modules was very positive. Module leaders have reflected on the feedback and made amendments where feasible. We received feedback from around 35% of students, above the university’s average of 21%, and almost all of which agreed that students were satisfied with the teaching and the content on their module (89.7% and 82.5% respectively). Individual students shared positive feedback that studying a HSS Horizons module allowed them to ‘reflect on [their] degree’, that they found it ‘engaging and interesting’, it was their ‘favourite module this term’ and that they would ‘definitely choose the same horizon course if we can learn different content each term’.
Teaching delivery
Students responded overwhelmingly positively to teaching delivery with 82.5% of respondents either mostly or definitely agreed that the module they studied was well-structured, whilst 79.4% felt that they mostly or definitely agreed that the module was interesting and intellectually stimulating.
Assessment and feedback
We did find that feedback was slightly less positive when considering assessments and feedback. Whilst 72.8% of respondents positively agreed that the assessments allowed them to demonstrate what they had learned on their HSS module, 1 in 3 respondents were impartial to the statement ‘feedback throughout the module helped me to develop and improve my learning’. A student on the Entrepreneurship module highlighted specifically that it would have been useful to have an increased amount of time for group work within each session building up to the group project. Following this, the lecturer, has provided an update that in the spring term of 2023-2024, they spend ‘a minimum of 50-60% of our classroom time on group and cross-team discussions, working together on the entrepreneurial project. This time allocation supports gaining hands-on skills in agile project/product development.’
Engagement
When asked about engagement, again the HSS modules had an overwhelmingly positive response. No respondents shared that they disagreed with the statement that teaching staff were available and approachable. Many students praised their lecturers, especially within the History: Science & Empire, Introduction to Psychology and Practical Art: Drawing & Illustration modules – they highlighted that the lecturers were engaging and encouraging at that they played a crucial role within the success of the modules. Likewise, 3 in 4 respondents definitely agreed that there were appropriate opportunities to interact and collaborate with fellow students within the module.
Access and support
Fewer than 5% of respondents shared that they have difficulty accessing the materials for the modules to support their learning or that they had insufficient access to academic support and learning resources for the module. However, it was noted that there were initial technical issues with sharing the materials for the Introduction to Psychology module - but this was resolved early within the term.
Module specific feedback
Introduction to Philosophy – Whilst 90% of respondents on this module either mostly or definitely agreed that there were appropriate opportunities to interact and collaborate, a student fed back that they would be interested in more ways to discuss questions with one and other. The lecturer, noted that there is a student-run philosophy society, where students can discuss issues and topics in many areas of philosophical study: https://www.imperialcollegeunion.org/activities/a-to-z/philosophy
Criminal Minds: The Social and Biological Causes of Crime – It was fed back that it would be beneficial to have more scientific evidence and research studies discussed within the module. We will aim to create a list of research studies that have been included in each teaching session and share this. Additionally, the nuances of social research will also be further addressed. It was also noted that students would find it beneficial to have more short quizzes throughout the module to check knowledge, and that a wider variety of learning strategies could also be used. The lecturer noted they will consider more individual-centred tasks and short quizzes within the task profile, as well as continuing to seek further feedback on what works well for current students with how each topic is taught.
Practical Art Module – There was positive feedback about this new Year 1 module, with students expressing enjoyment and appreciation for the lecturer. They responded positively, acknowledging the increased confidence and engagement of students and expressing pleasure in teaching the group.
Introduction to Global Politics Module - Positive feedback on engaging teaching style and encouragement of discussions on current affairs. Noting requests for enhancement in slide quality, the lecturer is planning changes for the next iteration of the module.