Current Students Feedback and complaints YourJCU Subject and Teaching Survey Constructive Feedback
YourJCU Subject and Teaching Survey
- Future Students
- JCU Global Experience
- International Students
- Open Day
- How to apply
- Pathways to university
- Virtual Open Day
- Living on Campus
- Courses
- Publications
- Scholarships
- Parents and Partners
- JCU Heroes Programs
- Aboriginal and Torres Strait Islander in Marine Science
- Elite Athletes
- Defence
-
Current Students
- Current International 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
- 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)
- Class Registration
- Assessment and results
- Support
- Academic Calendars
- Student Life
- Learning Online
- The Learning Centre
- Forms
- Safety
- New students
- JCU Orientation
- LearnJCU
- Placements
- CEE
- Unicare Centre and Unicampus Kids
- Graduation
- Off-Campus Students
- JCU Job Ready
- Safety and Wellbeing
- JCU Prizes
- Professional Experience Placement
- Employability Edge
- Art of Academic Writing
- Art of Academic Editing
- Careers and Employability
- Student Equity and Wellbeing
- Career Ready Plan
- Careers at JCU
- Partners and Community
- JCU-CSIRO Partnership
- Alumni
- About JCU
- Reputation and Experience
- Chancellery
- Governance
- Celebrating 50 Years
- Academy
- Indigenous Engagement
- Education Division
- Graduate Research School
- Research and Teaching
- Research Division
- Research and Innovation Services
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- Anthropological Laboratory for Tropical Audiovisual Research (ALTAR)
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre (AgTAC)
- Advanced Analytical Centre
- AMHHEC
- Aquaculture Solutions
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Lions Marine Research Trust
- Australian Tropical Herbarium
- Australian Quantum & Classical Transport Physics Group
- Boating and Diving
- Clinical Psychedelic Research Lab
- Centre for Tropical Biosecurity
- Centre for Tropical Bioinformatics and Molecular Biology
- CITBA
- CMT
- Centre for Disaster Solutions
- CSTFA
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- Fletcherview
- JCU Eduquarium
- JCU Turtle Health Research
- Language and Culture Research Centre
- MARF
- Orpheus
- TESS
- JCU Ideas Lab
- TARL
- eResearch
- Indigenous Education and Research Centre
- Estate
- Work Health and Safety
- Staff
- Discover Nature at JCU
- Cyber Security Hub
- Association of Australian University Secretaries
- Services and Resources Division
- Environmental Research Complex [ERC]
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- General Practice and Rural Medicine
- Give to JCU
- Indigenous Legal Needs Project
- Inherent Requirements
- IsoTropics Geochemistry Lab
- IT Services
- JCU Webinars
- JCU Events
- JCU Motorsports
- JCU Sport
- Library
- Mabo Decision: 30 years on
- Marine Geophysics Laboratory
- Office of the Vice Chancellor and President
- Outstanding Alumni
- Pharmacy Full Scope
- Planning for your future
- Policy
- PAHL
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- RDIM
- Researcher Development Portal
- Roderick Centre for Australian Literature and Creative Writing
- Contextual Science for Tropical Coastal Ecosystems
- State of the Tropics
- Strategic Procurement
- Student profiles
- SWIRLnet
- TREAD
- TropEco for Staff and Students
- TQ Maths Hub
- TUDLab
- UAV
- VAVS Home
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
- Pay review
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.