Student Engagement in the provision and evaluation of the school's education programme

2.1. Students evaluate their courses, including the teaching and learning formats used and the faculty (teaching staff) who deliver the course. 

Examples

Describe if students have an opportunity to evaluate some or all courses and/or segments of courses and the methods (e.g., questionnaire, focus groups) that are used in the evaluation. Also note if students also evaluate the faculty teaching in the course. Note if students are required to complete evaluations of courses and/or faculty or if participation is voluntary. Describe the individuals/groups (for example, members of the medical school administration, committee(s), course directors, department chairs) receiving the results of the evaluations. Include typical response rates to course evaluations and supply examples of evaluation forms. 

2.2. Student feedback is taken into account in curriculum development and revision 

Examples

Building on the response to sub-criterion 2.1, describe how and by what group(s), such as the curriculum/education committee, the results of student evaluations of courses or the curriculum are used. Include examples of how student feedback has led to curriculum change at the level of courses or the curriculum as a whole. For example, provide copies of committee minutes or reports that illustrate the outcomes of student feedback. 

2.3. Students have opportunities to take responsibility for their own learning (such as participating in aspects of the curriculum as active learners, assessing their own competence) 

Examples

Provide examples of where in the curriculum students independently or as groups determine what they will learn. For example, are there opportunities for students to independently seek and apply information to answer a question or to fill in a gap in knowledge that they have identified? Are there opportunities for students to self-assess their competence in a given area? Include examples, including when and how such self-assessment occurs, how students are prepared to take responsibility for their learning and self-assessment, and how they are provided with feedback on the outcome. 

2.4. Students play a supportive role for other students (such as peer teaching, tutoring, mentoring)

Examples

Describe the various ways that students are actively engaged in supporting other students. Peer teaching involves students taking an active role in presenting and discussing content and learning from each other in ways that supplement the teaching of academic staff. Examples may include a student taking responsibility, to investigate one aspect of a topic and give a short summary to the group, or leading/facilitating discussions. If students serve as tutors for other students, describe whether this is a formal school-sponsored activity or informally organized by student groups (for example student clubs or student government). If students serve as mentors for other students for academic or personal support (for example, senior students mentoring more junior students), summarize how these programs are organized and how students are selected to be mentors. Also describe the various ways that students are prepared for peer teaching, tutoring, and mentoring and the numbers of students engaged in these activities.

These examples are provided by reviewers and are intended to be indicative rather than exhaustive. You may have other evidence that would be equally important and which support your case for excellence.