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Equity Action Plan

Student feedback sessions

Submitted on behalf of the Faculty of Engineering and Computer Science.

Starting in 2023, the Department of Mechanical Engineering updated their method of collecting students feedback on their program experiences to increase psychological safety. Each semester all undergraduate students enrolled in the department are invited to attend an in-person session facilitated by external facilitators trained in mental health support and human-centred approaches.

The goal of these sessions has been creating a venue in which students feel comfortable to speak openly about their experiences where they can feel welcome and heard.

In addition to having opportunities to share verbal feedback, facilitators used interactive anonymous tools to gather answers to questions such as:

  • How do you feel about your student experience (e.g. frustrated, ecstatic, stressed, shy)?
  • What contributed to your MOST positive mechanical engineering experience?
  • What contributed to your LEAST positive mechanical engineering experience?
  • If you could change one thing about the department, Faculty or University – what would it be?
  • Do you feel prepared for after graduation and the start of an engineering career?

Connection to the EAP

 This activity advances Relationality and belonging, Action 8:

Honour student perspectives on belonging and inclusion and engage with students to improve teaching and program development. Leads: VP Academic & Provost, Equity & Human Rights

Impact

Importantly, rather than trying to address feedback in the sessions, these engagement sessions have focused on active listening. Overall reception to these feedback sessions has been positive with between 10 and 30 students attending each and students sharing they felt that their perspectives were herd and understood.

After each event, key themes along with commentary from the Chair or department about changes to be implementedhave been shared with all students in a “We Are Listening” email. Some recent changes implemented include:

  • Faculty members are now working to alleviate the concentration of course deliverables occurring in the last week of classes by making sure that ‘end-of-term' tests are scheduled by the exams office during the exam period and moving project due dates into the final exam period when there was no final exam in that course.
  • The curriculum committee developed an alternative program schedule that spreads out required courses over an additional two academic terms to allow students to take a lighter course load.
  • To create more opportunities for hands-on projects and learning, the department has integrated more options for 3rd year students to take courses with extensive laboratory experience.

Learnings and reflections

Once important key to the success for this activity has been the careful consideration of power. For example, being mindful of the impact of the power differential between students and the department Chair to student relationship. To address this, it is vital that leadership support is shown for these events (the Chair inviting students and opening the event) but also that the Chair has not stayed for the feedback portion of the event. Jessica Vandenberghe, Assistant Dean, Community and Culture noted “it is important to be clear why they are not staying for the session – to support the creation of a safer, brave, unbiased places to allow students to speak and share.”