Your elected Course Reps are your voice within your School. They advocate for your interests and ensure your needs are heard. Click here for more information.

Providing feedback on your Teaching and Modules 

Queen’s requires each School and Institute to have procedures in place for collecting student views on both teaching and modules undertaken.  The student evaluation of teaching consists of two key areas; the evaluation of the lecturer or tutor and the evaluation of the module.  Teaching evaluation will take place every year, module evaluation will take place on key modules identified for priority review.

Care is taken to ensure that a students’ anonymity is protected, and every student is given an opportunity to participate in a teaching evaluation, however participation is not mandatory.   

How and when are evaluations carried out? 

• Evaluations are online - A School Administrator (or other appropriate School staff member) is responsible for the survey distribution.  
• Online evaluations are typically open to students for at least 5 days, and ideally up to 10 days. 
• Evaluations take place toward the end of your Module delivery. 
• Lecturers/Tutors will typically provide a dedicated slot during class time for evaluation completion.  
• Feedback - Lecturers/Tutors are advised to ensure that teaching and module feedback received is discussed with students. This provides an opportunity to discuss results and actions that will be taken in response to feedback. 
• Students should be provided with anonymised data presented in a manner which allows you to determine how teaching staff have been evaluated within your subject area.     

What kind of questions are asked?  

There are certain core questions which are typically included in each survey:  

Evaluation of the lecturer/tutor - typical questions may cover the following areas: 

• Preparation and organisation.  
• Explanation of terms and concepts. 
• Quality of engagement. 
• Provision of advice and support to students. 
• Overall satisfaction.  

Evaluation of a module – typical questions may cover the following areas:  

• Preparation and organisation.  
• Learning resources.  
• Quality of intellectual challenge.  
• Assessment and feedback.  
• Overall satisfaction. 

The University and the Students’ Union hold a joint commitment to five principles of student academic representation: 

• The purpose of student academic representation is to engage students as equal partners in academic governance. Through student academic representation, students should be members of the decision-making process on issues related to the student learning experience 

Are you interested in sharing your experience of being a student at Queen’s to better support staff understanding of everyday student life? 

Queen’s Reverse Mentoring is a mentoring initiative where student mentors offer their unique insights to help Queen’s leaders increase their understanding and awareness of issues affecting students’ day to day. 

As a mentor, you will share your unique thoughts and knowledge of student life, your educational journey and being a student at Queen’s in Belfast. You will be matched with your mentee based on your motivation for becoming a mentor via your application below.  

No previous mentoring experience is required, and you won’t be expected to know everything or have any solutions. Your role will be to listen to what your mentee has to say and pro-actively help and guide them to a better understanding of your unique position. Training will be provided to support you on your mentor journey. Read more. 

Your elected School/Faculty Reps represent you on the Academic Board, a vital part of the University that serves as a formal mechanism for consultation on student experience issues.

Each year, School/Faculty Reps meet with university leaders to discuss student experiences. This is your chance to share your insights, raise concerns, and contribute to shaping the future of the university.

By supporting your School/Faculty Reps and sharing your feedback with them, you can play an active role in improving the student experience.

There are three Academic Board meetings each year.

Each School has at least one Student Voice Committee (SVC) where staff and students work together in partnership to discuss areas for development and improvement of teaching and support services within the School.

Students are represented by their Course Reps and School Reps and it is an essential space for giving feedback and for shaping the educational experience for students throughout the School. SVCs can also provide input on issues affecting the student experience on a wider University-level.

Each student Voice Committee meets at least four times per year. Information about each School’s Student Voice Committee, including the Committee membership and a record what is discussed at the meetings should be available to all students in the School.

For more information contact the SU Voice team in the Students’ Union.