STUDENT JOURNEY MAP

REFERENCE BOOK
Last updated 16 August 2019

Note: The UTS academic year includes an Autumn session, Spring session, and Summer session. However, research participants typically
used the term “semester” to refer to a “session”.
ABOUT THE
REFERENCE BOOK

BACKGROUND Groups that are not represented in the research, and offer opportunities for
future research initiatives, include:
This Reference Book is an addendum to the Student Journey Map, which • Indigenous students
was created by the LX Transformation Program’s Human-Centred Design • Students from a spectrum of socioeconomic backgrounds
(HCD) stream. Research was primarily conducted by practitioners from • Students with accessibility requirements
Tobias—an external HCD partner—and staff from UTS’ IT Division with
guidance from the HCD & UX Manager.
PURPOSE
The insights and findings presented in this document are based on research
The purpose of the Reference Book is to:
conducted with UTS students from November 2018 to March 2019
(inclusive). • Provide a detailed view of the end-to-end student experience at UTS,
during a typical teaching session.
Key research activities:
• Present rich research findings that may have been omitted from the
• Journey mapping workshops (n=26 students)
Student Journey Map (which serves as a high-level design tool).
• In-depth interviews and guerrilla research (n= 43 students)
• Enable anyone with an interest in the student experience at UTS to gain
Additionally, relevant insights from other sources of UTS research, including familiarity with the body of relevant UTS research.
earlier HCD research and pedagogical research from IML, fed into the
findings presented in this book.

Research participants were recruited with the aim of getting a diverse sample
of students from different faculties and years of study. All students who
participated were current UTS coursework students.

Student types included:

• Undergraduate
• Postgraduate coursework
• International, including full degree, exchange and Study Abroad students

2
ABOUT THE
REFERENCE BOOK

KEY:

This reference book is intended to be a living document

that can be added to over time as more student
experience research is conducted, and further insights
and findings are uncovered.

We encourage people who have worked on projects

related to the student experience at UTS to add
references to their publications and project materials. To
add references, please email jeannette.durick@uts.edu.au
(Manager, Human-Centred Design & UX).

3
 APPLY & RECEIVE ACTION

OFFER FREQUENCY
CURVE

B01

GOAL PAINS INSIGHTS

To submit my application properly, and with • Planning overload paired with uncertainty • New students, particularly international
ease, so that I can feel confident that nothing can increase cognitive load, particularly students (who need to sort out visa,
will get in the way of me receiving an offer to among new international students, moving housing, etc.) have many things to do
study to Sydney, who also need to organise visa, leading up to the semester*
travel and housing
• Lots of paperwork
ACTIONS MOST COMMONLY SEEN IN

JOYS
• Explore university options
• New students (domestic, international,
• Research online
exchange, Study Abroad)
• Attend university Open Days
• Talk to friends • Excited about a new chapter of life
• Talk to Career Advisors • Simple application process – “it was quite
• Engage education agent (if easy to apply to both UTS and EAS, and TOOLS / WEBSITES / SYSTEMS
overseas) it was easy to enrol, because you just
• Enter up to 10 choices in UAC follow instructions” (IP1, Domestic first-
• Wait until a week after HSC results are year student)
• University Admissions Centre (UAC) website
released to receive first round offers – “as • UTS website – uts.edu.au
soon as I got the email, I enrolled into • myStudentAdmin – onestopadmin.uts.edu.au
UTS” (IP1, Domestic first-year student) • UTS Email
• Receive and accept offer
• Activate UTS email account
• Enrol in course
4
 APPLY & RECEIVE ACTION

OFFER FREQUENCY
CURVE

B01

ADDITIONAL REFERENCES

• Evers, M., Olliffe, B. & Dwyer, A. (2016) Law's not hard; it's just hard to • Van Reyk, D., Logan, P. , Cox, J., Salvage-Jones, J., Anderson, J.,
get into: a study of alternative entry students to law school. Law Hillman, E., Johnston, A. (2017). Enrolled nurse transition:
Teacher, pp. 1-19 development of a university science preparation program for direct
Abstract: Students who enter law school are generally referred to as “high entry to 2nd Year. Proceedings of STARS (Students Transitions
achievers”, having qualified through a competitive admission policy. Achievement Retention & Success) Conference, 2017, Stamford Grand
Lowering entry requirements to some courses provides opportunities for Glenelg Adelaide 2nd – 5th July.
students. This paper explains the implementation of the Principals’ Abstract: Enrolled Nurses (EN) seeking to upgrade their qualification to
Recommendation Scheme (PRS) within UTS:Law. Registered Nurse (RN) are commonly given direct entry into the second
year of uni. This typically results in enrolment into science subjects
including pathophysiology, pharmacology, etc. However, many students
experience an education gap. This paper reports on the development of a
website to fill this gap and so support EN transition to uni.

5
 DECIDE ON ACTION

SUBJECTS FREQUENCY
CURVE

B02

GOAL PAINS MOST COMMONLY SEEN IN

To have visibility into the details of the subjects • Vague descriptions of subject in UTS • Exchange / Study Abroad students
I can choose, so that I can feel confident I’m Handbook makes it difficult to decide • Students with electives
choosing the right subjects for me • Limited visibility of timetable before
subjects are selected
ACTIONS • Difficult to gauge the required level of
knowledge based on descriptions – “You TOOLS / WEBSITES / SYSTEMS
never really know [the difference
• Research subjects between] the fundamentals levels you
• Read Subject Outline have at home compared to the • UTS Handbook – handbook.uts.edu.au
• Receive subject advice advanced classes here… you just enrol
• Make subject decision usually based on UTS and hope for the best” (Study abroad
Handbook – “I followed the Handbook student)
because I didn’t want to have issues with • UTS Handbook lacks real life examples or
subject availability” (Domestic student) checklists, making it difficult to decide
• Or if there is the option for choice, decision
based on:
• Developing skills to find a job
• What they want to learn INSIGHTS
• Subjects required to graduate (core)
• How interactive the subject is – “I
personally prefer a lot of student- • Most courses have preferred structures, so
teacher interaction” (Domestic subject selection only applies to electives,
student) majors, unusual circumstances and
• Subject approval by home university Exchange / Study Abroad students
if Exchange / Study Abroad student
6
 DECIDE ON ACTION

SUBJECTS FREQUENCY
CURVE

B02

ADDITIONAL REFERENCES

• Groen, L., Coupland, M. Memar, J, & Langtry, T. (2015) Mastery

Learning to Address the Assumed Mathematics Knowledge Gap,
Encourage Learning and Reflection, and Future-proof Academic
Performance. International Journal of Innovation in Science and
Mathematics Education, 23(4), 64-78
Abstract: UTS Science, Engineering and Maths students who studied
General Maths at high school are far more likely to fail their first
undergraduate mathematics subject compared to students who meet the
non-compulsory “Assumed Knowledge” of 2 unit Mathematics. Mastery
Learning was chosen as a potential solution. Results have been promising
with improvements in academic success for under-prepared students.

7
 ENROL IN ACTION

SUBJECTS FREQUENCY
CURVE

B03

GOAL PAINS INSIGHTS

• New students feel uncertain the enrolment • If the recommended course structure is not
A clear, simple, and streamlined enrolment process was followed correctly followed, subject enrolments must be done
process so that I can enrol in subjects quickly • Frustrated by the enrolment process on manually through the Student Centre and
and with ease myStudentAdmin – “The enrolment is eRequests – “I’m supposed to be
just not intuitive, and it takes so long to finished, but my course is out of whack,
add something to your study plan. I’m so I have to do everything by eRequest”
ACTIONS sure it's transferring data or something, (WP5, Domestic student)
but my login times out while I'm waiting
for it to add to the study plan, so I have
to do it all over again. I’ve been through MOST COMMONLY SEEN IN
• Enrol in subjects using myStudentAdmin it five times trying to do that before
• Enrol manually with an eRequest (via because it just takes so long” (WP2,
myStudentAdmin) Domestic student)
• eRequest and Student Centre (if standard • Unsure whether they chose the right • All students
course structure not followed) degree

TOOLS / WEBSITES / SYSTEMS

• myStudentAdmin – onestopadmin.uts.edu.au
• eRequest (via myStudentAdmin)
• Student Centre

8
 ENROL IN ACTION

CLASSES FREQUENCY
CURVE

B04

GOAL PAINS INSIGHTS

• Limited choice in timetable – “I didn’t • At the end of a semester*, despite having

Flexibility and choice over the classes I enrol have any options to select my classes the option earlier, students wait until results
in, with early visibility over my options, so I because there was only one slot” are released to create their timetable, to
can choose classes that fit with my non-uni (Domestic student) see which subjects they passed – “We do
timetable • Badly timed classes, eg. 8am lectures, our timetable the very next day. It's
Saturday classes or Friday evening actually available in October or
ACTIONS tutorials – “I have lectures from 8am to November, but it's hard to organise
9pm” because you don't know which subjects
• Clashing timetables – “I had to leave an you've passed, so everyone waits till
hour early during one of my classes last after results” (IP2, Domestic student)
• Use UTS myTimetable to select tutorial, year to make [the next class], which
lecture, workshop, studio, prac session, sucks because I was leaving in the
etc. tutorial part, where all the maths and
• Create timetable for whole year in January stuff was" (WP2, Domestic student)
• Choose classes (eg. tutorial) based on ‘first
MOST COMMONLY SEEN IN
• If a new student, rely on friends for
come first served’ – “I made sure I was guidance on how to use myTimetable
up as soon as I got my email, so I could
make my timetable before work” (IP1, • All students
Domestic first-year student)
• Ask friends with UTS experience for
guidance on how to use myTimetable if a TOOLS / WEBSITES / SYSTEMS
new student
• Ask fellow students if they can swap
classes (eg. on Facebook group) when • myTimetable – mytimetable.uts.edu.au
classes clash with other commitments such • Facebook
as work • Personal calendar (eg. iCal) 9
 PLAN TIME ACTION

MANAGEMENT FREQUENCY
CURVE

B05

GOAL PAINS INSIGHTS

• Feel worried about the uni workload and • Balancing uni workload in and outside of
To plan how I intend to manage my time in balancing time with other commitments uni, with other life commitments, can be
this upcoming semester* so I can balance my (eg. work, family) difficult. Particularly for those with jobs
uni workload with other commitments • Balancing uni and social life – “I’ve got a and/or family commitments
lot of work to do outside of my classes,
so I’m struggling to balance my social
ACTIONS life with all my work to do outside of
MOST COMMONLY SEEN IN
classes” (IP1, Domestic student)

• Plan upcoming semester*

• Use UTS myTimetable and personal • Time-poor students
calendar (eg. iCal) to map out the JOYS • Highly motivated students (proactive)
semester*
• Balance uni with other commitments (eg.
casual or part time work, family if a • The flexibility of class timetables, and the TOOLS / WEBSITES / SYSTEMS
student with kids) option to choose how many subjects they
do at one time – “I usually take 3
subjects so I can work too” (IP2, • myTimetable – mytimetable.uts.edu.au
Domestic student) • Download calendar to iCal, Google Calendar or
MS Outlook
• UTS Activate planner

10
 GATHER & UNDERSTAND ACTION

MATERIALS FREQUENCY
CURVE

B06

GOAL PAINS INSIGHTS

• Lack of clarity around subject

• Students are expected to come to the first
To know where to go to acquire all of my requirements, preventing students from
class having already completed pre-tasks
required materials at once, so that I can come adequately preparing
and prepared all of their materials. This
to class prepared • Wait for subject materials to be uploaded
can be difficult if the requirements are not
to UTS Online – “Waiting for subject
clearly communicated or there are time
information to be posted to UTS Online.
constraints due to shorter sessions.
Sometimes stuff isn’t on there until two
ACTIONS days before you actually have lectures”
(WP2, Domestic student)
• More preparation required for Summer MOST COMMONLY SEEN IN
• Go through Subject Outline Sessions due to fewer weeks
• Do pre-class readings • Students who can’t afford the required
• Purchase materials, eg. software, physical materials, or
• Stationary subscriptions to complete an assessment • Highly motivated students (proactive)
• Textbooks simply loose marks • All students (for required tasks)
• Uniforms
• Design materials
• Visit UTS Library
JOYS
TOOLS / WEBSITES / SYSTEMS
• Feel enthusiastic, wanting to be prepared
at the beginning of the semester*
• Subject Outline
• Desire to keep up to date, though the work
• UTS Online – online.uts.edu.au
piles up over the semester* – “This time
• UTS Library website
I’m going to be so organised and
• UTS Webmail
constantly up to date with everything”
(Domestic student) 11
 DO SELF-DIRECTED ACTION

LEARNING FREQUENCY
CURVE

B07

GOAL PAINS • Many subjects have existing Facebook

groups for subjects, which collect shared
information from past and current students
– “Probably a student made it 10 years
• Aside from the Subject Outline (a non- ago, and now there’s thousands of
To have access to, and awareness of, interactive PDF), UTS Online is not helpful
relevant support materials so that I can students on there… People post notes,
in surfacing resources that can support answers to quizzes, ask for help on a
engage in my own learning outside of class self-directed learning – “There’s actually question, talk crap about the lecturer,
a specific tab called ‘tools’ and its stuff like that” (IP2, Domestic student)
pretty much useless” (IP2, Domestic • Appreciating the UTS Library’s online
ACTIONS student) resources – “I like the Lynda
subscription UTS has…. It gives you
tutorials of any programs you need it
• Explore related content, eg. JOYS for and it’s really useful” (WP1,
• Books suggested in Subject Domestic student)
Outline
• YouTube • Abundance of resources available – “At
• Readings UTS there's always enough resources
• Library databases available to study, if you put in the
• Extra courses effort you'll do fine” (IP2, Domestic
• Become involved in extracurricular student)
activities, eg. • Feel motivated to expand knowledge and
• BUiLD skills – “I watch a couple of videos so I
• Internships have a basic idea of what I’m learning”
• UTS talks (Domestic student)
• Create study groups and work with other • Like online videos (eg. YouTube, Khan
students Academy) explaining difficult concepts in
simple, concise ways
12
 DO SELF-DIRECTED ACTION

LEARNING FREQUENCY
CURVE

B07

INSIGHTS TOOLS / WEBSITES / SYSTEMS

• There are many resources available for • YouTube

students, however no easy way to find out • Readings
about them. Many turn to UTS Online to • Library databases
see what that has to offer, and find it is not • Extra courses
helpful so they end up referring to the • External resources, eg. Khan Academy,
Subject Outline. The Subject Outline is a YouTube
non-interactive PDF document, for a dot- • O'Reilly Online – “I like the breadth and
point list of recommended resources also the UI” (WP5, Domestic student)
• The Subject Outline is seen as the source
of truth for students. To find additional
resources, students can look at the
recommended readings in the Subject
Outline and borrow them from the Library
• Due to the variety of needs in each course,
many external resources are used

MOST COMMONLY SEEN IN

• Highly motivated students

13
 NAVIGATE ACTION

CAMPUS FREQUENCY
CURVE

D01

GOAL PAINS INSIGHTS

• Lost on campus • New students experience most difficulty

To quickly learn where the relevant places are • Whole class moving from one building to navigating campus, however with each
around campus, so that I don’t get lost, adding another for their next class cuts into class new semester* comes new classrooms
stress to my first few weeks of uni time • In some cases, an entire class will walk
• Lecturers won’t always let in late students from one building to another for their next
class following immediately, which cuts into
ACTIONS tutorial time
JOYS
MOST COMMONLY SEEN IN
• Register for Orientation activities
• Take tour of campus during O-Week • Fairly easy to get around – “The signing
• Go to student services to pick up Student at UTS is pretty good at directing you to
different areas and things” (IP1, • All new students
ID Card
• Figure out where everything is Domestic student)
• Use UTS Map app • Being in a central location TOOLS / WEBSITES / SYSTEMS
• Find classrooms

• UTS Map app

• UTS mobile
• Google Maps
• Lost On Campus – “A PAIN TO USE!
Because it never loads and works”
• Opal App and TripView (map function)
• Orientation website
14
 FAMILIARISE WITH UTS ACTION

WEBSITES, TOOLS & SYSTEMS FREQUENCY

CURVE

D02

GOAL PAINS • Teaching staff don’t yet know how to use

Canvas, so need classes on it, but
students do not want to spend money on a
• Multiple UTS web resources lead to class to teach them how to use it
To quickly understand UTS tools, websites confusion around where to find or do
and systems as they become relevant, so that things. This particularly causes confusion
I can get on with what I need to do among new students or students visiting INSIGHTS
for a short time – “There’s so many
websites you need to remember… I was
so confused” (Exchange student) • Multiple sites, with multiple names for
ACTIONS • UTS Online is difficult to navigate (eg. each, lead to confusion and
setup of folder structure) – “I don’t know if miscommunication
this is a lecturer problem and them just • New sites are introduced throughout the
• Interact with multiple digital systems and not organising their subject area semester*, which leads to ongoing
services properly. It’s hard to find stuff … It’s a uncertainty
• Learn about new websites, tools or struggle to find the relevant things
systems throughout semester* as being sometimes” (WP2, Domestic student)
introduced to new ones • Different names for the same thing causing MOST COMMONLY SEEN IN
confusion, eg. One Stop Admin /
myStudentAdmin, Blackboard / UTS Online
• UTS Online doesn’t work on mobile
• Clutter on the UTS Online home page with • New students
unnecessary widgets without the student
purposely adding them – “If I'd like to
TOOLS / WEBSITES / SYSTEMS
have a calendar added to it [the
dashboard], I'd do that myself! I don't
need it forced upon me” (WP2, Domestic
student) • All official and unofficial tools, websites and
systems used at UTS
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 UNDERSTAND HOW ACTION

THINGS ARE DONE AT UTS FREQUENCY

CURVE

D03

GOAL PAINS • In the shift to Summer Sessions, some

subjects did not adapt well, and either
delivered the same program in fewer
• Unfamiliar language, terminology and weeks, or skipped some content – “We
To rapidly understand how things work at jargon (particularly prevalent among missed two lab sessions, they just
UTS, so that I can focus my effort on learning international, exchange and Study Abroad) showed us a video of what the lab was,
content from class • New students (particularly international, and it sort of affected how we
exchange and Study Abroad) are already completed the assignment” (IP2,
overwhelmed from planning and admin Domestic student)
activities leading up to starting at uni and
ACTIONS may have little cognitive capacity to draw
on MOST COMMONLY SEEN IN

• Learn through friends with UTS INSIGHTS

experience, eg. over coffee or social media
• New students
• Experience a different education system
• Existing students experiencing changes at
• Familiarise with new language and • Lots of uncertainty when new students are
UTS
terminology, particularly if the student has starting out
recently arrived from overseas • International students find new language
• Attend Orientation activities, eg. HELPS and terminology particularly challenging
workshops, O-day, faculty welcome • Due to the constant changes that come TOOLS / WEBSITES / SYSTEMS
with each semester*, it may take several
years to feel like they fully understand UTS
– “The first couple of years it took me a • Orientation website
few weeks to get into a subject, but now • Orientation Facebook page
I just know where everything is. I've got • UTS Library Harvard reference guide
the Subject Outline and know where to • Social media, eg. Facebook, WhatsApp
go, straight into it” (IP2, Domestic
student) 16
 UNDERSTAND HOW ACTION

THINGS ARE DONE AT UTS FREQUENCY

CURVE

D03

ADDITIONAL REFERENCES

• McKenzie, J., & Egea, K. (2016). Five years of FYE: Evolution, • Davila, Y.C., Griffiths N. & Leigh A.(2015). Supporting first-year
outcomes and lessons learned from an institutional program. A Good learning of scientific writing skills with a flipped embedded academic
Practice Report. Student Success, 7(2), 65-76. integrity module. Proceedings of the Australian Conference on Science
Abstract: The UTS first-year Experience program is an institution-wide, and Mathematics Education, Curtin University, Sept 30th to Oct 1st,
systematic approach to supporting the transition, retention and success of 2015, pp.21-22, ISBN Number 978-0-9871834-4-6
first-year students from low socioeconomic status (SES) backgrounds. Abstract: Scientific writing is a fundamental skill yet remains a daunting
This good practice report describes the program, its evolution over five task for trainee scientists. Literature use is problematic with students
years and its impacts. accidentally plagiarising because they lack paraphrasing and citation
skills. Our aim was to design and embed a flipped, interactive academic
integrity module (AIM) that: 1. Builds understanding of what constitutes
plagiarism, 2. Improves student skills in paraphrasing and citing.

17
 UNDERSTAND UTS WAYS ACTION

OF TEACHING & LEARNING FREQUENCY

CURVE

D04

GOAL • Worried about how to participate in

tutorials, write an essay and do group work
INSIGHTS
if not familiar with such methods of learning
• Unfamiliar with exam style and lack prep
exams – “[need more] prep exams so • International students are often unfamiliar
To quickly understand the teaching and with ways of learning, eg. tutorials and
learning conventions at UTS, so that I know you’re less worried. I did it for one class
and it was really helpful” (Exchange group work
what’s expected of me and can participate • Students need to understand where the
appropriately student)
• Lack interaction between past students to content and skills they are learning fit in –
share what has been learned and the “Don't teach us topics that you're not
processes they have picked up, so they going to assess us on later” (WP3,
ACTIONS can build on other students’ knowledge – Domestic student)
“Not just passing on exam answers, but • There isn’t enough sharing between year
actually sharing what you've learnt… groups, to build on the work others have
• Understand UTS teaching style some kind of a hub for people to done
• Get exposed to new class formats, eg. interact” (WP1, Domestic student)
tutorial and lecture
• Familiarise with collaboration style MOST COMMONLY SEEN IN
• Attend interactive classes
JOYS
• New students
PAINS
• Engaging learning styles – “[I like]
varying learning styles I get to engage TOOLS / WEBSITES / SYSTEMS
with, like lectures and tutorials and
• Unfamiliar methods of learning – “The
workshops and studios, because it
university style of teaching and the
helps me learn in different ways” (IP1,
environment is totally different” • UTS Online
Domestic student)
(Exchange student) • Subject Outline
18
 UNDERSTAND UTS WAYS ACTION

OF TEACHING & LEARNING FREQUENCY

CURVE

D04

ADDITIONAL REFERENCES

• Paterson Kinniburgh, J., Crosby, A, Hromek, M. (2016). No Design • McKenzie, J. & Egea, K.H. (2015). Facilitating whole-of-institution
Without Indigenous Design: Extending first-year Design and engagement in the first-year experience through distributed leadership
Architecture Students’ Understanding of Indigenous approaches. Proceedings of UiB - European first-year Experience 2015
Australia. Proceedings of STARS (Students Transitions Achievement Conference, Bergen, June 14-16
Retention & Success) Conference, 2016, Perth 29th June – 2ndJuly. Abstract: This paper describes a systematic, whole-of-institution strategy
Abstract: The design professions have undergone immense shifts over that uses distributed leadership to engage academics and professional
recent decades including an overdue, new receptivity to Indigenous skills staff in supporting transition, success and retention for first-year students.
and knowledge. This paper examines a UTS project, supported by the A set of interrelated activities achieved cross-institutional collaboration,
Centre for Advancement of Indigenous Knowledges and implemented student success, institutional recognition.
across DAB. The research asks how first-year design students can learn
about Indigenous perspectives on design, space, place, Country. • Griffiths, N. & Davila Y.C. (2016). Read to succeed: Developing
Academic and Professional STEM Communication
• Davila YC, Reyna J, Huber E, Meier P (2016) Enhancing engagement Practices. Proceedings of Australian Conference on Science and
in flipped learning across undergraduate Science using the Flipped Mathematics Education, The University of Queensland, Sept 28th to
Teacher and Flipped Learner Framework. Proceedings of the 30th, 2016, ISBN Number 978-0-9871834-4-6.
Australian Conference on Science and Mathematics Education, Abstract: A key scientific practice is using literature to communicate
The University of Queensland, Sept 28th to 30th, 2016, ISBN Number research findings; To read scientific literature selectively and critically is
978-0-9871834-4-6. fundamental for students. However, teaching them how to read the often
Abstract: Flipped Learning (FL) is a student-centred pedagogical unfamiliar disciplinary discourse is not prioritised. To induct students into
approach where new content is introduced prior to class, permitting more the science discourse community, we designed and embedded a program
time for active learning. Despite evidence of FL effectiveness, many to prepare them to read scientific texts.
educators are reluctant or unsure how to adopt it. In response, we
developed the Flipped Teacher Flipped Learner (FTFL) Framework.

19
 EXPERIENCE TEACHING ACTION

STYLES FREQUENCY
CURVE

D05

GOAL PAINS JOYS

• Some students feel they have to teach • Teaching style at UTS is engaging and
To experience teaching styles from UTS staff themselves everything, eg. difficult practical
that engage me in my learning, so that I am concepts • Excited about learning new styles
adequately prepared for my career and life • Lecturers and tutors talk too much (ie. • Learning through process and reflection –
there is a lack of interactive discussions) “They incorporated blogging of your
• Limited face-to-face time for some subjects process and as an assessment. I really
ACTIONS to ask clarifying questions found that helpful and now I can go
• Need a more engaging teaching style back and see ‘What did I do’... I can
• Would like more real life based point it to a potential employer and
• Go to class assessments show the thinking process that went
• Study • Disconnect between Subject Intended into that” (WP5, Domestic student)
• Practice Learning Outcomes and learning – “The
best lecturers I had didn’t comply with
… [explaining the SILOs] Learning
should be invisible. You don’t need to
say, ‘This is what you’re going to learn’.
It should be like at the end, ‘Oh wow, I
learnt so much’” (WP5, Domestic
student)

20
 EXPERIENCE TEACHING ACTION

STYLES FREQUENCY
CURVE

D05

INSIGHTS TOOLS / WEBSITES / SYSTEMS

• Teaching and learning style varies • UTS Library

between faculty, course, subject, and • UTS Online
individual teaching staff • Computer labs – “I think we could better
use our computer labs… Even though
in basic first-year subjects we do get to
use Excel, but they could just make it
MOST COMMONLY SEEN IN fun to learn Excel, and other learning
software” (WP1)
• Whatever tools used in class
• Lynda
• All students
• Instagram – "We’ve made a hashtag with
our course number, and it allows us to
share different advertising campaigns
and why we like or don’t like them, and
actually view them all at once” (WP4,
Domestic student)

21
 EXPERIENCE TEACHING ACTION

STYLES FREQUENCY
CURVE

D05

ADDITIONAL REFERENCES

• Egea, K, Griffiths, N., & McKenzie, J. (2016). All shapes and sizes: • Prior, J., Ferguson, S. & Leaney, J. (2016). Reflection is hard:
engaging academics in reframing practice. Hersda Conference 2016, teaching and learning reflective practice in a software
Perth, 6-9 July studio. Proceedings of the Australasian Computer Science Week
Abstract: This paper describes the first-year Experience (FYE) Project at Multiconference. Canberra, 1st – 5th February.
UTS to engage and support academics to address student transition and Abstract: Reflective practice is now recognised as important for software
diversity. The UTS FYE framework has provided a mechanism for third developers, but there is limited empirical investigation into how best to
generation transition pedagogy, resulting in an evolving learning community teach and learn reflection. This paper is a beginning to the consideration
in which staff have a sense of belonging. of how the teaching of software development can best be combined with
teaching reflective practice.

22
 PARTICIPATE IN UTS ACTION

CLUBS & EVENTS FREQUENCY

CURVE

D06

GOAL JOYS TOOLS / WEBSITES / SYSTEMS

• Feel part of a community – “It’s fun and • Activate UTS

To join a UTS community, so that I can you make friends for life” (WP4, • Facebook
expand on my social, networking, career Domestic student) • Instagram
development, extracurricular skills, and • Feel connected with UTS • WhatsApp
educational capacity

INSIGHTS
ACTIONS

• Students join clubs and societies for

• Further learning multiple reasons, including social,
• O-Week networking, career development, skill
• Sign up for clubs development, etc.
• Online
• In person
• Social media MOST COMMONLY SEEN IN
• Attend events
• Social
• Educational
• Skill-based • Highly motivated students
• Community-based • Social students
• Networking
• Career development

23
 USE SUBJECT ACTION

OUTLINE FREQUENCY
CURVE

D07

GOAL PAINS INSIGHTS

• Parts of the Subject Outline, namely the • The Subject Outline is seen as “The Bible”
For the Subject Outline to be clear and Subject Intended Learning outcomes, for a subject, however the information
relevant, so that I can refer to it throughout the Course Learning outcomes and Graduate around SILOs is not communicated in a
semester* as the source of truth for the Attributes, is not written in student friendly way that links it to practical learning.
subject manner and is seen as a lot of ‘fluff’ – “It’s Students tend to skip over the first few
hard to link it to anything tangible” pages, and read only the week schedule
ACTIONS (WP2, Domestic student) and assessments – “Have the most
• The learning objectives are for the staff, not important things up front … I don’t
the students – “The Subject Outline is know how subject learning outcomes
like the bible for the subject but it’s so are linked to life” (WP5, Domestic
• Read through Subject Outline before unfriendly and I think it’s a lot of fluff. student) – “If we knew more we could
semester* begins What I think has happened is that this use it for our resume. It’s just fancy
• Continue to refer to Subject Outline was meant for the teachers. The words” (WP1, Domestic student)
throughout semester* learning objectives are for them. It’s not
• Plan around assessment and class dates a student centred Subject Outline”
• Read assessment briefs (WP5, Domestic student)
• SILOs and Graduate Attributes are not MOST COMMONLY SEEN IN
seen as relatable for students – “I reckon
if they just simplified it, ‘this is what we
intend for you to be able to do at the • All students
end of this subject’ then probably we
would be able to strategically assess it”
(WP2, Domestic student) TOOLS / WEBSITES / SYSTEMS

• UTS Online 24
 RECEIVE OFFICIAL UTS ACTION

COMMUNICATIONS FREQUENCY
CURVE

D08

GOAL PAINS • “I instinctively responded on my

personal account because I had it
forwarded… I realised [I’d responded on
• Lack of, or miscommunication with the wrong account] after the cut-off
To receive and comprehend all relevant students, eg. not announcing cancelled date, so I had no idea if I was enrolled
communications from UTS in a timely manner, classes or not, so I just rocked up… luckily,
and trust that it is an accurate and consistent • Different deadlines in the Subject Outline they don’t actually check their stuff”
source of truth, with no missing details and Turnitin – “In the Subject Outline (WP2, Domestic student)
the due date would be one date and • Waiting for information to get posted onto
then in Turnitin it would be completely UTS Online
different” • Can be difficult to find and access things in
ACTIONS • Too cumbersome to log in to multiple UTS Online, eg. announcements on front
emails: screens don’t link to respective subject
– “It’s a pain to log into it, how many • Not knowing if something will have
clicks?” (WP5, Domestic student) changed in the new semester* – “It’s
• Communication from UTS about really annoying. You haven’t even
subjects, eg. through: – “Even the government has [Single
Sign On], to get to the ATO and stuff, started uni yet but you have to check
• Email UTS Webmail in case they change
• Subject Outlines UTS doesn’t” (WP2, Domestic student)
• Many students set up automatic forwarding something. For example, they changed
• UTS Online (Announcements) UTS Online to Canvas and if I didn’t
• Facebook – “It's the age of Facebook” from UTS Webmail to their personal
account, so they are notified. However, check it, I wouldn’t have known. And I
(WP2, Domestic student) would’ve gone into UTS Online
many UTS staff won’t respond to mail from
personal accounts, which is a pain in time- wondering ‘Why isn’t my subject
sensitive situations there?’” (WP4, Domestic student)

25
 RECEIVE OFFICIAL UTS ACTION

COMMUNICATIONS FREQUENCY
CURVE

D08

INSIGHTS

• There are multiple channels through which

official communications can be received,
however it is not always consistent, so
there is confusion around where the source
of truth sits

MOST COMMONLY SEEN IN

• All students

TOOLS / WEBSITES / SYSTEMS

• UTS Online (Announcements section)

• UTS Student Webmail

26
 USE UTS ACTION

SERVICES FREQUENCY
CURVE

D09

GOAL PAINS INSIGHTS

• Don’t become aware about services soon

enough and/or until after it’s needed • There is little awareness of the support
To be aware of the UTS services that are services on offer until it’s too late
available to me, so that I can find help and • Need more support services
assistance when I need • CareerHub – “I just recently I've found
there are a lot of resources on it… even
with careers guidance” however, there’s MOST COMMONLY SEEN IN
a lack of awareness about these resources
ACTIONS – “it's just me searching it by myself…
that could be something orientation
week could really highlight" (WP1, • All students (to varying levels)
• Use language, health or legal services Domestic student)
• Visit UTS CareerHub (service centre or
website JOYS TOOLS / WEBSITES / SYSTEMS
• Obtain credit recognition

• UTS provides resources, however they

should be promoted – “UTS provides a • Ask UTS
lot of detailed tools, like ‘Helps’, Library, • Student Centre email
tutor sessions… so use them!” • UTS Handbook – handbook.uts.edu.au
• Attending a U-Pass session, where a
former distinction student teaches the
subject – “it's good because you’re just
hanging out with other students and
doing extra work” (IP2)

27
 KEEP STUDENT ADMIN UP ACTION

TO DATE FREQUENCY
CURVE

D10

GOAL PAINS INSIGHTS

• eRequests are cumbersome to submit and • Student Centre and eRequests can be
To ensure my details are up-to-date in provide no expected completion date: slow and painful experiences
myStudentAdmin, so that I can get on with – “The UI is from like the ‘80s” (WP5,
things. Domestic student)
– “Once you apply for an eRequest you
don’t know how long it will take” (WP1,
MOST COMMONLY SEEN IN
ACTIONS Domestic student)
– “You’re better of going in person”
(WP2, Domestic student) ) • All students (to varying levels)
• Receive mixed information from different
• Visit Student Centre sources
• Submit eRequests (via • Student Centre takes too long and is often
myStudentAdmin) staffed by other students who have limited TOOLS / WEBSITES / SYSTEMS
knowledge about the system/services –
“It's been nothing but trouble, it just
takes too long to get anything done” • eRequest (via myStudentAdmin)
(WP2, Domestic student) • Student Centre email
• Long wait, often for time sensitive • UTS Handbook – handbook.uts.edu.au
situations, eg. making appointments,
submitting eRequests, etc. – “If you’re
trying to change subjects or something,
the class may have already started”
(WP4, Domestic student)

28
 MANAGE ACTION

TIME FREQUENCY
CURVE

D11

GOAL PAINS INSIGHTS

• Feel overwhelmed • Most students are juggling other life

To manage my time, so that I can juggle uni, • Try to cope with massive workload of uni commitments around uni, particularly
work, study, and life on top of life commitments those with a part time career and/or
• In July (2-week break between first and family
second semester*), students might work
ACTIONS multiple part time jobs, because it is too
short a time to pick up a full time job MOST COMMONLY SEEN IN
between sessions
• Juggle work, study, and life, at once • If students work part time during the
• Plan around timetable and due dates sessions, night classes can be a • All students
• Proactive and reactive time management favourable option, but not always an
option – “Sometimes you get lucky,
but often I miss lectures because of
work” (IP2, Domestic student)
TOOLS / WEBSITES / SYSTEMS

• Calendar, eg. Google Cal, iCal, Microsoft

Office calendar, etc.

29
 ATTEND ACTION

LECTURES FREQUENCY
CURVE

D12

GOAL PAINS JOYS

• Students feel there’s no point in going • Online recorded lectures allow more time
To attend lectures throughout the semester* when lecturers simply read lecture slides flexibility
where I will learn new content that can be later aloud • Lecturers with professional industry
practiced in class • Feel bored if there are too many lecture experience – “I really like lecturers
slides who are also professionals… It’s so
• Lecturers with bad communication skills cool they can talk about life cases.
ACTIONS • Inconsistency with lectures being uploaded Rather than just, ‘Here’s a book, you
to UTS Online – “I personally record a can read it’” (WP5, Domestic student)
few lectures myself and hope I’m not
violating anything” (Domestic student)
• Go in person • Inconsistency with format of lectures
• Watch lecture recordings online uploaded to UTS Online, eg. some audio,
• Read through slides some slides only, some video, etc.
• Students may not watch all the lectures if
they need to prioritise workload – “They
aren't that important, it's more to keep
you up to date, and understand how the
lecturer will be marking the exams”
(IP2, Domestic student)
• Lectures in “really dark, dull halls and
places” (WP1, Domestic student)

30
 ATTEND ACTION

LECTURES FREQUENCY
CURVE

D12

INSIGHTS TOOLS / WEBSITES / SYSTEMS

• Classes are seen as more important than • UTS Online

lectures, because sometimes lecturers are • PowerPoint
just reading slides, whereas there’s more • YouTube (embedded in UTS Online or
interaction during classes – “I fit my work PowerPoint slides)
around my tutorials, not my lectures,
tutorials are more important than
lectures” (IP2, Domestic student)
• There’s inconsistency with lecturers
uploading the lecture (ie. different formats,
or not at all), which makes it difficult for
students to plan their timetable, based on
whether they have to physically attend the
lecture

MOST COMMONLY SEEN IN

• All students

31
 GO TO CLASSES (eg. TUTORIALS,
ACTION
WORKSHOPS, LABS, ETC.) FREQUENCY
CURVE

D13

GOAL PAINS INSIGHTS

• Timetable not suitable, or lack options • Classes are seen as a valuable part of the
To attend classes throughout the semester* and flexibility learning experience, due to being highly
where I will learn new content, and cement • Badly timed classes interactive and hands-on
existing knowledge through interactive • Overloaded prac sessions
practice and discussions • Subject Coordinators and tutors don’t
always follow up on pre-class activities MOST COMMONLY SEEN IN
ACTIONS
JOYS • All students
• Prepare for class
• Refer to Subject Outline
• Do pre-readings TOOLS / WEBSITES / SYSTEMS
• Feel inspired by learning new content and
• Attend class understanding what they’re studying
• Tutorials • Find tutorials and workshops to be
• Practical sessions interactive and engaging – “For me, • UTS Online
• Workshops speaking out helps me learn. There • Subject Outline
• Studio sessions should be less ‘traditional’ learning” • Student email
• etc. (Domestic student) – “I generally find • Whichever tools the tutor / Subject
tutorials more interesting” (WP3, Coordinator chooses to use in class, or is
Domestic student) dictated by the Subject Outline
• Like having readings available in E-format

32
 GO TO CLASSES (eg. TUTORIALS,
ACTION
WORKSHOPS, LABS, ETC.) FREQUENCY
CURVE

D13

ADDITIONAL REFERENCES

• Phillips, M. (2016). Intentional Small-Scale Disasters: Simulating Oil • Smith, R., Wight, R., Homer. C.S.E. (2017). ‘Asking the hard
Spills to Develop Hands-on Environmental Remediation questions’: Improving midwifery students’ confidence with domestic
Experience. Australasian Simulation Congress, Disaster Management violence screening in pregnancy. Nurse Education in Practice, 28, 27-
& Resilience Session, Melbourne, 26–29 Sept, 2016. 33.
Abstract: A simulation experiment was developed to realistically recreate Abstract: Qualified midwives report a lack of preparedness and low levels
the impacts of an oceanic oil spill and the procedures required to of confidence in working with women who disclose domestic violence. The
remediate ecosystems. Students created miniature coastal ecosystems, paper reports findings from an education intervention to increase
and a small quantity of crude oil was then spilled from the model ship’s midwifery students' confidence in working with pregnant women who
location and tidal forces were mimicked. disclose domestic violence.

33
 INTERACT WITH ACTION

TEACHING STAFF FREQUENCY

CURVE

D14

GOAL PAINS • Forwarding UTS emails to personal email

is convenient but can cause issues – “A
lot of people use the forwarding
function from their UTS Webmail to
• Staff assume students check UTS emails their personal account and lecturers
To have relevant and consistent methods of regularly
communicating with teaching staff, so that I won’t read emails from non-UTS email
• Lack of, or miscommunication with accounts, which is bad in time-sensitive
know they will respond when I need, and I will students
be notified when they do situations. When you’re stressing out
• Lecturer or tutor not replying – “Emails about something you read on your
take about a week to reply on average” personal account you don’t think ‘I
ACTIONS (IP2, Domestic student) should probably go to the UTS
• It can be very difficult to get time with Webmail’. You just respond instantly
lecturers because they’re generally and it’s hard to remember the
overworked – “They don’t have much stipulations” (WP2, Domestic student)
• Wait after class to talk to lecturer time for you” … “If you book an
• Go to lecturer’s office appointment with them there’ll be
• Email another 10 students with you” (IP2,
• Social media Domestic student)
• M-Teams • Student Feedback Survey results not acted
upon – “I don’t feel like they follow JOYS
them…. You do it at the end, so it's like,
what's the point” (WP4, Domestic
student) • Facebook convenient for group
discussions and communications – “The
tutor posted summaries of the tutorial.
That was helpful because everyone
uses Facebook” (International student)

34
 INTERACT WITH ACTION

TEACHING STAFF FREQUENCY

CURVE

D14

INSIGHTS TOOLS / WEBSITES / SYSTEMS

• There is inconsistency in the way students • Student email

interact with staff outside of class, and • Personal email
students are forced to adapt to the • Social media, eg. Facebook
preferences of individual academics – “[we • Phone
use Slack] only if the tutor uses it, • Slack
otherwise there’s no point, we’d just • M-Teams
use Facebook… For students we
wouldn't make a Slack for us, we
already have Facebook” (IP2, Domestic
student)

MOST COMMONLY SEEN IN

• All students

35
 SEEK CAREER ADVICE, DO
ACTION
INTERNSHIPS & PLACEMENTS FREQUENCY
CURVE

D15

GOAL PAINS JOYS

• The way the internship periods are • Internships help students feel engaged with
To participate in activities that will contribute structured for some subjects are restrictive industry, and confident that they will find a
to my career development, so that I can have for students – “It forces you to take a 6- job at the end of their studies – “It was a
greater employment opportunities at the end month internship… and you have to do good experience” (IP2, Domestic student)
of my degree it between certain times so you can
enrol, it’s very hard to actually find one”
ACTIONS IP2, Domestic student)
• Internship applications follow a set timeline INSIGHTS
– “I begin applying for internships as
soon as I finish exams… It’s easiest to
• Network get internships in Summer… By
• Update LinkedIn and portfolio • Students are more motivated to work on
February, if you haven’t got an their careers towards the end of their
• Internships (before and after semester*) internship, you can forget about
• Placements (during semester*) studies, ie. in final year
applying” (IP2, Domestic student) • Students have more time to work on their
• Make use of CareerHub • Careers events are helpful, but not always
• Drop in for advice careers before and after the semester*,
sure how to make best use of them – “You however will do placements or internships
• Log in to CareerHub online don’t know what to ask at a Careers
• Attend events during the semester* if they are required
Fair. So it could be much more useful if for subjects
• Search for jobs we had workshops beforehand to say
• Research placements within UTS, eg. the purpose of the Careers Fair” (WP1,
I.3. (apply by speaking directly with Domestic student)
professors) • Unsure of how to show relevant experience
to potential employer

36
 SEEK CAREER ADVICE, DO
ACTION
INTERNSHIPS & PLACEMENTS FREQUENCY
CURVE

D15

MOST COMMONLY SEEN IN

• Highly motivated students

• Students with industry experience
• Students towards the end of their degree
• Scholarship students

TOOLS / WEBSITES / SYSTEMS

• CareerHub
• Rate My Resume
• Seek, Indeed, etc.
• LinkedIn
• UTS placement programs, eg. UTS Sonia

37
 SEEK CAREER ADVICE, DO
ACTION
INTERNSHIPS & PLACEMENTS FREQUENCY
CURVE

D15

ADDITIONAL REFERENCES

• Ferguson, C., DiGiacomo, M., Saliba, B., Green, J., Moorley, C.,
Whylee, A. & Jackson, D. (2015). first-year nursing students’
experiences of social media during the transition to university: a focus
group study. Contemporary Nurse, Jul 11:1-11.
Abstract: Social media platforms are useful for creating communities,
which can be utilised as a mean for supportive, professional
and social learning. This paper explores first-
year nursing student experiences with social media in supporting
student transition and engagement into higher education,
through focus groups.

38
 STUDY ACTION
FREQUENCY
CURVE

D16

GOAL PAINS JOYS

• Study all day and night – “I’m staying late • Non-UTS resources help explain basic
To have access to support material for study, at UTS most nights!” (Domestic student) concepts, eg. YouTube, Khan Academy
so that I can prepare for exams and • Additional resources on UTS Online don’t • Feel inspired and a sense of progress
assessments always support learning when learning
• Students seek out alternative resources –
“I started using the resources they’ve
ACTIONS provided on UTS Online, but generally I INSIGHTS
found it wasn’t working. So I use
YouTube a lot to learn stuff. I watch
Khan Academy videos… some that • Mid semester* break can be used as a
• Go to the library explain the basics” (Domestic student)
• Study before and after lectures high-intensity study period. Assessments
• It can be difficult to find study spaces at given during this time can be seen as an
• Take study notes UTS, especially during peak exam period –
• Study groups obstacle which “slows you down” and
“I wouldn't study the week before uni, I gets in the way of catching up on study –
• Seek UTS Library support spend that at home, the travel time is
• Drink coffee “Mid semester* break is really important
too much just to study... And because for catching up” (IP2, Domestic student)
it's really busy” (IP2, Domestic student)

39
 STUDY ACTION
FREQUENCY
CURVE

D16

MOST COMMONLY SEEN IN

• All students

TOOLS / WEBSITES / SYSTEMS

• UTS Library and databases

• UTS Online
• Subject Outline
• Khan Academy
• Youtube
• Lynda

40
 STUDY ACTION
FREQUENCY
CURVE

D16

ADDITIONAL REFERENCES

• Davila, Y.C. & Griffiths, N. (2016). Supporting student transition:

embedding reading practices into the first-year Science
curriculum. Proceedings of STARS (Students Transitions Achievement
Retention and Success) Conference, 2016, Perth June 29–July 2
Abstract: Although being able to critically read and comprehend scientific
texts is fundamental, many students find reading the primary literature
overwhelming and may lose self-confidence as a result. Our aim was to
build first-year science students’ confidence in reading relevant and
reliable sources of information and develop their critical reading practices
through a project focusing on supporting student transition.

41
 DO ACTION

GROUPWORK FREQUENCY
CURVE

D17

GOAL PAINS • Don’t use the UTS Online discussion board

because – “No one uses it and it sucks!
… It’s not very accessible” (WP2,
Domestic student)
• Feel stressed that people won’t pull their
To trust the work will be evenly distributed, • Peer Review feels like ticking a box – “We
weight – “You don’t know the people
and be able to communicate and collaborate use Peer Review for it, but it really
you’re working with to know if they will
with my group, so that we can get the work doesn’t feel like those comments
actually work or just ‘be there’”
done reflected in the marks. It’s basically just
(International student)
there as a tick-off box” (WP1, Domestic
• Communication within groups with
student)
language barriers is difficult
ACTIONS • Changing poorly performing group
members not always supported by
lecturers – “Communication is a big
problem. Especially organising a big JOYS
• Choose or be assigned groups: in the
lecture, during class, through UTS group when people are unreliable.
emails, on Facebook, etc. Generally I find lecturers not to be
• Meet up outside of class flexible when it comes to painful people • Learning life skills – “I like group work if
• Manage team dynamics and in your group. You can’t really change the group members are equally willing
communication – “When you’re relying that” (WP2, Domestic student) to do work”
on a group mate, you really need to • UTS Online not suitable for collaboration –
be able to communicate with them” “UTS Online is just a really weird
(Study Abroad student) platform. It’s more for putting
information up, but it’s not really for
collaboration… I learn better when I can
discuss things” (Domestic student)

42
 DO ACTION

GROUPWORK FREQUENCY
CURVE

D17

INSIGHTS

• UTS doesn’t offer any widely known or

used service that allows for group work
collaboration, so students turn to unofficial
services, eg. Facebook and Google Docs

MOST COMMONLY SEEN IN

• All students

TOOLS / WEBSITES / SYSTEMS

• UTS Online
• Spark
• Peer Review
• Student email
• Social media, eg. Facebook, WhatsApp,
Wechat, Slack
• Google docs

43
 DO ACTION

GROUPWORK FREQUENCY
CURVE

D17

ADDITIONAL REFERENCES

• Crosby. A. L., & Morgan, A. C. (2017). Levering Critical Collaboration:

The first-year Interdisciplinary Experience. In R. Tucker
(Ed.), Collaboration and Student Engagement in Design
Education (pp. 169-187). Hershey, PA: IGI Global. doi:10.4018/978-1-
5225-0726-0.ch008
Abstract: This chapter presents an intervention in Design Thinking, a first-
year interdisciplinary design subject at UTS. Over two iterations of this
subject, researchers reframed the ‘group work' component as critical
collaboration. SPARKPlus was used to change the way students
approached collaboration and reflect on their experiences.

44
 DO ACTION

ASSIGNMENTS FREQUENCY
CURVE

D18

GOAL PAINS JOYS

• Turnitin isn’t user friendly – • See where the content fits in, and how
To know the assessment requirements ahead “Resubmitting can be a pain… you have much they have learnt
of time, so that I can complete my work to get permission, then the teacher has
without friction or misunderstanding to change the system” (WP4, Domestic
student)
• Lack of direction on assessments, eg.
ACTIONS examples are not always provided –
“What’s expected of me?!” (Exchange
student)
• Forced to use unfamiliar tools (eg.
• Complete tasks and assignments Photoshop) without support or guidance
• Submit assignments to UTS Online, • Unclear how an assignment links to the
Turnitin, or in person learning outcomes – “Sometimes you
• Receive marks on Review lose motivation because the subjects
• Receive feedback from tutor aren't stimulating. You do assignments
just to do assignments. [In an
Engineering subject] there were weekly
quizzes, but it was pointless and just
took time from you” (IP2, Domestic
student)

45
 DO ACTION

ASSIGNMENTS FREQUENCY
CURVE

D18

INSIGHTS TOOLS / WEBSITES / SYSTEMS

• The nature of assignments mature as the • UTS Online

student progresses through their degree – • UTS Library
“In 4th and 5th year, they don't have • Subject Outline
many quizzes and assignments… in 1st • Google Scholar
year, they give you all these little • Turnitin
quizzes and things to ‘keep you in • Review
check’” (IP2, Domestic student) • Spark
• International and new students are not • Course-specific tools, eg. Photoshop,
accustomed to assessment types used at Android Studio, SPSS, etc.
UTS

MOST COMMONLY SEEN IN

• All students

46
 DO ACTION

ASSIGNMENTS FREQUENCY
CURVE

D18

ADDITIONAL REFERENCES

• Dowse, R., Melvold, J., & McGrath, K. (2018). Students guiding • Sudhakar, A., Tyler, J., and Wakefield, J. (2016). Enhancing Student
students: Integrating student peer review into a large first-year science Experience and Performance through Peer-Assisted Learning. Issues
subject. A Practice Report. Student Success, 9(3), 79- of Accounting Education, 31 (3), 321-336
86. https://doi.org/10.5204/ssj.v9i3.471 Abstract: This study examines the effectiveness of an online peer review
Abstract: Learning how to give and receive peer review is a skill that forum. The study allows comparisons to be made between different forum
science students need support in developing. We included student peer scenarios. The forum was introduced, over a series of semesters*, in a
review in an assessment for a large first-year science subject. The student first-year accounting screencast assignment. We observed improved
peer review exercise provided students with the opportunity to reflect on student performance where a forum was made available. These findings
and improve their work prior to submission. Survey results showed 78% of highlight the importance of carefully considering forum design and
students agreed it developed their ability to give feedback. assessment guidelines when embarking on peer review learning
initiatives.
• Schulte, J. & Griffiths, N. (2016). Authentic learning experiences in a
theory heavy learning context. Proceedings of Australian Conference • Wakefield, J., Tyler, J., Dyson, LE. & Frawley, J.K. (2017). Implications
for Science and Maths Education 2016, University of Queensland, of student-generated screencasts on final examination
Brisbane 28th - 30th Sept. performance. Accounting and Finance.
Abstract: Assessment in an undergraduate physics subject was re- Abstract: While educational technologies can play a vital role in students’
designed to challenge and inspire students to develop and apply their active participation in introductory accounting subjects, learning outcome
disciplinary and non-disciplinary skills in a practice-based, authentic implications are less clear. We believe this is the first accounting
assignment. The aims of the re-design were to expose students to education study examining the implications of student‐generated
workplace practice and increase subject engagement. screencast assignments.

47
 MEET ACTION

DEADLINES FREQUENCY
CURVE

D19

GOAL PAINS INSIGHTS

• Feeling stressed and overwhelmed • There are deadline surges at specific

To know what my deadlines are ahead of • Constant deadlines = no personal life – points throughout the semester*, where
time, so I can plan to balance my life around “Every week for every subject we had assessments are due for all subjects
them, and for deadlines to be distributed assessments due. In one week I had
across the semester* so that I don’t have high eight assessments!” (International
stress periods where everything is due at
once
student) MOST COMMONLY SEEN IN
• Find it difficult to keep up with constant
assessment deadlines
• Feeling stressed when seeing deadlines in
ACTIONS calendar • All students
• Falling behind on assessments –
“Balancing life, moving to the city,
starting a new job and at the same time TOOLS / WEBSITES / SYSTEMS
• Manage time
studying at UTS late every night until
• Keep up with due dates
midnight to finish assignments. And it’s
• Put deadlines in calendar
only first-year” (Domestic student) • Subject Outline
• Try to hand in assessments on time
• Fall behind on assessments • Calendar

48
 TAKE ACTION

EXAMS FREQUENCY
CURVE

D20

GOAL PAINS

• Feeling stressed about exams

To feel confident that I am adequately • Feeling worried about not passing and
prepared for my exams, so that I can show the potential impact of not passing
what I have learned, to pass my subject • All exams must now be 2 hours, however
some exams did not transition well and
simply cut out sections of a 3 hour exam
ACTIONS
MOST COMMONLY SEEN IN
• Look at exam timetable and plan for
dates
• Figure out where the exam hall is and • All students
how to get there
• Travel to exam hall
• Sit exam TOOLS / WEBSITES / SYSTEMS
• Receive results and feedback

• UTS Online
• Exam timetable

49
 WAIT FOR ACTION

RESULTS FREQUENCY
CURVE

A01

GOAL PAINS MOST COMMONLY SEEN IN

• Feel unsure of whether it’s the right course • All students

To feel confident that I will be notified once my • Feel concerned about overall marks
end of semester* results are released, so that • Waiting and lacking clarity about when to
I can enjoy the break without constantly expect marks – “If I had the results
checking my email
TOOLS / WEBSITES / SYSTEMS
sooner I’d be able to know how much
and how well I’d studied” (Exchange
ACTIONS student)
• Student email
• UTS Online announcements

• Check UTS Webmail notifications daily JOYS

for results
• Enjoy the break
• Feel relieved to have finished exams
• Less time poor

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 RECEIVE FINAL ACTION

SUBJECT RESULTS FREQUENCY

CURVE

A02

GOAL PAINS INSIGHTS

• Takes too long to return marks • Receiving final marks is another new
To quickly receive my end of semester* • Waiting for too long process, which students have to learn,
results, so I can get on with my life reminding us that there are new technology
processes that are constantly introduced to
JOYS students throughout the entire semester*,
including after semester* finishes
ACTIONS
• Receiving mid-semester* results allows
students to “know where [they] stand” MOST COMMONLY SEEN IN
• Receive result notification via UTS (IP2, Domestic student)
Webmail
• Go to Review for results • All students
• Download academic transcript from Void
• Calculate / estimate results manually from
the GPA released on myStudentAdmin,
approximately 3 days before subject marks TOOLS / WEBSITES / SYSTEMS
are released
• Usually wait 3-4 weeks after final exam to
receive results • Student email
• Forward results to home university • myStudentAdmin – onestopadmin.uts.edu.au
(exchange students) • Void
• myGrades

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 PLAN FOR WHAT’S ACTION

NEXT FREQUENCY
CURVE

A03

GOAL PAINS MOST COMMONLY SEEN IN

• Forwarding results to home university can • Highly motivated students

To plan ahead so that I can relax over the be a tedious, paper-based process • International students extending stay
holidays, knowing I’m prepared for next (exchange, Study Abroad students) • Final year students
semester*

JOYS TOOLS / WEBSITES / SYSTEMS

ACTIONS
• Excited about holidays • UTS Handbook – handbook.uts.edu.au
• myStudentAdmin – onestopadmin.uts.edu.au
• Look at subjects in UTS Handbook
• Reflect on topic/subject of interest
• Read up on topics related to next year’s
subjects
• Prepare to graduate

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