Periodically (S1 Wk4 & Wk8 and S2 Wk4) the University asked all students (UG, PGT and PGR who are not on distance learning programmes, in suspense or writing up) to complete a very short questionnaire about their overall experience of studying at Bath in those difficult times. This was an opportunity for students to provide anonymous feedback about their learning and teaching (or research) as well as their wider student experience. Students were asked to ensure that their comments were constructive and in line with the University's Dignity and Respect Policy (now known as the Dignity & Respect Policy and Procedure).

This was an opportunity for students to provide anonymous feedback about their educational and wider student experience. This helped the University to know what worked well and what we could improve.

Thank you to the thousands of students who completed these Check In Surveys. This feedback was great in enabling academic departments and our Professional Services departments to improve their response to COVID-19 and how they have implemented the Bath Blend.

The Covid-19 Check In Surveys 2020/21 opened between the following dates, with the questions indicated below:

S1 Wk4

Monday 19 October to Sunday 25 October 2020

• I am satisfied with my experience at the University of Bath this academic year.
• Thinking about your whole university experience this academic year, what is working well for you?
• Thinking about your whole university experience this academic year, do you have any suggestions on how we could improve?

S1 Wk8

Monday 16 November to Monday 23 November 2020

• I am satisfied with my education experience at the University of Bath this academic year.
• Thinking about your education experience this academic year, what is working well for you?
• Thinking about your education experience this academic year, do you have any suggestions on how we could improve?
• I am satisfied with my wider university experience at the University of Bath this academic year.
• Thinking about your wider university experience this academic year, what is working well for you?
• Thinking about your wider university experience this academic year, do you have any suggestions on how we could improve?

S2 Wk4

Monday 22 February to Monday Sunday 28 February 2021

• I am satisfied with my education experience at the University of Bath this academic year.
• Thinking about your education experience this academic year, what is working well for you?
• Thinking about your education experience this academic year, do you have any suggestions on how we could improve?
• I am satisfied with my wider university experience at the University of Bath this academic year.
• Thinking about your wider university experience this academic year, what is working well for you?
• Thinking about your wider university experience this academic year, do you have any suggestions on how we could improve?

• What were the Covid-19 Check In Surveys? These surveys were additional very short questionnaires enabling students to give feedback on their educational (learning and teaching or research) and wider student experience during that difficult year. They gave students the opportunity to have their say on the experience they had whilst studying and carry out research at Bath.

• Why students were asked to complete the Covid-19 Check In Surveys? The success of students experience in part is a direct result of student feedback through 'stop, start, continue', Academic Reps, departmental focus groups and surveys and the hard work of academic and professional services staff to adapt during the pandemic. Students completing these three additional surveys also helped them reflect on their own experience, highlighted where things were going well and where we could improve.

• What happened with the feedback? Staff used the feedback from the Check In Surveys , especially the open comments, and other sources of student engagement to make changes to the content, delivery and assessment of the educational experience for our then current students. This was done in partnership with students wherever possible.

• Does the University really value student feedback? Yes. The engagement of students and the feedback they gave was crucial to the University providing the best possible educational and wider student experience during the pandemic. As always, the University wants to make students time here as best as possible, so the institution always wants to hear what students have to say and to work with students to make positive changes.

As you know from your own work, constructive and useful feedback has a few characteristics:

• It is honest - tell us what you really think, not what you think is going to sound best or what others might be saying. Remember that your feedback is completely anonymous too.

• It is specific - use examples to emphasise points and make your feedback clear with as much relevant detail as possible. For example, a helpful comment is: “The lecturer can sometimes be dismissive of questions and rushes through things, making it hard to follow and puts me off participating in discussions.” Less helpful is: “The lecturer’s style isn’t very good.”

• It is respectful - always tell us what you genuinely think but remember that what you have written will have an impact on the person reading your comment. Your comments must be in line with the University's Dignity & Respect Policy and Procedure otherwise action may be taken.

• It is solution-focussed - the best feedback makes suggestions and gives ideas about what can be done better or differently next time. For example, a helpful comment is: “It would be better to have more variety in assessment that helps me develop and practice different skills and that are more like the challenges I’ll be facing in my career.” Less helpful is: “There are too many essays.”

• It includes the bad and the good - as well as saying what needs to change or improve, give details of what you enjoyed and what is working well so those aspects can be enhanced and spread to other areas.

• It is about doing better next time - some changes can be made straightaway, but others may take time and staff will want to work with you on those. After having read your feedback and that of your peers, staff will have a much better understanding about the student experience of the unit, so make sure your feedback provides them with a solid base to build on. For example, a helpful comment is: “More resources should be made available electronically, especially anything that is ‘core reading’. Courses should diversify their assessments so we aren’t all trying to revise for exams or write coursework, which count for 100% of our grade, all at the same time.” Less helpful is: “Build another library.”

Remember that constructive feedback will have the most impact.