Giving the Power and Freedom of Education Back to the Student

At the end of an english lecture I suddenly zoned in for a change when the words of the lecturer caught my ear.  She told us, the students, that we could send her feedback on the provisional essay questions that she had set for the assignment worth 40% of our mark for this semester.  I couldn’t quite believe it, there were gasps from the audience: for once we actually had a say on important work that is part of the assessment.  Ok, so there weren’t actually gasps; more like sighs of relief that the lecture had finished – nobody seemed to be as struck as I was at our new found power.

     Upon leaving the lecture theatre I hit the library to see the provisional questions the lecturer had uploaded and immediately I spotted things that I found problematic or confusing.

     It was great for the tables to be turned and for me to be able to mark the work of my superior.  Exams and assignments are always things that we seem take for granted: inevitable, unchangeable, just plain awful – and it’s true.  That’s what they’re like, it’s always been that way (sometimes good, sometimes bad) and no one can change that.  But it was liberating to participate and contribute to my education for once – I have never had an opportunity like that before and I don’t think another will come up soon.  I felt as if the outcome of my studying was in my own hands, where it belongs, and no longer decided by devious essay questions that they haven’t changed for about 20 years.

     I sent my comments away (generally things like be more specific here, clarify what this means or consider rewording this) with a word of caution that I wasn’t trying to sound like I knew better or that my suggestions were infallible.  I basically wrote how I was really just thrilled to actually have a say. 

     Over the past year and a half of pressing on with Uni work I’ve found it fascinating and enlightening in so many ways; but there are times when you can’t help feel a little frustrated at the way the courses are run.  Sometimes it’s timetable dilemmas, other times it’s the long wait for assignment feedback then the unhelpfulness of the comments; not to mention that at Strathclyde University the faculty of Humanities, Arts and Social Sciences (HASS) has been brutally marginalised and undervalued - that’s for another article but believe me it is in the making.  Remember all the times when you wished you could just scream at your lecturer or tutor because of their complete failure to understand the situations, desires and needs of students?  You put up with it at school, but University can be different.  There’s nothing wrong with challenging work and you get used to the stress of deadlines, but can we at least have some say on important issues like how we’re assessed, what from the classes should take and know that when we have concerns and suggestions someone will listen to us.  Lecturers need to get off the picket line and start interacting with students again.

     So, take note lecturers and University officials across the land: it’s our education – can we have it back please?

      Sigh of relief and air punch, my comments were very well received.  Thank you, lecturer, look what can be accomplished when we work together. 

     This was an example of a lecturer trying to engage with students, but students have to respond because it works both ways.  Call me the sacky-student-suck-up if you want to; but I look at the essay questions before my email, and then look at the amended questions the lecturer posted recently – this sacky student had his say and made a difference.