Beyond the s**t sandwich: empowering student learning through action-oriented feedback

Abstract

Feedback is a cornerstone of effective learning, yet dissatisfaction with its practices persists in higher education (Henderson et al., 2019). At De Montfort University, NSS data revealed declining student satisfaction with feedback clarity and applicability, particularly in STEM disciplines. Whilst our existing feedback toolkit improved outcomes in social science disciplines, STEM students remain underserved in this area. This project seeks to address this gap.

With ethics committee approval and led by a student research assistant, the study employs focus groups with third-year Engineering students to explore their reception, understanding, and application of feedback on final-year projects. Data was triangulated through staff interviews and a review of written feedback to identify key barriers and opportunities for improvement. Preliminary findings indicate a need for discipline-specific resources that demystify feedback language and promote actionable responses.

This paper showcased the co-creation of an evidence-driven feedback toolkit tailored to the needs of Computing, Engineering, and Media students. The project demonstrates the value of embedding student voice in Learning Development practice to enhance learning outcomes. By aligning staff and student approaches to feedback, the project supports positive learning outcomes, contributes to institutional metrics, such as the TEF and NSS, and offers insights transferable to other disciplines.