Mrs Joanna Carter
| Biography | Jo joined the University of Hull in November 2017 and works as a Student Insight and Sector Policy Manager in the Strategy and Insight Service. With analytical skills developed over almost a decade of working as an Intelligence Analyst for Humberside Police, the latter four years in a senior position, Jo's work at the University of Hull is focused on producing actionable insights about the student journey and sector policy within Higher Education. Within the Student Insight and Sector Policy Team, Jo undertakes analysis of student survey data sets including the National Student Survey (NSS) and Module Evaluation Questionnaires (MEQs); managing processes, streamlining reporting, and presenting student experience insights to a variety of audiences in multiple formats. The team's aim is to develop and support the use of data for enhancement of teaching and learning and translate student feedback into meaningful insights about the student experience. In 2021, Jo completed a Postgraduate Certificate in Academic Practice (PCAP) and became a Fellow of the Higher Education Academy. |
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| Teaching and Learning | Postgraduate Certificate in Academic Practice •Development of knowledge and expertise in delivering, designing and researching learning, teaching and assessment related to the practical context of my role. •Module 1: Quality Learning Experiences in the Disciplines Critical incident assignment – a reflection on my experience of delivering an MEQ workshop and facing challenging questions from an Academic. During this module, I undertook two teaching observations of course colleagues and I was twice observed delivering workshops; a session on MEQs with an emphasis on reflecting on feedback and feeding back to students, and a session on interpreting MEQ data. •Module 2: Effective Learning Design and Assessment Curriculum re-design assignment – undertook a critical examination of curriculum theory and the implications for my practice. I identified several aspects of workshops I have been involved in that would benefit from re-design, incorporating more elements of group reflection and inclusivity. I also conveyed how insight from the ‘hidden’ curriculum can be used to help shape delivery. •Module 3: Researching Learning & Teaching Practice in the Disciplines Research Project – “Teacher reflections on Module Evaluation Questionnaire results used to close the feedback loop: An evaluation of the conversion of feedback to proposed enhancement activity to inform process improvement and understanding”. This was an in-depth look at the challenges faced by teachers in using data to enhance their practice and translating data into practical actions. |
| PhD Supervision Availability | No |