In Mechanical Design Fundamentals Studio 1, we prioritise learning and feedback over grades through formative sprints.  By focusing on feedback, these sprints ensure grades reflect students’ demonstrated understanding at the end of the subject rather than accumulation of marks. In research on this topic, we found a link between the performance in the formative assessment and the final grade, with formative tasks being an indicator of how the students will perform at the end of the subject. What was less clear was why some students chose not to submit tasks and how we might address the issue of non-submission early in large cohorts.

Why are students not submitting tasks?

From conversations with students over the past 4 semesters, it’s clear that there are several reasons for non-submission. Some believe they already understand the requirements and thus opt not to submit, failing to recognise gaps in their knowledge. Others decide not to submit work simply because it doesn’t carry any marks. In both cases, students often end up repeating the subject and later realise that their failure was due to not prioritising learning and feedback over grades, or by focusing solely on building a robot without fully engaging with the learning process.

The most common reason, however, tends to relate to external work commitment, time management with conflicting priorities, temporary or prolonged illness/sickness, mental health or other personal circumstances. Students often wait or are unsure how to disclose circumstances that impact their work until the end of the subject. This gives us limited time to support them, which can result in a failing grade.

When the reason is wellbeing…

This recent blog post by UTS counsellor Isabella Choi highlights indicators of students struggling with their mental health. Concerns can include a decline in quality of work, failure to submit work, changes in participation or absence from class, fatigue, anxiety, irritability or agitation. Students often feel overwhelmed by the amount of information provided and may struggle to navigate central resources.

As academics managing large cohorts, it can be challenging to identify every individual student’s struggles; however, we often get told once they receive their final grade. While we aren’t equipped to engage and solve all issues ourselves, we need to be aware of the early signs and know the appropriate referral channels. 

A survey to gain insights (but still maintain boundaries)

To address this issue and better support a large cohort of students, I designed a Microsoft Form to gather insights into non-submissions without probing into details of their personal circumstances. This tool is a proactive way to intervene early, provide targeted support and guide them to the appropriate UTS resources. The goal is to ensure that students facing challenges don’t fall behind and receive the help they need to succeed.

Prompts/questions on the form include:

  • I was not able to submit my work due to…
  • Would you like help to navigate some of the UTS resources?
  • Would you like someone from the teaching team to contact you to make a plan moving forward?

While this method has its limitations (e.g. it requires students to take the initiative), it adds an essential layer of support. Some of its benefits are that it:

  • allows the academic team to focus on their educational role
  • offers assistance to those who may have missed out due to external circumstances, such as temporary illness or situations beyond their control
  • guides students toward central services such as counselling for more specialised support

By better understanding why students don’t submit their work, we can also gain valuable insights to improve engagement and address underlying issues, particularly those related to mental health. Recognising and supporting students’ mental wellbeing is crucial to ensuring their overall success. This approach also respects students’ autonomy, giving them the option to get help navigating UTS central resources or a plan for progression in the subject without feeling pressured. 

You can learn more about using Microsoft Forms to get student insights from your students at this upcoming Tooltime event:

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