University rating
Tell us about your overall university experience so far.
The University of Essex in Colchester stands out as an exceptional place to study, boasting a wonderful academic environment. The faculty is composed of remarkable and diverse lecturers who bring invaluable experiences and backgrounds, fostering an encouraging and intellectually stimulating atmosphere. Their supportiveness and open communication channels make acquiring necessary information a seamless process.
The campus, though relatively small, is exceptionally comfortable and well-organised, facilitating easy navigation to seminar rooms, laboratories, and lecture theatres. The availability of fantastic study spaces, including the beautiful library, adds to the overall conducive learning environment. Moreover, the campus amenities, such as alternative milk options in the coffee offerings and the serene park, enhance the overall student experience, creating a pleasant and tranquil atmosphere. The charm of Colchester, a lovely and calm city, further complements the university's appeal.
Despite these strengths, there is room for improvement in the university's admission standards. While the academic environment remains excellent, the presence of disinterested individuals who may resort to buying assignments or engage in distracting behaviour during lectures can diminish the motivating educational atmosphere. Implementing higher entry requirements would serve to filter and ensure that only dedicated and genuinely interested students contribute to and benefit from the positive learning environment that the university strives to maintain.
Additionally, there have been instances of misleading and sometimes controversial marking criteria at the University of Essex. In a specific example from the philosophy department last year, there were notable inconsistencies in marking criteria for two essays. The first essay, adhering to the module outline's explicit instruction not to include references from other philosophers due to stringent word limits, received a high mark of 85%. However, despite the acknowledgment of the essay's perfection, a substantial deduction of 25% was made for not incorporating references, creating a perplexing contradiction in the feedback.
In the subsequent attempt to address this feedback, the second essay aimed to provide a theoretical framework based on additional work from another philosopher. However, this time, the essay was marked down with explicit reference to the same module outline, stating that the inclusion of references from other philosophers should be avoided. This inconsistency in marking criteria has been observed not only in the philosophy department but also in several other departments, indicating a need for more precise, standardised, and transparent guidelines to ensure fair evaluation across all subjects.
Course rating
Course rating
The delivery of my course at the University of Essex demonstrates a well-balanced approach, incorporating both online and in-class lectures, with the added convenience of recorded sessions for review. This blended learning model ensures flexibility for students while maintaining the benefits of traditional classroom engagement. The availability of recorded lectures proves especially valuable, allowing students to revisit complex topics at their own pace.
Course hours are structured to accommodate a mix of online and in-person sessions, striking a balance that caters to different learning preferences. The emphasis on independent learning is a cornerstone of the educational approach, with lecturers actively ensuring ample resources are provided. This empowers students to take control of their learning journey, promoting a deeper understanding of the subject matter.
One aspect I particularly appreciate is the dedication of lecturers to facilitating effective learning. In a recent example from the "Brain and Behaviour Psychological" module, the lecturer skilfully introduced the intricate topic of brain structure. Despite its complexity, the lecturer employed a variety of teaching methods, including the use of Latin language, visuals, and mnemonic devices. This multi-faceted approach not only demystified the subject but also catered to diverse learning styles.
Furthermore, the lecturer's demeanour was marked by understanding, encouragement, and empathy. This supportive approach fosters a positive learning environment, making it easier for students to grasp challenging concepts. The willingness of lecturers to go beyond the conventional teaching methods and actively engage with students is a testament to the commitment to academic excellence at the University of Essex.