This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students’ perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments.

中文翻译：

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日益复杂：在不满时代教授公共政策

本文利用九年本科生课程评估调查来探索澳大利亚公共政策入门课程的学习和教学实践。该论文根据日益复杂的教学和学习环境对学生的反应进行了定位。学生群体包括多元化的艺术、法律、商业和技术本科生。本文探讨了定量和定性调查数据，以了解学生对教学、学习和参与公共政策的看法和看法。本文考虑了学生应对日益复杂程度的一些方法，他们将互动式和参与式教学策略作为学习工具的看法，以及他们对加强大学学习的看法。