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Welcome.Roles and Responsibilities.Common Issues.A Guide to Committee Meetings.Jargon Buster.The Student Academic Representative and Committee Structure.Support and Contacts.

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Welcome

Congratulations! "e very fact that you are reading this sentence means that you have been elected as the Student Academic Representative for your course at the University of Cumbria. "e importance of representing the Student Voice within the University cannot be stressed enough; staff want to hear constructive feedback, the University needs to hear what students are feeling, the Students’ Union has to respond to current student views, and as a learner you deserve to be listened to. Your position places you perfectly to provide useful, relevant and timely feedback which can shape both your own education and that of future students.

As soon as you were elected you became both a vital link between the students on your course and the staff who run it, and between the students you represent and us at the Students’ Union. Alongside that, becoming a Student Academic Rep will gain you many transferable skills that will be invaluable both during your time at University and following it, including debating skills, communication and, obviously representation. All of your efforts and hard work throughout the year will be rewarded with certification at the end of the year, and ultimately the entire experience looks great on your C.V.!

"is handbook will explain what a Student Academic Rep is, what you may have to do, who you will be working with, and how the Students’ Union can help with any problems or issues that you may have to deal with. Remember that you can always come to the union office at any time; whether it’s to ask a question, get some advice, to let us know what is going on, or just for a brew and a chat, you’ll always be welcome!

Message from the Vice President for

Higher Education NUS

It is a great honour for me to be included in the course rep hand book for many reasons.

In the slightly changed words of John F. Kennedy (35th

President of the United States of America), I pose the rhetorical question:

So in other words, what can you do to improve your educa-tion and the years you spend at university, as well as the lives of so many others? You guessed it… by being a course rep :)

I remember a Course Rep when I first started my course in my first year. He put his hand up to be one when the lecturer asked who was interested (naturally his friends pushed him to as a joke, but he did it). Not realising what he got himself in to, he started to attend meetings, speak to people on his course and let the staff know about problems that was af-fecting them. Not just his own problems, but concerns from people on his course whether that was issues to do with the timetable, to issues around the course content and even ten-sions between the final years and the first years.

From the above, changes were made on the course and fun/cultural events were organised to sort out the tensions includ-ing a football match (which we, as in the first years, won - whoop). "is course rep then continued to represent students by getting elected in to the students’ Union as the President and is now writing this introduction as your Vice President Higher Education for the National Union of Students (NUS) and proud that we are recognising the huge impact you make on the lives of our students.

At the very least, reps provide a mechanism by which the students’ voices can be heard. More than that, though, student representatives can transform the learning experience through providing critical and constructive feedback on the design and delivery of courses and so much more.

Ask not what your Education can do for you - ask what you can do for your Education.“ ”

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As Vice Chancellor at the University of Cumbria the quality of the student experience is of the utmost importance to me. "e University consistently aims to be pro-active in ensuring that this experience is both worthwhile and valuable whilst remaining responsive to the constantly changing academic landscape. Your role and contribution as a Student Academic Representative is therefore vital to the University’s ongoing success and growth as an academic provider.

Not only can you make a real difference to your own uni-versity experience and that of your peers, you can also help us to capture the authentic student voice and enable us to respond in an effective and timely fashion. I wish you every success in fulfilling this critical role and thank you for your involvement and forthcoming contribution to the life of our University community.

Graham Upton

Message from the Academic

Sabbatical Officer

Welcome and congratulations on becoming a Student Academic Representative! You are now in a unique position to be able to represent your fellow students to change, and hopefully improve, your academic experience for the better at the University of Cumbria. "e Student Academic Represen-tation system should enable you to not only develop valuable skills but will also be a worthwhile experience. Only through working with the University on your programme needs and highlighting any issues to the Students’ Union can this have a positive impact on your degree.

Best of luck for the year ahead and I will look forward to working with you all over the coming year.

Lorri Millar

I would like to encourage every student to consider standing to be a rep, to vote in elections and to engage with their representatives: by being involved you can only make it better. Both the NUS and your students’ union are here to help and support you - you’re not alone and, working together, we can achieve more than we can apart.

One of the best things I ever did was become a course rep. it developed me with skills that I use daily today and it’s with those skills I stand here representing you. I look forward and wish you all the luck to you starting your journey of repre-senting the students on your course and making education better for everyone.

To end, I pose the question that I started with ‘ask what you can do for your Education’ … now go and do it!

In unity,Usman Ali

Message from the Vice Chancellor

I welcome each of you at the outset of this exciting year. With many changes and developments at the University, and at a time where there are increasing numbers of stu-dents within higher education, your new role as a Student Academic Representative is even more fundamental than in previous years.

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What is the purpose of a Student Academic Rep? To represent the views of students on your course with the aim of improving the quality of learning and teaching at the University of Cumbria.

We want you to view your role as a Student Academic Rep in a positive way; all too often the role is seen as merely passing student grumbles and gripes onto staff, but being a SAR is about much more than that. "e joint efforts of student reps and staff are enormously beneficial and rewarding for the individuals involved, and the input of so many people into improving the academic life of Cumbria genuinely helps to improve the quality of both your own, and others, education.

Duties of a Student Academic Rep:

Acquired Skills:

Benefits:

Roles & Re-spon-sibili-ties

To collect the views of students on matters relating to their learning experience.To be available to fellow students who have issues that they want you to raise on their behalf.To attend Programme Quality Committee meetings and put the views of your fellow students to academic staff.To attend optional training and work-shops.To keep the Students’ Union informed of course issues by sending copies of minutes of any meetings you have been involved in.To be able to refer students with personal problems to the available resources such as the Students’ Union Advisors and University Counselling Service etc.

CommunicationActive listening skillsOrganisation and effective time managementProblem-solvingNegotiation techniquesContributing to meetings and working as part of a team

Help the University make improvements to your

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Responsibilities: Programme Leader

University

Students’ Union

programme for the benefit of current and future students.Be a vital link between the Students’ Union and the University’s committee structure.Get to meet loads of people and make new friends.You will receive certification from the Student Union, assuming that you have actively been a RepDevelop your transferable skills and increase your employability.Develop a wider understanding of the role of representa-tives in improving standards and driving positive change.

To ensure that student representation is obtained for their programme of study.To ensure that SARs are nominated by the student cohort to represent the views of the whole cohort.To ensure that no SAR or student which they are representing will be disadvantaged in the execution of the student representation system.To provide support and guidance for SARs in the execution of their duties in the role. To provide information on the SAR system and administer the election of SARs for their programme of study.

To ensure that a student representative system which is open to the whole student demographic of the institution is available and run effectively within schools and supported by the Students’ Union.

To provide training and support for Student Academic Representatives.To be a point of contact for SARs and liaise with course and central service staff where necessary.To maintain the SAR database for programme representatives.

Common Issues

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"e key to deciding whether to raise issues at a committee meeting or not can be helped by the following consideration:

Is it a programme issue that is affecting the quality of the teaching & learning experience? If yes, then raise it at committee (if the meeting is not too far away!)

Is it a broader issue that affects the quality of the general student experience, but can’t be tied specifically to a programme of study?

If this is a yes, then you need to deal with the issue outside of the formal committees that you attend as a rep.

"e issues that you and your classmates will probably want to raise at Program Quality committee meetings will most likely fall under the headings below, so as you receive comments from students, it’s worth considering them in the broader context, like the examples below:

Curriculum

Are the learning outcomes being met?Does module content encourage the development of knowl-edge and skills?How relevant is the programme to future study and employ-ment?

Learning and Teaching

Should there be more/less lectures, lab sessions or tutorials?What teaching methods would you find most useful?What is the standard of the handouts given?

Learning Resources

Are there any hidden programme costs, eg. books/field trips/specialist equipment?What is the standard of disability access to lecture theatres/seminar rooms?Are there sufficient books in the library for the number of

people on the module/programme?Is access to the computer facilities adequate?How useful is the personal tutor scheme? Do tutors make themselves available? Are they approachable?

Assessment

Is information given on plagiarism? How useful is it?What feedback do you receive? Is it prompt and effective?Do you have enough time to implement comments in your last essay before the next one is due in?

Student Progression

How many of each degree classification are awarded each year?How many students drop out of the programme?How many students fail?How many students go into relevant graduate employment?

Quality and Standards

Are programme evaluation forms used? Are the responses acted upon?Do you receive any information about what the School/Department or programme have done in light of these questionnaires?

Issues to be raised outside of Program

Quality committees:

Some complaints – eg. about individual members of staff or other students, about University services and facilities such as accommodation/catering.Issues relating to individual students failing coursework/ex-ams, malpractice, student support sessions etc.Personal issues affecting students outside of their actual course provision.

If you feel that you have an issue or a concern that might need to be dealt with outside of the formal committees you

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attend as a Rep, then please contact Trish Lee or Chloe Merna in the Students Union Advice Service for further help and information.

You can contact them via:

Email: trish.lee@cumbria.ac.uk

Or you can drop in to your local Students’ Union and arrange an appointment.

Student Representatives and

Volunteer Accreditation

Volunteering is a great way to meet new people and make new friends. As Student Representatives you can gain vol-unteer accreditation for the hours you spend doing Student Representative duties.

Visit the Students’ Union website at www.thestudentsunion.org.uk/volunteering and register as a volunteer to gain an hour recording sheet and a UCSU volunteering handbook.

"e Students’ Union has two members of staff responsible for volunteering: Emma Egglestone who is the Volunteer Support and Development Manager, and Kati Brown who is the Volunteering Facilitator. "ey are dedicated to organising and facilitating all placements that involve University of Cumbria Students, no matter which campus they may come from.

Tel:chloe.merna@cumbria.ac.uk 01524 526576

A guide to com-mittee meet-ings

Emma Egglestoneemma.egglestone@cumbria.ac.uk01524 526577

Email:Tel:

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Here are just a few helpful tips on how to approach a meeting and some things to be aware of when attending committee meetings.

Before a meeting:

Make sure you know who your contact is for your programme.Make sure you know when the meetings are and that you are given the papers well in advance (usually one week).

It may be helpful to ask for a copy of the last meeting that took place so you know any action points. "e process of Annual Evaluation starts at the end of an academic year, so you will probably be picking up from where a previous Rep has left off. Ask for clarification before the meeting if neces-sary – eg. the Chair, a tutor who you know will be present or someone from the Students’ Union.

Discuss issues on the agenda with your cohort and ask if there is anything they wish you to raise. If there is more than one Rep for the subject, meet up before the meeting to discuss how you will input – you should sound as if you have given thought to the presentation of information and avoid arguing amongst yourselves.

Remember that you are representing the views of a group of students, not just your own. "ere are likely to be different opinions, but they are equally valid. Know the ‘rules’ of the committee – suss out any jargon, what the decision-making powers are, how you can get agenda items listed – try the Administrator for the meeting."ink about what you want to achieve from a meeting – bearing in mind the purpose of the meeting.

During a meeting:

Be on time and make sure you give apologies to the administrator if you really cannot attend. Make sure you have all the papers with you and any notes you need for your own input.Remember that you are there by right! You are entitled to contribute!Keep an open mind, be prepared to discuss points, concede

points and press for change where necessary.Take notes so you can feedback to the cohort and the Stu-dent’s Union. Don’t interrupt others speaking, and if you are interrupted, politely ask that you are able to finish your point.Don’t get into unreasonable arguments for the sake of it.

After a meeting:

Make sure you relay information back to the group you represent.Follow-up on any actions you have committed to. If staff have action points – ask them how they are progress-ing – obviously giving them a little time to move forwards.Make sure you receive copies of the minutes for attending the next meeting.

Reps in previous years have had agreements with course staff to have 10 minutes at the start of a lecture to let students know what is happening (the start is better – more concentra-tion and no-one wanting to dash off!)Some tutors may be happy to give up some space on course boards to Reps.

Progression of actions

"e programme quality meetings attended by Student Repre-sentatives are part of a University wide structure with several formal Committees and Boards. Issues they raise and feed-back they provide work their way through the relevant stages either to gather further information/research or to receive approval for action. Almost every Committee or Board that sits has student representation within the membership. You can make a difference at all levels, so don’t be afraid to put the views of the students you represent forward.

Committee structure diagrams can be found on pg. 25-27

If there is an issue in your department that is really concern-ing you or you have concerns about the meetings that you attend then please don’t hesitate to raise the issue with the Students’ Union Representation Facilitator – Dominic Leigh-ton- or a Students’ Union Officer. If you don’t let them know that there is a problem then they can’t help resolve things.

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Jargon Buster

SAR’s — Student Academic Representative’s

Simply, they represent the views of a designated group of students – traditionally those within their teaching group. "ey are then able to attend university committee meetings to express those views, with the aim of improving the quality of teaching and the quality of student experience, for them-selves, their peers, and future students.

UB — University Board

"is is the highest decision making board in the university. "e students’ union representation sabbatical sits on this board along with the Vice Chancellors and senior manage-ment.

AB — Academic Board Academic board makes decisions in connection with your academic provision."e Representation sabbatical and the Academic Sabbatical sit on this board and put forward the views of the student body to the academic heads of departments and senior mem-bers of university staff.

LTQEC — Learning, Teaching, Quality Enhancement committee

"e Learning, Teaching and Quality Enhancement Commit-tee is responsible to Academic Board for strategies, policies and processes for assuring, maintaining and enhancing the standards for the University’s taught academic programmes that lead to awards or credits of the University; and enhanc-ing the quality of all aspects of the students’ experience including, learning, teaching and assessment.

Faculty

"e basic administrative departments of the University for teaching purposes, all programmes of study belong to one of the three Faculties which are the Faculty of Arts, Business and Science; the Faculty of Education; the Faculty of Health.

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FLTQEC — Faculty Learning, Teaching, Quality Enhancement Committee

"e Faculty Learning, Teaching and Quality Enhancement Committee has responsibility at Faculty level for assuring, maintaining and enhancing the standards for the University’s taught academic programmes that lead to awards or credits of the University; and enhancing the quality of all aspects of the students’ experience including, learning, teaching and assessment.

Quality Groups

Groupings of courses (or programmes) that have similar or complimentary themes or topics, what used to be called ‘Schools’. Quality Groups are usually (but not always) con-tained within one Faculty.

Programme Quality Committees

"ese will be programme/course meetings which should pro-vide a forum for debate and decision regarding issues relating to the student experience in that programme and inform discussion of the ongoing evaluation of the programme,

LISS — Learning, Information Student Services

Learning, Information and Students Services is an integrated service providing a one stop shop for student services, library, media and IT support. "ey provide materials, equipment, student advice, skills training and study space to support the learning, research and teaching carried out in the University of Cumbria.

C-DEPP— Centre for the Development and Enhancement of Professional Practice

"e Centre for Development & Enhancement of Professional Practice responds to the needs of the University in relation to securing effective development of people, programmes, poli-cies and educational technology. "ey encourage transforma-

tions in learning and teaching practice, focusing on flexible and distributed learning and the design of programmes for flexible delivery. CDEPP is responsible for the continuing professional development of all University staff.

QAA — Quality Assurance Agency for Higher Education

"e primary responsibility for academic standards and quality in UK higher education rests with individual universities and colleges. QAA is a non-governmental national authority who checks how well universities meet their responsibilities, identifying good practice and making recommendations for improvement. "ey also publish guidelines to help institu-tions develop effective systems to ensure students have high quality experiences.

AER’s — Annual Evaluatory Reports

"e Annual Evaluatory Review (AER) is designed to be a rolling review mechanism reflecting on practice and consider-ing actions agreed in the previous year. It’s essentially an opportunity to check the ‘health’ of a course and to make adjustments or seek further support where necessary, and to celebrate those areas which work well.

V.C — Vice Chancellor

"e person with the ultimate executive responsibility for the organisation, direction and management of the University.

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Stu-dents’ Union struc-tures

Trustee Board

"e Trustee Board has ultimate oversight of all of the groups that make up the Students’ Union and under Charity Law forms the highest legal authority within the Union and should contain a balance of elected and selected members. Charity Commission guidance suggests that at least 50% of the trustees are unpaid (i.e. not Sabbaticals). Trustee Board would retain its statutory powers to overturn the decisions of any and all groups within the Union based on financial viability or legal compliance.

General Meeting

"e General Meeting takes the place of the Union Council. "ey would be constitutionally required to occur twice a term and be open meetings held via video conference. Any full member of the Students’ Union could attend and vote, as the voting mechanism of the General Meeting would in effect be a Referendum.

"e General Meeting would have the powers of the current Council, AGM and Referenda rolled into one, and like any of these mechanisms would allow either for complex policy to be presented through the hierarchical route (i.e. by a ratified member of a Group, Assembly or by a whole-Union elected representative) or for a student-sponsored single issue for/against question with sufficient signatories to be placed on the agenda.

Academic Assembly

Assemblies are scaled up whole-Union versions of the local Groups. "ey take issues which have been raised at a campus level and identified as having potential cross-campus implica-tions within the academic remit and debate them from the global perspective. Assemblies will be open meetings held via video conference, with the chairs of the local groups being expected to attend and each Assembly would be chaired by a Sabbatical. Issues which do not require significant policy or expenditure could be resolved at this level.

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Academic Group

"is is the elected Faculty Representative and Student Aca-demic Representative liaison group, although it is again an open meeting so all students may attend. Issues surrounding learning and teaching, assessment and feedback or any other academic quality issues are raised here. "is group works under and feeds into the Academic Sabbatical.

Campus Collectives

"is group would be mandated to have at least two termly open meetings to allow those students who prefer to attend physical meetings of a general nature the chance to do so. Like a mini-campus specific version of the General Meeting there would be a responsibility to report on the Unions’ ac-tivities of late and provide a route of accountability at a local level, as well as providing a forum for issues to be raised and debates to take place.

SUEI — Students’ Union Evaluation Initiative

"is is a quality assessment model that assists in improving the services and activities delivered to members of Students’ Unions by indicating areas for continuous improvement. Students’ Unions are assessed and given guidance on how to improve for the benefit of their members.

NUS — National Union of Students

"is is the national body of Students’ Unions who campaign and work on a national level for the rights of Students.

NSS — National Student Survey

"e National Student Survey is a national initiative, con-ducted annually since 2005. "e survey runs across all publicly funded Higher Education Institutions (HEIs) in England, Wales, Northern Ireland, and participating Higher Education Institutions in Scotland. Additionally, since 2008, Further Education Colleges (FECs) with directly funded higher edu-

cation students in England have been eligible to participate. "e survey asks final year undergraduates and students in their final year of a course leading to undergraduate credits or qualifications to provide feedback on their courses in a nationally recognised format. "e results are made available to participating universities, colleges and students’ unions to use to facilitate best practice and to enhance the student learning experience.

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Sup-port & con-tacts

It should be noted that this is information guide is a generic overview which aims to reflect the aspects of the process that all Representatives should experience. It is likely that you will experience some slight differences in the way the process is applied from other Representatives but that essentially you all have the same purpose and role to play.

If at this point in the year you feel that you or the students in your group are already experiencing problems or have an issue you that you feel needs resolving which cannot be addressed within your capacity as a Representative then you can speak to the Students’ Union any time. "ey will advise you of the options available.

Your first point of call at the Students’ Union should be Danny Prescott the UCSU Representation Facilitator:

Danny PrescottTel: 01524 526575Email: daniel.prescott@cumbria.ac.uk

You may be referred to Trish Lee or Chloe Merna, the Students’ Union Advice Service staff members:

Trish LeeTel: 01524 526576Email: trish.lee@cumbria.ac.ukMSN: adviceservice@hotmail.co.ukMyspace: www.myspace.com/adviceservice

Chloe MernaTel: 01228 616272Email: chloe.merna@cumbria.ac.uk

Or, if you wish to contact Academic Quality & Standards Service:

Tel: 01524 384234Email: Jessica.robinson@cumbria.ac.uk

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