Developing effective student staff partnerships Engaging Student Course Representatives in the collection and feedback to students and staff of academic and non-academic feedback Michelle Morgan, Andrew Gibson and Denza Gonsalves Faculty of Science, Engineering and Computing Kingston University Aims and objectives вЂў Provide a rationale for change and the structure adopted вЂў Explain how the scheme has increased student participation in academic and non-academic feedback, enhanced peer feedback and improved student morale through the student voice being heard at a Departmental and Faculty level вЂў Illustrate how the scheme has enabled students to influence quality enhancement and institutional governance at a University level вЂў Highlight the challenges of obtaining cross school and student support for the new scheme. Rationale for change вЂў Differing practice across 8 schools within the Faculty вЂў Pulled together good practice вЂў Student voice raising concerns вЂў SSCC membership вЂ“staff outweigh students вЂў Action points not followed up or fed back вЂў Some meetings cancelled вЂў Effectively build the student voice into core activities at Faculty level (e.g. meetings, early module feedback etc) вЂў Raising the profile and status of the course representative scheme вЂў Enhancing the вЂ�feedbackвЂ™ cycle- academic and non-academic. Responses to the feedback Important for Course Representatives and Staff : вЂў to let the student body know what happened to their academic and nonacademic issues raised at Meetings and in Early Module Feedback Essential that: вЂў Students see that their voice is being HEARD вЂў Staff engage in continuous development. Rationale for change вЂў Differing practice across 8 schools within the Faculty вЂў Pulled together good practice вЂў Student voice raising concerns вЂў SSCC membership вЂ“staff outweigh students вЂў Action points not followed up or fed back вЂў Some meetings cancelled вЂў Effectively build the student voice into core activities at Faculty level (e.g. meetings, early module feedback etc) вЂў Raising the profile and status of the course representative scheme вЂў Enhancing the вЂ�feedbackвЂ™ process- academic and non-academic вЂў New Students Union member of staff with remit for course representation вЂў Giving вЂ�added valueвЂ™ to students who participate (for PDP). Added Value Provide CRs with the opportunity to engage in: вЂў Faculty Course Representative Certificate вЂў Required to undertake specific activities to support Faculty quality enhancement strategy вЂў Semester 1 and 2 workshops run by the Engagement Unit вЂў Employability and career sessions вЂў Student Course Representative and Ambassador Conference (SU led) вЂў Skill sessions run by the Students Union and Engagement Unit вЂў Senior Course Representative Scheme run by Students Union. Added Value Develop/enhance skills through the CR role вЂў вЂў вЂў вЂў вЂў вЂў Communication Listening Networking Relationship building Reflection Presentation вЂўImportant to identify and record skills obtained through course and extra curricula activities вЂўSupports and extends employability activities вЂў вЂў вЂў вЂў вЂў вЂў Organisation Report writing Diplomacy Negotiation Research Time management / prioritisation. Course Representative structure adopted вЂў 2- 5 course representatives per course per year вЂў To get diverse and wide coverage of opinions and concerns вЂў To encourage team work вЂў Self nomination вЂў Widen interest вЂў Encourage positive rather than negative recruitment (e.g. Student feeling forced into the role) вЂў Provide вЂ�openвЂ™ opportunities вЂў No elections вЂў Encourage inclusivity not exclusivity вЂў Increase вЂ�atypicalвЂ™ students who would not normally apply вЂў Encourage existing CRs to continue for continuity and support of new CRs вЂў Call goes out end of the academic year вЂў Summer vacation to consider participation and get key dates in the diary вЂў Course Directors involved in advertising and recruitment of new incoming students as CRs вЂў Mid Year recruitment opportunity вЂў Engage and coordinate activities with key university units (e.g. Careers, SU). Activities to increase student participation in academic and non-academic вЂ�FeedbackвЂ™ Components of the SEC Course Representative Certificate CRs awarded a SEC Certificate showing participation and successful completion of all of the following components: вЂў Completion of the formal CR induction run by the Faculty and Kingston UniversityвЂ™s Students Union (KUSU) (compulsory) ** вЂў Participation and feedback in the Student Staff Consultative Committee (SSCC) or Board of Study (BoS) (at least one a year) вЂў Participation in the Faculty Forum (FF) meeting or relevant BoS (at least one a year) вЂў Support the Early Module Feedback process All activities designed to feed into and influence QE ** If not completed, cannot participate as a CR Students Union CR Certificate вЂў All SEC and Student Union activities listed on a Students Union Certificate вЂў Enables students unable to complete the SEC CR Certificate to have their activities formally recorded for their PDP or CPD log. ANY QUESTIONS SO FAR? Gathering and providing Feedback вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў вЂў Speak to friends on course Seek positive and less positive feedback Consult peers in core lectures/labs/seminars Post its Nominal group technique Study space/Email /Facebook/One community Module review group meetings. Gather constructive ideas for improvements Be professional Factual not emotional Feedback to meetings SSCC (academic issues) and Faculty Forum (non-academic issues) вЂў Gather feedback with other Course Representatives on same course and level issues raised by fellow course peers вЂў Collect comments on the Pre-SSCC or Pre-FF Meeting Feedback form and take this form to the meeting (in semester 1 completed form sent to clerk 1 week in advance) вЂў Complete the meeting blog with the collected comments (piloted for FF in semester 2) вЂў All course representatives, who have contributed to the Pre-SSCC or FF Meeting comments, will jointly present the issues at the meeting if they can attend вЂў Issues will be looked at by Staff /Student Chair in advance to problem solve pre-meeting *** вЂў Provide feedback to course peers within a week of the meeting. ***CRs have the opportunity to chair the meeting Early-module feedback (EMF) Reasons вЂў Faculty initiative вЂў Enable feedback to support existing cohort вЂў Enable specific comments not transferable to another module cohort вЂў Continuing Quality Improvement (CQI) in L&T вЂў Feedback initiative to improve NSS. Collection of Early Module Feedback вЂў CRs register their modules via Survey Monkey вЂў CRs allocated either the main collector or helper role (aim is to get each CR to do both) вЂў Final allocations and final instructions are sent 2 weeks before collection The Early Module Feedback Process вЂў Module leader uploads link to Early Module Template on front page of the Black Board Module site вЂў Module Leader communicates with Course Reps and Lecturer who is teaching the week of collection to confirm collection and process вЂў Feedback collected in lecture at start or middle with lecturer absent вЂў Feedback collected on hard copy template available from the School Offices вЂў вЂў Identify 3 good things and up to 3 things (if any) that could be improved Transfer comments onto the Early Module Feedback template on Black Board for the module вЂў Module leader responds with 2 weeks of the collection. Advantages of CRs collecting EMF вЂ�I think students feel they can be completely honest when they talk to their CR especially when lecturers aren't present during the feedback. Taking feedback this year motivated so many students to actually come forward with other problems during the year whereas previously I'm not sure students actually thought of seeing a CR for adviceвЂ™. вЂ�Students won't be able to voice out their opinion or be completely honest regarding the module if the module leader is the collector of the feedbackвЂ™. вЂ�I feel that students are more willing to talk to fellow class mates about their issues because they too might agree. Where as if the student talked directly to the module leaders, they may not raise exactly the same points because they may feel intimidated and awkward. Some students are very proactive and are able to speak to the module leaders, which they can do on their own accord. However for those students who are less confident, I feel it is more appropriate for the CRs to continue doing the collectionвЂ™. Construct solutions to issues When you raise or are addressing an issue, come prepared with a solution Think about: вЂў What would be the solution? вЂў What resources do staff have access too? вЂў How realistic is your solution? вЂў How creative is your solution?. Challenges вЂў Staff perception of student ability and professionalism вЂў Student perception that their voice will be ignored вЂў Accessing affordable resources to enable student participation вЂў Achieving active student and staff participation вЂў Utilising and piloting technology to support the scheme вЂў Site and discipline issues. Summary вЂў Provide effective training for Student Course Representatives in collaboration with the StudentsвЂ™ Union вЂў Trust Student Course Representatives to collect feedback and to report staff responses to students вЂў Provide a transparent rapid response to the feedback collected by Student Course Representatives вЂў Change what is possible and reasonable вЂў Explain why immediate changes are not feasible. Conclusion вЂў Course Representatives are generally rational and fair especially if well trained вЂў Want reasonable improvements вЂў Ongoing process вЂў Build year on year вЂў Communication is key! Thank you for listening Any questions for Michelle, Andy or Denza?