Presentation on theme: "Developing effective student staff partnerships Engaging Student Course Representatives in the collection and feedback to students and staff of academic."— Presentation transcript:
1Developing effective student staff partnerships Engaging Student Course Representatives in the collection and feedback to students and staff of academic and non-academic feedbackMichelle Morgan, Andrew Gibson and Denza GonsalvesFaculty of Science, Engineering and ComputingKingston University
2Aims and objectivesProvide a rationale for change and the structure adoptedExplain 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 levelIllustrate how the scheme has enabled students to influence quality enhancement and institutional governance at a University levelHighlight the challenges of obtaining cross school and student support for the new scheme.
3Rationale for changeDiffering practice across 8 schools within the FacultyPulled together good practiceStudent voice raising concernsSSCC membership –staff outweigh studentsAction points not followed up or fed backSome meetings cancelledEffectively build the student voice into core activities at Faculty level (e.g. meetings, early module feedback etc)Raising the profile and status of the course representative schemeEnhancing the ‘feedback’ cycle- academic and non-academic.
4Responses to the feedback Important for Course Representatives and Staff :to let the student body know what happened to their academic and non-academic issues raised at Meetings and in Early Module FeedbackEssential that:Students see that their voice is being HEARDStaff engage in continuous development.
5Rationale for changeDiffering practice across 8 schools within the FacultyPulled together good practiceStudent voice raising concernsSSCC membership –staff outweigh studentsAction points not followed up or fed backSome meetings cancelledEffectively build the student voice into core activities at Faculty level (e.g. meetings, early module feedback etc)Raising the profile and status of the course representative schemeEnhancing the ‘feedback’ process- academic and non-academicNew Students Union member of staff with remit for course representationGiving ‘added value’ to students who participate (for PDP).
6Added Value Provide CRs with the opportunity to engage in: Faculty Course Representative CertificateRequired to undertake specific activities to support Faculty quality enhancement strategySemester 1 and 2 workshops run by the Engagement UnitEmployability and career sessionsStudent Course Representative and Ambassador Conference (SU led)Skill sessions run by the Students Union and Engagement UnitSenior Course Representative Scheme run by Students Union.
7Added Value Develop/enhance skills through the CR role OrganisationReport writingDiplomacyNegotiationResearchTime management / prioritisation.CommunicationListeningNetworkingRelationship buildingReflectionPresentationImportant to identify and record skills obtained through course and extra curricula activitiesSupports and extends employability activities
8Course Representative structure adopted 2- 5 course representatives per course per yearTo get diverse and wide coverage of opinions and concernsTo encourage team workSelf nominationWiden interestEncourage positive rather than negative recruitment (e.g. Student feeling forced into the role)Provide ‘open’ opportunitiesNo electionsEncourage inclusivity not exclusivityIncrease ‘atypical’ students who would not normally applyEncourage existing CRs to continue for continuity and support of new CRsCall goes out end of the academic yearSummer vacation to consider participation and get key dates in the diaryCourse Directors involved in advertising and recruitment of new incoming students as CRsMid Year recruitment opportunityEngage and coordinate activities with key university units (e.g. Careers, SU).
9Activities to increase student participation in academic and non-academic ‘Feedback’ Components of the SEC CourseRepresentative CertificateCRs awarded a SEC Certificate showingparticipation and successful completionof all of the following components:Completion of the formal CR induction run by the Faculty and Kingston University’s Students Union (KUSU) (compulsory) **Participation and feedback in the Student Staff Consultative Committee (SSCC) or Board of Study (BoS) (at least one a year)Participation in the Faculty Forum (FF) meeting or relevant BoS (at least one a year)Support the Early Module Feedback processAll activities designed to feed into and influence QE** If not completed, cannot participate as a CR
10Students Union CR Certificate All SEC and Student Union activities listed on a Students Union CertificateEnables students unable to complete the SEC CR Certificate to have their activities formally recorded for their PDP or CPD log.
12Gathering and providing Feedback Speak to friends on courseSeek positive and less positive feedbackConsult peers in core lectures/labs/seminarsPost itsNominal group techniqueStudy space/ /Facebook/One communityModule review group meetings.Gather constructive ideas for improvementsBe professionalFactual not emotional
13Feedback to meetingsSSCC (academic issues) and Faculty Forum (non-academic issues)Gather feedback with other Course Representatives on same course and level issues raised by fellow course peersCollect 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)Complete the meeting blog with the collected comments (piloted for FF in semester 2)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 attendIssues will be looked at by Staff /Student Chair in advance to problem solve pre-meeting ***Provide feedback to course peers within a week of the meeting.***CRs have the opportunity to chair the meeting
14Early-module feedback (EMF) ReasonsFaculty initiativeEnable feedback to support existing cohortEnable specific comments not transferable to another module cohortContinuing Quality Improvement (CQI) in L&TFeedback initiative to improve NSS.
15Collection of Early Module Feedback CRs register their modules via Survey MonkeyCRs allocated either the main collector or helper role (aim is to get each CR to do both)Final allocations and final instructionsare sent 2 weeks before collection
16The Early Module Feedback Process Module leader uploads link to Early Module Template on front page of the Black Board Module siteModule Leader communicates with Course Reps and Lecturer who is teaching the week of collection to confirm collection and processFeedback collected in lecture at start or middle with lecturer absentFeedback collected on hard copy template available from the School OfficesIdentify 3 good things and up to 3 things (if any) that could be improvedTransfer comments onto the Early Module Feedback template on Black Board for the moduleModule leader responds with 2 weeks of the collection.
17Advantages of CRs collecting EMF ‘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 advice’.‘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 feedback’.‘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 collection’.
18Construct solutions to issues When you raise or are addressing an issue, come preparedwith a solutionThink about:What would be the solution?What resources do staff have access too?How realistic is your solution?How creative is your solution?.
19Challenges Staff perception of student ability and professionalism Student perception that their voice will be ignoredAccessing affordable resources to enable student participationAchieving active student and staff participationUtilising and piloting technology to support the schemeSite and discipline issues.
20SummaryProvide effective training for Student Course Representatives in collaboration with the Students’ UnionTrust Student Course Representatives to collect feedback and to report staff responses to studentsProvide a transparent rapid response to the feedback collected by Student Course RepresentativesChange what is possible and reasonableExplain why immediate changes are not feasible.
21ConclusionCourse Representatives are generally rational and fair especially if well trainedWant reasonable improvementsOngoing processBuild year on yearCommunication is key!
22Thank you for listening Any questions for Michelle, Andy or Denza?