1. Student Academic Representative (StARs) Scheme Training 2010/11 Please sign the register and take a seat

2. What today’s session will cover  StARs scheme at London Met  Introduction and Ice-breaker  What is a StAR?  Identifying issues  Campaigning and taking action  Representation and Course Committee Meetings  How a StAR can provide feedback  Communication hints and tips  Evaluation Form

3. Ice-breaker!  Form a circle in alphabetical order of the town or city you were born in  Introduce yourself to the group and state name, course and town/city  State why you decided to become a StAR?

4. StARs: Getting Started  University expects departments to have StARs for each year of each course  During weeks 1-3 the module leader asks for nominations and the class elect the StAR by a show of hands  StARs to attend Course Committee meetings  1-4 Departmental StARs per department elected to the Student Council

5. StARs: Support  The Students’ Union (SU) and Student Services work in partnership to provide the StARs handbook, StARs Training and arrange departmental StAR elections  Departmental StARs sit on the Students Union’s policy making body, the Student Council  The Students’ Union can help StARs campaign on the issues which matter to their students  StARs need to be pro-active. They are accountable to the students on their course who elect them and will be expected to answer to these students  Students’ Union and other contact details will be provided at the end of the training

6. 1. What is the role of a StAR? Understand the role of a StAR Session Activity

7. Purpose of a StAR To represent students views and opinions on all matters relating to teaching and learning in an effort to continuously improve the student learning experience in partnership with the institution and Students’ Union.

8. Role of a StAR Research the student body eg. different modes of study, establish positive relationships with staff and students, enable discussions and seek students views about their learning, tune in and listen, reflect on what you hear, share your experiences with other StARs, present student views at meetings / in forums etc, notify students and staff of ongoing developments and evaluate your impact Other key skills: relationship building, active listening, diplomacy, negotiation, communication

9. Benefits for YOU  CV enhancement  Chance to improve academic standards and teaching that you experience  Training and skills development  Networking  Potential references from University and Students’ Union StARs

10. Benefits for the University  Courses closely linked to student input  Chance to improve academic standards  Chances to learn from students  Find out what’s wrong before it all goes wrong  Improve what we do – you said / we did StARs

11. 2. Identifying Issues Criteria to identify what is an issue: 1. Is it widely felt? 2. Is it strongly felt? 3. Is it winnable? Session Activity

12. Feedback What areas could you feedback on?  Teaching on the course  Assessments (exams and coursework)  Academic feedback from lecturers  Academic support  Learning resources (such as the Library, Weblearn)  Organisation and management of your course / University experience  Personal development  Mitigating circumstances / appeals  General University Services  Student welfare issues

13. 3. Campaigning and taking action In each of your groups: 1. Read the assigned article 2. Using the handout identify: 1. What the campaign was about? 2. Why was it successful? 3. How could the role of StAR help in making this a success? Session Activity

14. Ways you can get the Uni to listen  Course Committee Meetings  Module evaluation  Informal discussion with senior academic staff  Ask for a formal meeting  Email or write a letter  Petition or open letter  Library surveys  Student services  Students’ Union  NSS and other Uni surveys  Student fora, CASS, LMBS, FoC

15. Course Committee Structure  Course Committees usually meet x2 a semester  2 or 3 StARs usually attend  Course Leader is the chair  Consider teaching and administrative issues surrounding the course  Should consider student issues and concerns  Library and others external to the dept may be present  Quality coordinator may attend  Minutes are included in Course Logs and should be reviewed by departmental managers

16. Final TOP TIPS  Introduce yourself to your class mates and make regular announcements in class.  Collect the names and emails of the student on your course and email them  Carry out a survey or questionnaire to find out what students think  Ask in your department if you can use a notice board or part of a notice board to publicise yourself  Communicate information your receive from the Students’ Union, University, National Union of Students (NUS) and other external student focused organisations

17. Final TOP TIPS (cont’d)  Install a suggestions box in your departmental office (ask first)  Make friends and work in partnership with other StARs in your department  Communicate with the StARs doing the same course as you but in different years, work together!

18. Any questions? Contact details: stars.su@londonmet.ac.uk